Learning+Strategies+10-13+-+Reading,+Study+&+Review

=Learning Strategies 10 - 13 = =Reading - SQ3R - Techniques for Effective Review & Study =


 * Reading** Reading is one of the four basic skills. Knowing "how" to read for university level comprehension and reasoning is essential to effective learning. Using the strategies below can make reading more meaningful, enjoyable, and improve your reading comprehension.
 * Goals**
 * 1) To improve reading efficiency
 * 2) To improve reading comprehension
 * 3) To improve reading retention
 * Strategies For Effective Study/Reading**
 * 1) Read daily--you must read often to develop effective reading skills.
 * 2) Find your reading speed.
 * 3) Ask purpose-setting questions. Comprehension Monitoring Guide
 * 4) Use the [|SQ3R] 5-step strategy for getting the most from study/reading.

SQ3R is a five-step technique for better studying. It helps the student prepare to study and to get more out of what they read. The five steps are as follows:
 * SQ3R**
 * 1) **Survey** - This involves looking the article over to see what it is about. It is NOT reading the selection, merely skimming it or scanning it for general ideas. This part should only take a few minutes. It's like looking at a road map before you start on your trip. You can make some predictions about the reading also.
 * 2) **Question** - After you glance over the selection you should have some idea of the things you would like to know and what you need to look for while reading. These are your PURPOSE- SETTING QUESTIONS and they give your reading some direction, focus, and goal to satisfy.
 * 3) **Read** - Now you are ready to read. This part includes answering your purpose-setting questions, looking for main ideas, highlighting, and labeling text. This is when you get your information.
 * 4) **Recite** - This step is where you take what you know and recite the important parts to fix them in your memory. This also includes summarizing. Good things to recite are answers to your purpose-setting questions. You can recite to yourself or with a study partner.
 * 5) **Review -** Perfect practice make perfect. The more you look over something you have learned the longer it will stay in your mind. Short, frequent periods of study usually work best.

**Study Aids**
Learning is thinking about content and process. Knowing how to create and use study aids can increase meaningful learning and retention.
 * Goals**
 * 1) To learn general guidelines to effective study habits.
 * 2) To improve memory.
 * 3) To learn to organize information for study.
 * The Effective Study Environment**
 * 1) Find a place that can maximize your study time.
 * 2) Make sure it is free from distractions (TV, hustle and bustle of roommates or family).
 * 3) Make sure it is well-lighted and comfortable--but not too comfortable!
 * 4) Use white noise (a humming fan or soft instrumental background music) to help you concentrate.
 * 5) Start early in the semester, as good study habits need to be practiced as soon as possible for maximum benefit.
 * 6) Make sure you have all the tools necessary to study.
 * 7) Always study in the same place if possible on a regular basis. Using a desk may work best, as learning tends to transfer most effectively in like environments.
 * 8) Avoid cramming, review on a daily basis.
 * 9) Study for short periods of time and take breaks. This will keep your brain at optimum learning capacity.
 * Study Actively**
 * Effective study involves active participation in your own learning.
 * An active learner:
 * Decides what he wants to learn
 * Compares new information with old
 * Monitors comprehension
 * Sets goals
 * Considers what works and what does not work
 * Evaluates progress
 * Monitors retention--self-tests and reviews

Monitoring one's own level of understanding is essential to knowledge acquisition and retention. Reviewing and self-testing are important techniques for checking comprehension. Checking whether or not you understand the material. > • What is this going to be about? > • What's the point? > • Why is this likely to be important? > • How does this fit the big picture? > • How does it fit my life? * adapted from online information through Harding University, Academic Resources
 * Techniques for Review** (self-testing for comprehension)
 * Goals**
 * 1) To improve comprehension monitoring
 * 2) To improve review techniques
 * Comprehension Monitoring**
 * Before Reading Ask yourself these Questions**
 * 1) What is my purpose for reading this?
 * 2) What do I already know about this subject?
 * 3) What do I need to find out about this subject?
 * 4) What should I know when I finish reading?
 * 5) What strategies will I use to test myself?
 * While Reading**
 * 1) Periodically check your understanding of what you have read. (paraphrase, question, summarize in your own words)
 * 2) Highlight or underline important ideas.
 * 3) Think out loud while working through a problem.
 * 4) Transform the material - make it visual (diagrams, drawings, maps)
 * 5) Organize the material - outline, classify
 * 6) Make notes in the margin of the text.
 * 7) Teach the material to someone else.
 * When Problems Occur**
 * 1) Re-read passage or skip it and see if the following passage adds to understanding.
 * 2) Read more slowly and take time to think about the information.
 * 3) Guess at meaning and read further. Additional information may clarify meaning.
 * 4) Ask someone else - teacher, classmate, Academic Resources Center tutor.
 * Tips For Reviewing**
 * 1) Effective review occurs within 24 hours of the presentation of the material. (The sooner, the better)
 * 2) Spend 3-5 minutes reviewing main point of lecture right after class.
 * 3) Several spaced reviews are more effective than one marathon session.
 * 4) Schedule your reviews so that you don't let reviewing slide until the night before exams.
 * 5) Schedule specific times to review.
 * 6) Each review session should be limited to one hour or less.
 * 7) Reviewing for longer periods of time is unlikely to increase what you remember.
 * 8) Schedule a specific subject to be covered at each review. If possible, specify a specific topic as well.
 * 9) You should review selectively. An SQ3R type of review is most effective, especially when time is at a premium.
 * 10) An important reviewing aid is the prediction of test questions. Ask yourself "short answer" questions and try to answer them.
 * 11) Teach someone else. Take turns asking and answering questions with a friend.
 * 12) If your class has been targeted for Supplemental Instruction (SI), meet regularly with that study group.
 * Exercise in Anticipating Test Questions**
 * 1) Turn headings from textbook into potential questions.
 * 2) Turn headings from your lecture notes into possible questions.
 * 3) Write some questions based on things your professor wrote on the chalkboard or overhead.
 * 4) Write some questions based on things your professor emphasized in class.
 * 5) As you read the textbook and review your notes ask yourself:
 * 1) Use all these questions to test yourself before exams.