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Processing Information from Reading. Label in the Margin. Processing information from textbooks is not very different from processing information from lectures. Actually, they differ only in the gathering or input stage. Gathering Information Using Label in the Margin.
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Processing Information from Reading
Label in the Margin • Processing information from textbooks is not very different from processing information from lectures. • Actually, they differ only in the gathering or input stage.
Gathering Information Using Label in the Margin • Step One: Survey before you Read.
Survey • Title • Major Headings • Bold Print • Charts • Pictures • Read the Summary • Examine Review Questions
After Surveying, begin with first section • Try to determine what the section is about and what you might find when you read that section. This can be done by turning the major heading into a question. • Focus
Read • The last step in the gathering process is to read--but not the whole section--(remember what we know about short- term memory?) • Read ONE paragraph at a time. • Don’t mark or underline anything at this time. X
You are now ready to Process this information into long-term memory
ProcessStep 1 • After you have read a paragraph, determine what the main idea of the paragraph is-- just as you did with your lecture notes. • Write a question in the margin that identifies the point of the paragraph--what the test question might be. • Underline the answer to your question--just as briefly as your notes were telegraphically.
ProcessStep 2 • Recite- cover the text and ask yourself the question you wrote in the margin. Say the answer out loud in your own words. (This is the same as with your lecture notes.) • Understanding what you read is not the same as reciting it.
ProcessStep 3 • Reflect • Think about what you have just read. Make connections with things you already know. Make it Personal. Visualize it and begin to organize it. (This is the same thing you do with lecture notes.)
Activate • Review • First when you finish the chapter. • Next, within 24 hours. • Again, within a week. • Finally, before a test.
Review • You can review by • Writing Summary Sheets • Making Flashcards • Reciting again • Developing Mnemonics • Making Practice Tests • Mapping • Teaching it to Someone
Look at the next slide to see what your marked textbook will look like.
Sample Lecture Notes • Sample #1 is from How junk food originated in World of Words by Margaret Richek. (Houghton Mifflin, 1996) • Sample #2 is from “Left Brain/Right Brain” in Chapter 5, Practicing College Study Skills. (Houghton Mifflin. 2000)
Source Textbook Stage Activate 1. When he was finished reading, Jose went back through the entire chapter and tried to recite the answers to the questions he had written in the margin.
Source Lecture Stage Process 2.After class, Jean reads over her lecture notes and writes the key words and phrases on the left side of her paper.
Source Textbook Stage Process 3. Sally wrote a question beside each paragraph in Chapter 3 of her History 201 textbook and then underlined the answer to each question.
Source Lecture Stage Activate 4. As a way of studying for his upcoming exam, Bobby covers up his lecture notes and recites the importance of the key words he has written.
Source Lecture Stage Activate 5. When the instructor had concluded her lecture series on the different breeds of beef cattle. David wrote a summary at the end of the section in his notes, putting it into his own words.
Source Textbook Stage Activate 6.To make sure he retains the information from his chapters, Mark regularly goes over the labels he has written in his textbook.
Source Textbook and Lecture Stage Activate 7. Jeff makes summary sheets, flash cards, and mnemonic devices so as to refresh his memory rather than having to relearn the information from his German 210 class.
Source Lecture Stage Gather 8. When class begins,Curtis listens carefully to everything the instructor says.
Source Textbook Stage Gather 9. To begin her Psychology 141 reading assignment, Jane read the title,noted the bold headings, and surveyed the graphs and the chapter summary,
Source Textbook Stage Gather 10. While reading his homework assignment, Joe turned all of the major headings into question, and then read each paragraph to answer the question.
Source Lecture Stage Gather 11. When Beth’s instructor said, “In Chickering’s student development theory there are seven stages called vectors,” Beth wrote “7 stages (vectors)- Chickering s.d. theory.”
Source Textbook Stage Process 12. JoEllen took a few minutes to think about all of the information she had been reciting from chapter 10 in her Sociology 310 textbook.
