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Students will break down a learning experience by analyzing what they did (the activity), what they learned (how their thinking changed), and what they found interesting, as well as by identifying remaining questions.
This writing format provides a structure for students to reflect on their learning and allows teachers to quickly assess student thinking and formulate key questions that remain about the content.
The D–L–I–Q frame can be used after a lesson, a day of lessons, or for the week. It might be used as a communication tool with parents to help students get started when asked, “What did you learn at school today?”
STEPS:
MODEL: Model the page set-up and demonstrate examples of reflections on a lesson by responding in sentences or paragraphs to each of the following categories:
Did (What did you do during the lesson?)
Learned (How did your thinking change as a result of the lesson?)
Interesting (What did you find fascinating or surprising?)
Questions (What questions still remain about this topic?)
SCAFFOLD QUESTIONS: Provide scaffolding using questions that are posted for each letter in student-friendly language adjusted for the age group.
PROVIDE THE DLIQ FORMAT: Provide premade note-taking formats with letters/words/pictures as appropriate or ask students to set up their own notes by folding paper in half lengthwise, folding it in half again, and then writing D, L, I, and Q at the top of each column.
STUDENT DISCUSSION: Ask students to share responses with partners or in small groups. Direct them to share what they found most interesting and compare ideas.
CLOSURE QUESTIONS: Close by asking students to record a question that at least three people have on a sticky note and post them for the class to review and the teacher to utilize for further clarification or extensions of the lesson.
SCAFFOLDS:
Add pictures to each letter or next to the word to provide triggers for the concept and insert a visual for each word/letter.
Model shared and interactive writing to debrief lessons using the D–L–I–Q format for the day or week.
Gradually release students to work in partners, using pictures, letters, & words to show their thinking.
Ask students to practice responding to this framework using sentence stems in conversations with a partner prior to writing.
EXTENSIONS:
To increase rigor, ask a student to come to the front and model responses after a lesson. Call on a different student for each letter: D, L, I, and Q.
Provide conversational practice first and allow pairs to assist each other in writing.
To integrate technology, provide the template in Google docs for sharing with the teacher and other students.
CLASSROOM EXAMPLES:
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