Paired+Reviews

=Paired Reviews=

Time outs are used during athletic competitions to pause the game to take stock of events and plot adjustments necessary for a successful outcome. Students, too, can benefit from a pause in the action. At times during the flow of new learning, students need to signal time out so they can collect their thoughts and reflect on their understandings. Like athletes, students may need to catch up, raise questions, clear up confusions, and set their minds for what will happen next.

Proficient readers know that understanding is not a one-step process. Often, we need to revisit what is being learned to make sure we understand. Therefore, a momentary pause clears up uncertainties and helps to mentally reconstruct material so that it makes sense. Reflecting, clarifying, and paraphrasing are automatic responses during learning.

However, many students cling to the habit of reading new material only once, whether they truly understand it or not. They may become preoccupied with completing an assignment rather than pondering the meaning of a passage. As a result, students' reading becomes a race to get done and close the book, and they retain only a vague notion of what was read. Classroom strategies that encourage review and reflection are a necessary step for synthesizing understanding.

Paired Review strategies enhance clarifying and paraphrasing skills and establish regular patterns of brief interruptions, which allow students to process what they are learning.

Here, 3 different Paired Review strategies are explained: 3-Minute Pause Paired Verbal Fluency Line-Up Reviews

Advantages:
 * Students come to realize that learning does not happen all in one step, but that they need to visit new material several times as they continue to explore it.
 * Students are reminded that merely hearing, viewing, or reading is not enough; they also must pause periodically to think about what they are experiencing.
 * Students must verbalize their understandings to others and to themselves.
 * Students are encouraged to use classmates to help construct personal meaning from important content, as well as to clarify and remember new information.
 * Students receive continued practice in reducing what they are learning to meaningful summaries, which emphasize key ideas rather than an accumulation of information.
 * These strategies also can be used for eliciting student knowledge about a topic before introducing a new lesson.

Resources: Buehl, D. (2009). //Classroom strategies for interactive learning//, 3rd Ed. Newark, DE: International Reading Association. Buehl, D. (2003). Wait. Let me think about that. //OnWEAC In Print//, 3(10), 13. Costa, A.L. (1997). //Teaching for intelligent behavior.// Davis, CA: Search Models Unlimited. Marzano, R.J., Pickering, D.J., Arredondo, D.E., Blackburn, G.J., Brandt, R.S., & Moffett, C.A. (1992). //Dimensions of learning teacher's manual//. Alexandria, VA: Association of Supervision and Curriculum Development. McTighe, J., & Lyman, F.T., Jr. (1988). Cueing thinking in the classroom: The promise of theory-embedded tools. //Educational Leadership//, 45(7), 18-24.