Reading & Study Strategies for success based on SQ3R

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Reading & Study Strategies for success based on SQ3R by Mind Map: Reading & Study Strategies for success based on SQ3R

1. How quickly can you locate facts & ideas that you need? Concentrate on finding them quickly

2. After Reading - Reflect

2.1. Can I repeat ( in a concise way) the main argument and how it's supported?

2.2. Can I extend the argument to other situations/circumstances?

2.3. How does the new information change framework in mind before reading?

2.4. If I were going to start a discussion about reading, what questions should I raise?

2.5. What questions remain?

3. While Reading --  Think Critically

3.1. What is the author saying? What does the author imply? What does the author assume?

3.2. Is the argument valid? How is it supported?

4. Preparation -- Question Things

4.1. What do I already know about the subject?

4.2. What do I want to get out of it?

5. WRITE notes about  both - Get overall idea; see where you are going

6. 3.Reading/Notes

6.1. Reading Practices

6.1.1. Read to answer questions

6.1.1.1. WRITE notes under questions (skeleton/minimum notes)

6.1.1.1.1. What did the author say in this passage?

6.1.1.2. Devote as little time to reading

6.1.1.2.1. Most time on: Testing/reviewing, organizing/relating, mastering terms & formulas, and thinking of applications

6.1.1.2.2. Spend time learning ideas, not processing words visually

6.1.2. Use Technique & Principles

6.1.2.1. Reccognize Pivotal Words

6.1.2.1.1. Signal words (controversy):

6.1.2.1.2. Keywords:

6.1.2.1.3. Pay attention to transitions & organizational patterns

6.1.2.1.4. ADDITIVE words - "Here's more of the same, it's just as important as what we have said"

6.1.2.1.5. EQUIVALENT words - "It does what I have just said, but it does this too"

6.1.2.1.6. AMPLIFICATION words - "I want to be sure that you understand my idea; so here's a more specific instance"

6.1.2.1.7. ALTERNATIVE words - "Sometimes there is a choice, other times there isn't"

6.1.2.1.8. REPETITIVE words - "I said it once, but I'm going to say it again in case you missed it the first time"

6.1.2.1.9. CONTRAST & CHANGE words - "So far I've given you only one side of the story; now let's take a look at the other"

6.1.2.1.10. CAUSE & EFFECT words - "All this happened; now I'll tell you why"

6.1.2.1.11. QUALIFYING words - "Here is what we can expect. These are the conditions we are working under"

6.1.2.1.12. CONCESSION words - "Ok! We agree on this much"

6.1.2.1.13. EMPHASIZING words - "Wake up and take notice!"

6.1.2.1.14. ORDER words - "You keep your mind on reading; I'll keep the numbers straight"

6.1.2.1.15. TIME words - "Let's keep the record straight on who said what and specially when"

6.1.2.1.16. SUMMARIZING words - "We've said many things so far. Let's stop here and pull them together"

6.1.2.2. Reading Rates & Rapid Read

6.1.2.2.1. Time reading speeds by pages in 15 min intervals

6.1.2.2.2. Reading technique

6.1.2.2.3. Adjusting reading speeds:

6.1.2.3. Skim

6.1.2.3.1. Knowing what passages to skip

6.1.2.3.2. Good comprehension = can you extract & retain information from reading?

6.2. Myths

6.2.1. 1 - Read every word

6.2.2. 2 - Reading once is enough

6.2.3. 3 - Skipping passages is bad

6.2.4. 4 - Machines are necessary to improve reading speed

6.2.5. 5 - Skimming or rapid reading will lower comprehension

6.2.5.1. Research shows little correlation

6.2.6. 6 - Eyes keep me from reading too fast

6.2.6.1. Brain, not the eyes, that slows down reading

6.2.6.1.1. Eyes can take more words than brain is used to

6.2.6.2. Don't look at word parts, focus eyes too narrowly, don't sound out words

7. 4.Recall/Study

7.1. Recall/Study Practices

7.1.1. Use Technique & Principles

7.1.1.1. The Memory Book

7.1.1.2. How to Read a book

7.1.1.3. Quiz yourself on material read & review the unclear

7.1.1.3.1. Use Active recall- using questions to figure out answers

7.1.1.3.2. http://digitalpromise.org/2014/10/15/ask-the-cognitive-scientist-retrieval-practice/

7.1.1.3.3. http://digitalpromise.org/2014/10/15/ask-the-cognitive-scientist-retrieval-practice/

7.1.1.4. Without looking at your book or notes, mentally visualize and sketch, high points of the material immediately upon completing the reading.

