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Developing Learning Strategies

Developing Learning Strategies. SQ3R. HOW DID YOU STUDY FOR CLASSES IN HIGH SCHOOL?. ANATOMY OF A TEXTBOOK. Relate the title(s) of chapters to previous topics and information your already know.

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Developing Learning Strategies

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  1. Developing Learning Strategies SQ3R

  2. HOW DID YOU STUDY FOR CLASSES IN HIGH SCHOOL?

  3. ANATOMY OF A TEXTBOOK

  4. Relate the title(s) of chapters to previous topics and information your already know. Read through any stated objectives for the chapter that might introduce the content you’re about to read.

  5. Headings and subheadings appear in large, bold, and special print. They show you the skeleton of the chapter. They can also be used to make a chapter outline. Note the terminology that is bolded or highlighted to get an idea of the number of terms you will need to learn and start to get familiar with them. Marginal notes may be brief explanations, definitions, lists, or study questions that are in the textbook margins.

  6. Use headings/subheadings to create questions that could guide your reading. • In doing this, you: • Help yourself concentrate on the reading material • Provide a purpose for your reading • Prepare yourself to remember what you read…and for future tests!

  7. End-of-chapter materials could include a conclusion, a summary list of key concepts, or chapter review questions. All of these components serve to highlight or summarize the important concepts and information you should have gained from reading the chapter.

  8. sq3r

  9. SQ3R S - Survey Q - Question R - Read R - Recite R - Review

  10. SURVEY Read the following: • Introductory materials • Headings and subheadings • Visuals, like charts, graphs, pictures • Notes in the margins of the page • Information in special, color, or bold/italicize print • End-of-chapter materials, like summaries or study questions

  11. QUESTION • Turn headings/subheadings into questions that guide your reading • In doing this, you: • Help yourself concentrate on the reading material • Provide a purpose for your reading • Prepare yourself to remember what you read…and for future tests!

  12. READ • Read the sections underneath each heading • Ask yourself if the reading answered the question you created from the heading • Yes – Move on to the next section • No – Use the topic sentence of the paragraph to create a new question that the text answers • Once you finish reading, you may have to revise your first question

  13. RECITE Six reasons for recitation: Requires you to explain the information clearly Provides you with important feedback Leads to active learning Activates the auditory channel to your brain Avoid memorization Ideas are fresh in your mind and easy for you to connect to new information in the next section

  14. REVIEW • IMMEDIATE REVIEW • Self-test • Study and recite from your notes • Write a summary of the chapter • Apply it! • Organize the information/create more study tools • ONGOING REVIEW • Before beginning your next chapter, review the previous chapter’s notes • Read each question, visualize the answer, then continue (this is the key to not cramming!)

  15. SQ3R S - Survey Q - Question R - Read R - Recite R - Review

  16. Come explore the... Academic Achievement Center Maxwell Library Bridgewater State University… and learn more!

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