1. UNIT 5 READING & NOTE-TAKING STRATEGIES Prof. Judy Kelly Academic Strategies for the Business Professional

2. Agenda Assignment overview How we learn Memory Principles Application of Memory Principles to reading effectively SQ4R Cornell Note-taking system Outlining & Visual Note-taking strategies Case Study Open the floor to questions

3. Unit 5 Assignments Complete the Unit 5 Reading Participate in the Unit 5 Discussion Complete the Unit 5 Exam (20 questions) The Exam can only be taken one time and there is a 45 minute time limit. The exam is based on information learned to date. The Exam can only be taken one time and there is a 45 minute time limit. The exam is based on information learned to date. The exam is worth 40 points. The exam is worth 40 points. Complete the Unit 5 Quiz (10 questions) The quiz is worth 10 points. The quiz is worth 10 points.

4. How we learn…. Our brain’s outer layer (the neocortex) is where higher level thinking occurs! The neocortex has 100 billion brain cells or neurons.

5. How we learn…. A dendrite, a threadlike branch, grows out of each brain cell (neuron).

6. How we learn…. When a dendrite from one neuron grows close enough to the dendrite of another neuron, a connection is made. Learning = growth and the connecting of dendrites.

7. How we learn…. If you practice a new skill many times, the dendrites get coated in a protein called myelin. Thinking can now occur more quickly, & you will remember the skill for a long time.

8. How we forget…. If we only practice a skill once or twice the connection between neurons is weak. If you do not practice the skill again the dendrites wither & die. The result: You will forget the new skill!

9. Twelve Principles of Memory

10. Memory Principles   Selectivity: The process of identifying separating main ideas and important details from a larger body of information.   Association: The process of linking or connecting together two or more items or chunks of information.   Visualization: The process of making pictures and sometimes "movies" in your mind.   Elaboration: The process of thinking about, pondering, or working with information in new ways in order to increase understanding, learning, and recall.

11. Memory Principles   Concentration: The process of focusing the mind on one task or item at a time without interruptions to the thought process.   Recitation: The process of explaining information out loud in your own words and in complete sentences.   Intention: The process of identifying a purpose or a goal to act or perform in a specific way.   Big and Little Pictures: The process of understanding that concepts and details are different levels of information: the big pictures are the concepts or the main ideas, and the little pictures are the supporting details.

12. Memory Principles   Feedback: The process of verifying how accurately and thoroughly you have or have not learned specific information.   Organization: The process of creating a meaningful, logical structure or arrangement of ideas or information.   Time on Task: The process of using sufficient time and effectively spacing the contact time used to process information.   Ongoing Review: The process of practicing previously learned information.

13. APPLICATION of MEMORY PRINCIPLES TO READING SUCCESS

14. The way to apply memory principles to reading success is to be an active reader! What steps do you take currently to be an active reader?

15. Benefits of Active Reading As an active reader, you will..... Be less likely to slip into automatic pilot Be using powerful multisensory strategies Increase your reading comprehension Know how to select effective strategies for different kinds of materials

16. Strategies for Active Reading Begin with a clear intention to understand what you read Use an organized system for reading textbook chapters or academic journal articles Be inquisitive Relate new information to existing schemas in your long-term memory

17. SQ4R is a preeminent strategy for reading success at the college level!

18. Step 1: Survey Step 2: Question Step 3: Read Step 4: Record Step 5: Recite Step 6: Review/Reflect

19. Overview of the SURVEY Phase Surveying is the process of previewing or skimming through information to get an overview or a big picture of the content before you begin thorough reading. Survey the text entails looking at titles, headings, subheadings, pictures, graphs and charts, bold or italicized print, or questions in the book.

20. Importance of the SURVEY Phase Activates existing working memory Connects to existing schemas in LTM Sets the stage to create new associations Enhances motivation and interest Breaks inertia or tendency to procrastinate Provides information about length and difficulty of the reading material

21. Questioning: To make the reading process a critical thinking exercise and to focus your attention on what information you need to get from the reading. Reading: Read one section at a time to understand the material and answer your questions. Do not read to memorize the information. Record: By incorporating the motor activity of writing information down, you will have review notes and you will better establish the information into your LTM. Recite: Activating long-term memory storage is aided tremendously by hearing and verbalizing the material. If you can explain the concepts to another person, you have mastery of the material. Review or Reflect: This is a meta-cognitive activity to make you a more self- aware learner. It also enhances long-term memory storage for successful retrieval at a later date.

22. NOTE-TAKING

23. Cornell Method of Note-taking

24. History of Cornell Note-taking Developed in 1949 at Cornell University by Walter Pauk Designed in response to frustration over student test scores Meant to be easily used as a test study guide Adopted by most major law schools as the preferred note taking method

25. The Five R's of Cornell Record: Write headings and numbered notes in the right column. Reduce: Write key words & questions in the recall (left) column. Recite: Cover the right column. Recite from the left column. Reflect: Think about and work with information in new ways. Review: Use immediate and ongoing review.

27. Cornell: Record Step

28. Cornell: Reduce Step

29. Cornell: Recite Step

30. Cornell: Reflection Step Take time to think about your notes Write a summary at the bottom of the page Make lists of information or questions on the back side of your notes Make study tools such as index cards, visual mapping, or pictures

31. Cornell: Reviewing Step

32. Formal Outline Method of Note-Taking

33. Formal Outline Note-taking Indent and align items to show levels of information Indent and align items to show levels of information Show at least two subtopics under each category Show at least two subtopics under each category Use Roman numerals for main topics Use Roman numerals for main topics Use Arabic numerals for supporting details Use Arabic numerals for supporting details Use key words and short phrases throughout the outline Use key words and short phrases throughout the outline

34. Visual Note-Taking Strategies

35. Types of Visual Note-Taking Strategies Visual Mappings, pie charts, tables, bar graphs, line graphs, flow charts, diagrams, time lines, informational charts

36. Power of Visual Note-taking Visual notes are powerful because they….. incorporate the use of colors, pictures, symbols, and graphics provide you with visual cues and associations to trigger memory provide structure to organize and rearrange information logically show relationships and levels of information provide a way to personalize information in creative, interesting ways promote effective recitation involve multisensory approaches to learning

37. Case Study

38. The Case of Janice She knows that college will mean she must do quite a bit of reading and some note-taking. She has never had very good concentration for reading things other than a magazines for pleasure and hasn't taken notes in a very long time. But Janice is determined to do well in school and be a positive role model for her family. Considering the information you have here and reflecting back on some of the strategies we just focused on, what are some specific tips and strategies you could offer Janice to help her to improve her reading comprehension and concentration?

39. Case Study Questions How can Janice improve her concentration while reading? How can a reading method help Janice understand the material better? How should Janice approach vocabulary? What kinds of note-taking might Janice use for various assignments and projects?

40. Reflection What would you tell Janice if she asked you the following question: "What is the KEY to becoming a stronger reader? "What is the KEY to taking effective notes?

41. Questions Please feel free to post any questions that you have.

42. Thank you! Thank you for your participation! I enjoyed meeting you and look forward to a great week!