© 2005 Pearson Education Inc. Publishing as Longman Student Resource Guide: Learning From Textbooks Active Reading Skills, 1/e Kathleen McWhorter PowerPoints.

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© 2005 Pearson Education Inc. Publishing as Longman Student Resource Guide: Learning From Textbooks Active Reading Skills, 1/e Kathleen McWhorter PowerPoints by Gretchen Starks-Martin

© 2005 Pearson Education Inc. Publishing as Longman Use Effective Recall Strategies Use Review to Increase Recall Immediate Review - right after reading the assignment Periodic Review - to refresh your memory Once every several days is recommended.

© 2005 Pearson Education Inc. Publishing as Longman Other Aids to Recall Build an Intent to Remember by Asking: How important is this information? Will I need to know this for the exam? Is this a key idea or is it an explanation of a key idea? Why did the writer include this?

© 2005 Pearson Education Inc. Publishing as Longman Other Aids to Recall Organize and Categorize Organize and Categorize Arrange information in groups according to similar characteristics. It is easier to remember short lists of alike items than one long list.

© 2005 Pearson Education Inc. Publishing as Longman Essay on Discipline in Schools Programs for Discipline Teacher conferences Professional development Student organizations Causes of Disruptive Student Behavior Peer conflicts Teacher-student conflicts Example

© 2005 Pearson Education Inc. Publishing as Longman Other Aids to Recall Associate Ideas Connect new information with previously acquired knowledge. Example: To remember Newton’s Laws of Motion (For every action there is always opposed an equal action.) remember what you do when you swim.

© 2005 Pearson Education Inc. Publishing as Longman Other Aids to Recall Use a Variety of Sensory Modes Underlining, highlighting, notetaking, outlining Repeating information out loud Re-writing the information

© 2005 Pearson Education Inc. Publishing as Longman Other Aids to Recall Visualize Create a mental picture of what you have read. Create or draw a visual image such as a map or chart.

© 2005 Pearson Education Inc. Publishing as Longman Other Aids to Recall Use Mnemonic Devices Rhymes such as: “Thirty days hath September, April, June and November…” Letters or phrases such as: ROY G BIV for red, orange, yellow, green, blue, indigo, violet.

© 2005 Pearson Education Inc. Publishing as Longman The SQ3R Reading- Study System 1.Survey the content and organization. 2.Question as you read. 3.Read in sections looking for the answers. 4.Recite by self-testing the information. 5.Review immediately after reading 5.Review immediately after reading.

© 2005 Pearson Education Inc. Publishing as Longman How SQ3R Helps You Learn 1.SQ3R increases your comprehension. (Survey and Question steps) 2.SQ3R increases your recall. (Recite and Review steps) 3.SQ3R saves time by encouraging you to learn as you read.

© 2005 Pearson Education Inc. Publishing as Longman Adapting SQ3R to Different Textbooks You may add a “study sample problems” step to a mathematics text. You may add a “react” step to an essay, short story, or poem. You may highlight, take notes, or outline for texts with lots of factual information.

© 2005 Pearson Education Inc. Publishing as Longman Use Self-Testing to Prepare for Exams Write possible exam questions and draft answers. Self-testing uses writing to discover and relate ideas. Solve problems as practice for a math exam. See Figure A-1 for Questions to Provoke Thought

© 2005 Pearson Education Inc. Publishing as Longman How to Ask Good Questions 1.Do not waste time writing multiple-choice or true-false questions. 2.Matching tests are useful, but they require only factual recall. 3.Open-ended questions that require sentence answers are best, because they require more levels of thought. 4.Write the questions one day and answer them a day or two later. See Figure A-1 for ideas on how to word your questions.

© 2005 Pearson Education Inc. Publishing as Longman How to Ask Good Questions Respond in complete sentences for your answer. 6. Take time to review and critique your answers. 7. Rewrite any answers that are incomplete. 8. Review your answers the evening before the exam. See Figure A-1 for ideas on how to word your questions.

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