1. Note-Taking and Text-Reading Strategies and Techniques

2. Two-Column Notetaking Modified version of Cornell notes Left column: Terms to define and questions to answer Right column: Notes about the terms and answers to questions Use two-column notes for: Terms and definitions Questions and answers Formula, steps, equations and examples of problem-solving Category of information and list of items in the category Heading for notes and a list of notes Concepts/main ideas and facts, explanation, examples

3. Reading Not another textbook!?

4. 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 Actively use memory principles that allow you to better store and recall what you read

5. Purposes for Reading To answer specific questions To apply the reading material To find details To get a message To evaluate the reading material To entertain

6. Essential Strategies for Textbook Reading Textbooks contain declarative knowledge and procedural knowledge. Begin with a clear intention to understand what you read. Use an organized system for reading textbook chapters. Be inquisitive. Relate new information to existing schemas in your long-term memory.

7. Essential Strategies for Textbook Reading (cont) Manage your textbook reading time effectively. Use spaced practice or spaced studying. Include some form of feedback as you study. Encode information from ordinary words into new sensory codes.

8. Essential Strategies to Improve Comprehension Be patient and do not rush the reading process. Stay with a paragraph or section of material until you comprehend. Recognize and use different levels of information. Use knowledge of writing structures to your advantage.

9. Strategies to Improve Comprehension (cont) Learn the terminology. Expand your vocabulary. Get into the writer's head. Use elaborative rehearsal and active learning techniques as you read. Become excited about what you learn.

10. Increase Comprehension Paragraph by Paragraph 1. The topic is the subject of a paragraph Ask yourself, “In one word or one phrase, what is the paragraph about?” 2. The main idea tells the main point the author intends to develop in the paragraph 3. The topic sentence expresses the main idea and usually includes the topic Ask yourself “What is the topic? “Which sentence has the topic?” “What idea does the author want to make about the topic?”

11. The Main Idea 4.The topic sentence is like an umbrella. It is broad enough to include supporting details in the paragraph. 5. Use common sentence location in the paragraph to analyze each sentence. Most common location: the first sentence Next most common location: the last sentence 6. Find the implied main idea if there is not one clearly stated.

12. Brain-Based Learning: Making Sense of the Seeming Chaos Research indicates that the brain seeks out meaning. In order for learning to take place three steps have to be taken: –You have to sense or notice the material; –You have to integrate or combine it with what you already know; and –You have to act on or use the information.

13. Understanding and Remembering What You Read Notice what you read—the words, the headings, the bold-faced type, the graphics, the questions, and the key terms; Connect what you already know to the topic about which you are reading; and Use the information as soon as possible to strengthen learning and retention.

14. The Steps of SQ4R

15. SQ4R (Cont)

16. Why Survey First? (Pre-read) Surveying: the process of previewing or skimming through information to get an overview or a big picture of the content before you begin thorough reading. 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 Boosts confidence Provides information about length and difficulty of the reading material Helps you set realistic goals and manage your time

17. Survey in Different Ways

18. Formulate Questions Formulating questions –is an active reading strategy –provides a purpose for reading –elevates curiosity –increases comprehension –helps maintain focus. Creating questions and then finding the answers help create memory cues or associations in your brain. Write questions before you read. Write questions as you read. Write questions after you read.

19. Read. Record. Recite Read and comprehend a section before moving on Record main ideas and major details Use different reading styles for different subjects Highlighting, margin notes, notebook notes Use a specific notetaking method that works for you to take textbook notes Recite back to gain feedback on how well you understand information before you move on Read a section and paraphrase it in your own words

20. Postread Review –What is the big picture? –Can I connect what I read to what I have learned in class or what I have previously read?

21. Using Context Clues to Build Vocabulary Use the words that surround the word you are trying to understand. Make an educated guess about the meaning of the words you do not know.

22. Types of Graphics Bar graph Chart Diagram Flowchart Map Pie graph Table

23. Summary Always know your purpose for reading. Use the SQ4R method to organize your reading. Be sure to warm up first by doing a quick skim of the material in front of you. Make connections between what you read and what you already know. When taking notes on your reading, be sure to use your own words. Use context clues to help you understand vocabulary. Find the big picture—the main idea. Immediately after finishing your reading assignment evaluate your reading comprehension. Gain feedback.