Southern Maine Community College WISH Workshop on Note taking and SQ3R
Notetaking goals: (1) memorizing essential facts (2) creating a study tool Write to assist in memorizing Recording lectures helps some learners and makes good use of commute time Processing notes turns them into a study tool
It may seem obvious, but…. Have a separate notebook for each course. Use dividers to separate topics for efficient studying. File class handouts and related reading with your notes on a topic. Think, “I’m creating a study resource for this course.” Start each lecture on a new page: date, lecture topic, key words and assignments from the board.
Listen actively Always preview reading and Power points before lecture
Check syllabus often—know where the course is and where it’s going Listen Actively
How is material presented- Theory? Case study? Experiential learning? Listen Actively
Is the information in the lecture different from the text?
Listen Actively Listen for important cue words Can you identify some cue words?
Use Graphic Organizers Use the mental framework you gained from previewing the text to recognize what’s important and listen for details. ( More detail when we cover SQ3R) Use outline format, abbreviations, shorthand, sketches to save time. Leave lots of space for information you missed.
Process your notes 0 min 20 min 40 min 60 min 3 hr 2 da 6 da 31 da 100% 80% 60% 40% 20% Percentage of new learning retained as time goes by, without review and relearning.
Processing (II) Process the same day: Fill in gaps. Ask someone for the info you missed. Read your notes and underline, highlight, or “star” sparingly, to help you locate information. Write self-test questions and statements in the left- hand column next to your notes. Summarize information on the page at the bottom. Don’t waste time rewriting—use the time self- testing or making study notes.
A great way to format your notetaking pages.
Then review After processing your notes and writing your summaries, go over them one more time. Cover up the notes column and use questions and cues in the recall column to recite the information on that page. Reflect—connections, insights Review previous class notes starting a week or so after the class. Make it part of your study time.
Textbooks as Study Guides Front Matter Back Matter Chapter Organization Headings Boldface & italicized words
Textbooks as Study Guides Graphs, Charts, Visual Aids Chapter Summary Sample Questions
SQ3R :5 steps to better comprehension Survey Question Read Recite Review
Survey Skim chapter- read headings, highlighted Sections, chapter objectives, italicized words, charts, etc WHY? Consider it a warm for you brain to receive and retain the information you are about to read
Question Turn each heading into a question before you read. Then read section with question in mind. WHY? Helps you organize the information and relate it to what you already know.
Read Read the section to answer the question you just asked. Ask yourself “What is the main idea?” in each paragraph. WHY? The active involvement in your reading keeps your concentration level high. You read for the answers.
Recite In your own words, recite what you have read. Assess if you can fully answer the question posed. Be honest! If not, do over. WHY? Reciting the new information helps move it from short term to long term memory, available for future recall.
Review Review chapter after reading. Can you answer the questions? Review chapter periodically. WHY? More complete retention of material – makes for easier review for tests.