Surveying a Chapter/ Marking a Textbook

Three Steps to Effective Reading Before, During, After

Step One Before Before Find a good reading/study area Find a good reading/study area Make a commitment to study Make a commitment to study Review your previous readings Review your previous readings Survey the Chapter and create questions for yourself Survey the Chapter and create questions for yourself

Step two During During Distribute your learning time/Organize your reading Distribute your learning time/Organize your reading Think about what you’re reading – Be here, now! Think about what you’re reading – Be here, now! Start condensing information Start condensing information Be an active reader – Use the “Questions in the Margins System” Be an active reader – Use the “Questions in the Margins System”

Step Three After After Do immediate and later reviews Do immediate and later reviews Test yourself constantly Test yourself constantly

Two ways to read SQ3R SQ3R Survey Survey Question Question Read, Recite, Review Read, Recite, Review Questions-in-the-Margins Questions-in-the-Margins Survey Survey Question Question Read Read Questions in the Margin Questions in the Margin Recite, Review, Reflect Recite, Review, Reflect

Surveying a Chapter Questions in the Margin Think about the title. Think about the title. Read the Introduction and the Summary Read the Introduction and the Summary Look over Headings and Subheadings Look over Headings and Subheadings Take note of information set apart from the text. Take note of information set apart from the text. Glance at the visuals. Glance at the visuals. Do this quickly, to get yourself ready to concentrate, to allow yourself time to reflect on what you already know about the topic. Do this quickly, to get yourself ready to concentrate, to allow yourself time to reflect on what you already know about the topic. Creates a background Creates a background Provides advanced organizers Provides advanced organizers Limbers the mind Limbers the mind Overcomes mental inertia Overcomes mental inertia

Questions Questions in the Margin Questions Questions in the Margin Turn the heading into a question Make yourself think! Interrogate the writer. Ask basic questions What evidence does the writer give? What’s the underlying principle? If this is true, what logically follows? If this is true, what logically follows? If this is true, how does it affect my existing knowledge? If this is true, how does it affect my existing knowledge? How does this fit in with the rest of the chapter? How does this fit in with the rest of the chapter? What questions might I be asked about this? What questions might I be asked about this?

Reading Questions in the Margin Find the topic sentence of each paragraph Find the topic sentence of each paragraph “Am I getting it?” “Am I getting it?” Backdoor technique – Ask for help, but only after answering the question “What is it I don’t understand.” Backdoor technique – Ask for help, but only after answering the question “What is it I don’t understand.”

Questions in the Margin Different kind of questions – not turning a heading into a question, but instead telegraphic questions about the content. Different kind of questions – not turning a heading into a question, but instead telegraphic questions about the content. These questions are answered by marking the text – underlining the key words and phrases that make up the answer. These questions are answered by marking the text – underlining the key words and phrases that make up the answer.

Reciting Questions in the Margin Read your questions aloud, unless you’re in the library!! Read your questions aloud, unless you’re in the library!! Recite the answers to create time for a memory trace to develop. Recite the answers to create time for a memory trace to develop. Use tag words – first, second, third, on one hand, on the other hand, however, finally Use tag words – first, second, third, on one hand, on the other hand, however, finally Role play while you recite. Pretend you’re taking a test, pretend you’re answering a question in front of the class Role play while you recite. Pretend you’re taking a test, pretend you’re answering a question in front of the class

Review Questions in the Margin Immediately Immediately Put together all the pieces of the puzzle. Later Later To ensure retention To make testing less stressful To contextualize new material To connect new learning to old – look for categories, characteristics, differences, functions, relationships

Reflect – “To survive academically you have to recite. To grow in creativity and wisdom, you have to reflect” (287). Questions in the Margin Reciter Reciter Follows the ideas and facts. Follows the ideas and facts. Is bound by course outline. Is bound by course outline. Is diligent and disciplined in memorizing, but distant. Is diligent and disciplined in memorizing, but distant. Reflector Pursues ideas beyond the text. Is adventurous and experimental and internalizes material. Sees the big picture. Applies the learning to various situations. Thinks, speculates, pushes the boundaries.

Activity Create a matrix to compare these textbooks. Create a matrix to compare these textbooks. What are your points of comparison? (Have at least 4). What are your points of comparison? (Have at least 4). Detail the differences between the books based on these points. Detail the differences between the books based on these points. Discuss how noting these differences is relevant to the task at hand – learning how to read a textbook. Discuss how noting these differences is relevant to the task at hand – learning how to read a textbook. Come back to the group and share your matrixes and your discussion. Come back to the group and share your matrixes and your discussion.

Marking a Text Method 1 Standard System Standard System Finish reading before marking Finish reading before marking Be extremely selective Be extremely selective Use your own words Use your own words Work swiftly Work swiftly Work neatly Work neatly Use cross-referencing Use cross-referencing Be systematic Be systematic

Figure 12.1 Check out the 12 standard system markings. Check out the 12 standard system markings. Look at pages S21-S22 (Keys to Attraction) in the back of your text and mark them using these standard markings. Look at pages S21-S22 (Keys to Attraction) in the back of your text and mark them using these standard markings.

Marking the Text Method 2 Questions in the Margin Questions in the Margin Survey Survey Read a paragraph at a time and think about the question “What’s important here?” Read a paragraph at a time and think about the question “What’s important here?” Write a question about the most important material in the paragraph in the margin. Write a question about the most important material in the paragraph in the margin. Underline key words and phrases that answer that question. Underline key words and phrases that answer that question. Read pages S-18–S-19 (Prejudice and Streotypes). Read pages S-18–S-19 (Prejudice and Streotypes). Mark the text using the Questions in the Margin Method. Mark the text using the Questions in the Margin Method.

Marking the Text Method 3 Separate Notes System Separate Notes System Cornell note-taking system Cornell note-taking system (Draw diagram on the board) (Draw diagram on the board) Finish reading before you take notes Finish reading before you take notes Notes consist of one sentence summaries of the paragraphs or main sections Notes consist of one sentence summaries of the paragraphs or main sections Be extremely sellective Be extremely sellective Use your own words Use your own words Put key words in the 2 ½ inch margin Put key words in the 2 ½ inch margin Summarize at the foot of the page Summarize at the foot of the page Look at page S-20–S-21 (Reducing Prejudice) Look at page S-20–S-21 (Reducing Prejudice) Take notes using the separate notes system Take notes using the separate notes system