Module Eleven: Activity 1

Study Guides

Step 1: Read the instructor’s module Introduction.

Step 2: Required Readings

  Complete the readings:

  1. Billmeyer, Rachel. (2006). Strategies to Engage the Mind of the Learner, 2nd edition.

    pp. 61 - 63 Anticipation/Opinion Guide. 
    An excellent sample of an anticipation guide.
    An Extended Anticipation Guide asks students to revisit their pre-reading responses following completion of the unit or chapter to check for changes in responses. 

    pp. 83-84 PREP- Preview, Read, Examine Prompt Study Guide. 
    This is a wonderful strategy for any subject and any grade. It works well with middle and high school students. It will not only help them prepare for tests but teaches how to take accurate notes while preparing a self-study guide.
  2. What Does Research Tell Us About Teaching Reading to English Language Learners?
    Recommendations for effective literacy instruction of ELL students including phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Step 3: Review the Examples Online
Examples of Study Guides

Step 4: Question of the Week
Respond to only one of the questions for the week.

Questions for the Week

  1. As you explain study guides to colleagues, what two “pros” or advantages would you always mention and why?  What disadvantages or challenges are also part of your conversation?
  2. There is some controversy as to whether study guides really matter.  Some studies have shown no significant improvements in comprehension or note taking despite using study guides. What is your opinion and why? 
  3. What do you anticipate as the greatest challenge in shifting to using study guides? How do you feel this will help students better their note taking abilities? Provide ideas as to how you might work with these challenges.
  4. How might any of the information you read change if you started using study guides in a blended (flipped classroom) approach (part online and part face to face)?
  5. You’ve read or heard the definitions in a WebQuest. If a colleague were to ask you what a WebQuest is about, what would you say? In your own words (100 words or fewer), define webquests. Then explain (in more than 100 words) whether you believe a WebQuest would motivate students in your classroom...and why?

Step 5: Post your response to the selected question on the Discussion Board.

Step 6: Discussion Response
Respond to at least one peer’s posting.

Continue to Activity 2.