Taming Your Textbook

1. Taming Your Textbook Academic Advising and Learning Resource Center

2. Workshop Objectives • To improve skills in identifying key information from textbooks • To improve ability to retain information

3. Agenda • Study Tips • Selecting a Study Environment • Tips for Reading More Effectively • The SQ3R Study Technique • Mnemonics • Integrating Class Notes with Text Material

4. Study Tips • Don’t spend more than an hour at a time on one subject • Keep alert by taking rest breaks • Study similar subjects at separate times • Avoid studying during your sleepy times • Study at the most productive time for your course • Memorize actively, not passively • Use SQ3R Reading Method • Clue your lecture notes

5. Controlling Your Study Environment • Pick a “Study Spot” • Before beginning, jot down the time you expect to finish • When your mind wanders, stand up and turn away from your books • Set aside a certain time each day to study • Don’t start unfinished business before studying • Set small, short-range goals for yourself • Keep a reminder pad – and stay relaxed

6. Tips for Reading More Effectively • Forget “reading myths” • I have to read every word • Reading once is enough • You should never skip a passage • If you read rapidly, your comprehension will drop • Skim for the Main Ideas • Read title – does it give you clues? • Look carefully at headings and other “special items”

7. When Reading Difficult Material… • Choose a moderate amount of material or a chapterto start with • Get a grasp of how the material is organized: • Scan the section titles, headings, sub-headings, and topic sentences to get its general idea; pay attention to graphs, charts, and diagrams • If there is a summary at the end of a chapter, read it.Check the beginning and the end for leading questions and exercises • Read first for what you do understand, and to determine difficulty.Mark what you do not understand to review later • As you read, practice the "look-away method:"Periodically look away from the text and ask yourself a stimulus question relating to the text. • use this exercise to memorize--but rather understand

8. When Reading Difficult Material… • Look up words whose meanings are important to your understanding of the material, but you cannot discern from the context. • Read to the end • Do not get discouraged and stop reading • Ideas can become clearer the more you read. • When you finish reading, review to see what you have learned, and reread those ideas that are not clear. • Organize your notes by connecting ideasPay attention to relationships between ideas. • Do not confine yourself to words!Use representations, graphics, pictures, colors, even movement to visualize and connect ideas.  Use whatever techniques work to help you understand

9. If you’re still struggling… • At this point, if you do not understand your reading, do not panic!  • Set it aside, and read it again the next day • If necessary, repeat.  • This allows your brain to process the material, even while you sleep.  This is referred to as distributed reading. • Re-read the section you have chosen with the framework  (outline or concept map) you have constructed in mind • Separate out what you do understand from what you do not. • If the reading is still a challenge: • consult with either your teacher, academic counselors, or reading specialists. 

10. The SQ3R Reading Method Survey Question Read Recall Review

11. SURVEY • Skim title, headings, and subheadings • Captions under pictures, charts, graphs or maps • Review questions or teacher-made study guides • Introductory and concluding paragraphs • Summary

12. QUESTION • Turn the title, headings, and/or subheadings into questions • Read questions at the end of the chapters or after each subheading; • Ask yourself, "What did my instructor say about this chapter or subject when it was assigned?" • Ask yourself, "What do I already know about this subject?"

14. READ • Look for answers to the questions you first raised • Answer questions at the beginning or end of chapters or study guides • Reread captions under pictures, graphs, etc. • Note all the underlined, italicized, bold printed words or phrases • Study graphic aids • Reduce your speed for difficult passages • Stop and reread parts which are not clear • Read only a section at a time and recite after each section

15. RECITE, RECITE, RECITE • Orally ask yourself questions about what you have just read and/or summarize, in your own words, what you read • Take notes from the text but write the information in your own words • Underline/highlight important points you've just read • Use the method of recitation which best suits your particular learning style but remember, the more senses you use the more likely you are to remember what you read • TRIPLE STRENGTH LEARNING: Seeing, saying, hearing • QUADRUPLE STRENGTH LEARNING: Seeing , saying , hearing, writing!!!

17. REVIEW • After you have read and recited the entire chapter, write questions for those points you have highlighted/underlined in the margins. • Page through the text and/or your notebook to re-acquaint yourself with the important points. • Orally recite or write the answers from memory. Make "flash cards" for those questions which give you difficulty. • Develop mnemonic devices for material which need to be memorized. • Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated.

18. Guidelines for Underlining • Read a section before underlining it • Do not underline too much • Underline information that will help in making notes • Make major details STAND OUT • Use subheadings as a guide

19. Mnemonics • ACRONYMS • Nonsense Sentences • Pegs • Rhymes • Loci technique

20. Integrating Class & Text Material • Make “Master Notes” • Use information from class notes, handouts, textbook • Identify key topics and combine information using major points • Make flashcards, they are a constant form of on hand, ready made study guides • Make “Mind Maps” or webs

21. Conclusion • Topics Covered • Study Environment • Reading Tips • SQ3R Technique • Mnemonics • Integrating class and text material