SQ3R Lesson Plan

February 17th 2014

Artifact Description
The following artifact is a lesson plan that I created using the reading strategy of SQ3R. I created
it to teach a class on Big Business in a Junior U.S. History class at East Dubuque High School.
The artifact displays the method of SQ3R- Survey, Question, Read, Recite, and Review as a way
of teaching a class of diverse learners.
Wisconsin Teacher Licensure Standard Alignment
This experience best aligns with standard three of the Wisconsin Teacher Development and
Licensure Standards which states: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are adapted.
This experience aligns with standard three because I was able to use my knowledge of multiple
intelligences to incorporate SQ3R into my lesson in order to address as many of the intelligences
that I could. I was able to address visual/spatial by having the students create charts,
interpersonal by having them work with a partner, intrapersonal by allowing them to make their
own questions to be answered, linguistic by having them read through the section, and finally
logical by allowing them to focus on concepts before looking at the details of the section. I
understand that each student has a different perspective on life and how he or she look at history.
I had the students write a simulated journal in order to give them the opportunity to challenge
themselves in a comfortable way. It is a way of pursuing individually configured excellence.
As a result of this experience I am more competent in this standard because I was able to adjust
the time needed for each section of the strategy if needed. I was flexible and allowed the students
to work at their own pace to a certain extent. The point of the lesson was flexibility, and it
allowed me to address the needs of the different learning abilities throughout the classroom.
UW-Platteville Knowledge, Skill, and Disposition Alignment
This experience best aligns with KSD3.b. Using Questioning and Discussion Techniques. This
KSD states: The candidates questioning techniques and instructional strategies are
uniformly high quality with special attention given to available time for student response, varied
levels of questions, and adequate student involvement in the discussion/instructional process.
I used this strategy because it allowed me to involve the students in the questioning process. By
involving them in the process, I feel that the questions have more meaning, not just varied level
of questions. The different levels of questions provide for scaffolding and address higher levels
of Blooms Taxonomy. I wanted to build upon what the students knew but also make sure that the
material resonated with them. I am more competent after this experience because I was able to
create a way for the students to create different levels of questions. I was able to give each
student enough time to create his or her questions while keeping the others involved in the
activity. Then I made sure that each set of students had enough time to answer the questions they

created. I had a filler activity for those students that finished early. This allowed me to address
all of the students needs.
Secondary KSDs
KSD1.b: Demonstrates Knowledge of Students
KSD2.a: Creating an Environment of Respect and Rapport
KSD2.b: Establishing a Culture for Learning
Reflection What I learned about teaching/learning
The students arent all at the same level. You cant treat the students like they will all learn at the
same pace or be able to learn the same amount of material. One of the most challenging things
about teaching is being able to address the needs of all of your students. It is important to find
strategies that allow you to reach as many students as possible. Creating instruction that engages
all of the students will foster the most learning. It is important to scaffold on the students
experience in order to make the instruction meaningful.
What I learned about myself as a prospective educator
I learned how much I like using different types of instruction in order to address diverse learners.
I want to be a diverse teacher so it seemed to fit me really well. I like being able to do different
things throughout the class period. It not only keeps the students interested and engaged but
keeps me attentive of the students and aware of their level of comprehension. I like the
SQ3Rstrategy, but I think I would mix up the classes from day to day as well. I like the diversity
of the classroom. I think I am a better teacher when I do different things each day with
the students.