The use and purposes
of Porpe (Predict, Organise, Rehearse, Practice,
Evaluate)
1. The use of Porpe (Predict, Organise,
Rehearse, Practice, Evaluate
To be effective, any strategy training must occur over
time and across many different content areas. If teachers want their students
to independently employ a strategy such as PORPE, they will need to incorporate
into their lessons the time to provide
intensive direct instruction characterized by examples, teacher modeling,
guided practice, and specific written and oral feedback. Landsberger (1996) defines
the use of PORPE as follows:
a. Prediction
Read, underline, and annotate the assigned material.
Predict possible issues on which questions might be asked
b. Organize
Organize information to generate questions and answers.
Create study checklists. Identify all of
the material on which you will be tested list notes, formulas, diagrams, text
assignments, semantic maps, review sheets, and charts
c. Rehearse
Begin by testing over key ideas, say out loud or write
down the major parts of your outline, go back to the first point and learn the
details that belong to it, repeat the key points and ideas plus the details out
loud, test yourself!, move on to the second key idea and its details and repeat
this process until you have memorized key ideas and details of your outline
d. Practice
Generate a list of possible questions, take the “mock
test” in the classroom or a quiet room, FROM MEMORY, write answers to each
question you expect to be difficult, time yourself and “Grade” and compare with
classmates.
e. evaluate
Evaluate the quality of your answer; are you ready for
the exam or is there a need for further review, examine organization again did
you leave out key ideas or details? and repair and go through PORPE steps
Prediction, Organize, Rehearse, Practice, And Evaluate.
2. The purposes of Porpe (Predict,
Organise, Rehearse, Practice, Evaluate)
Baker and Brown (1984) have described the purpose of
PORPE as follows:
a. Clarify
the purposes of reading (understanding both the explicit and implicit task
demands),
b. Identify
the important aspects of a message,
c. Focus
attention on the major content rather than the trivia, (d)
d. Monitor
ongoing activities to determine whether comprehension is occurring,
e. Engage
in self-questioning to determine whether goals are being achieved, and
f. Take corrective action when failures in
understanding are determined.
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