7.1.2. Answer Questions

8. 5.Review

8.1. Review Practices

8.1.1. Logical Sequence

8.1.1.1. Entire Idea

8.1.1.2. Concepts

8.1.1.3. Problem

8.1.2. Mental Picture as a whole

8.1.2.1. Look at your questions, answers, notes and book to see how well you did recall. Observe carefully the points stated incorrectly or omitted. Fix carefully in mind

8.1.3. Use Spaced Repetition : http://yourawesomememory.com/content/spaced-repetition-overview

9. 2. Questions

9.1. Questions Practices

9.1.1. Change Headings to questions (hooks)

9.1.1.1. Attempt to answer before reading

10. 1. Survey/Skim

10.1. Survey/Skim Practices

10.1.1. If you need to know your Textbook For professors & students guide

10.1.1.1. Look at the front

10.1.1.1.1. Read & think about Table of Contents

10.1.1.1.2. Glance at preface/foreword

10.1.1.1.3. Consider title of book

10.1.1.2. Look at the back

10.1.1.2.1. Glance at Index

10.1.1.2.2. Glance at glossary

10.1.1.2.3. Determine other useful materials in back

10.1.1.3. Determine how chapter is constructed

10.1.1.3.1. All chapters have similar structure: if one has a summary/question, they all will

10.1.1.3.2. Use this for reading assignments

10.1.2. If you need to know your Chapter

10.1.2.1. Read Topical & sub-topical headings/sentences

10.1.2.2. Look out for special words

10.1.2.2.1. Italicized

10.1.2.2.2. Lists

10.1.2.2.3. Redundancy & repetition

10.1.2.3. Look at diagrams & illustrations

10.1.2.4. Read Summary(ies)

10.1.2.4.1. What is this selection about?

11. 0. Prep/Getting started

11.1. Pick your enviroment Environment

11.1.1. Habits

11.1.2. Check for

11.1.2.1. Lighting: Balance; Natural light is best

11.1.2.2. Ventilation: Stuffy rooms = zzz; Fresh air :)

11.1.2.3. Reading position

11.1.2.4. Focal Distance - 18 inches

11.1.2.5. Distractions

11.1.2.5.1. What can you hear?

11.1.2.5.2. What can you see?

11.2. Know your Purpose

11.2.1. What do I want to get out of this reading?

11.3. Determine if Primary or Secondary Sources

11.3.1. Primary: Constructed by people at the time & place of the event

11.3.1.1. No roadmap/highlight of what's important; reader has to extract this.

11.3.1.2. Letters. journals; magazine, newspapers; laws, statues, regulations; memos, reports, records within organization; physical artificats

11.3.1.3. When dealing with Primary sources:

11.3.1.3.1. How to:

11.3.2. Secondary: Compiles, analyses information about event; author is not directly involved in original event

11.3.2.1. Textbooks, many articles in scholastic journals

11.3.2.2. Tells reader what's important to remember; organizes the information.

12. KNOW YOUR PURPOSE: "Some books are to be tasted, others to be swallowed, and some few to be chewed and digested." - Francis Bacon

13. Note & Study Strategies for Lectures

13.1. 1 - Record

13.1.1. Notes during lecture

13.2. 2 - Questions

13.2.1. Write Questions based of notes

13.2.1.1. Helps clarify meaning & Strengthen relationships

13.3. 3 - Recite

13.3.1. Answer Questions without notes

13.4. 4 - Reflect

13.4.1. Ask about facts

13.4.1.1. Significance

13.4.1.2. Application

13.4.1.3. Principle based on

13.4.1.4. What's beyond it?

13.5. 5 - Review

13.5.1. !0 mins every week on past notes

14. Learning = Process of hanging new information on framework of knowledge that already exists.

15. SPACED LEARNING

15.1. 3 Inputs, separated by 10 min breaks

15.1.1. First Input- Lecture: large body of information, usually powerpoint

15.1.2. Second input - Recall: Missing key words/simple math problems

15.1.3. Third Input - Understanding: Applying concepts. writing a paper/Creating questions and solutions, building models, executing action/plan.