6 - 1 Processing Information from Reading 6 - 2 Label in the Margin Processing information from textbooks is not very different from processing information.
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Presentation on theme: "6 - 1 Processing Information from Reading 6 - 2 Label in the Margin Processing information from textbooks is not very different from processing information."— Presentation transcript:
6 - 2 Label in the Margin Processing information from textbooks is not very different from processing information from lectures. Actually, they differ only in the gathering or input stage.
6 - 3 Gathering Information Using Label in the Margin Step One: Survey before you Read.
6 - 4 Survey Title Major Headings Bold Print Charts Pictures Read the Summary Examine Review Questions
6 - 5 After Surveying, begin with first section Try to determine what the section is about and what you might find when you read that section. This can be done by turning the major heading into a question. Focus
6 - 6 Read The last step in the gathering process is to read--but not the whole section--(remember what we know about short- term memory?) Read ONE paragraph at a time. Don’t mark or underline anything at this time. X
6 - 7 You are now ready to Process this information into long-term memory
6 - 8 Process Step 1 After you have read a paragraph, determine what the main idea of the paragraph is-- just as you did with your lecture notes. Write a question in the margin that identifies the point of the paragraph--what the test question might be. Underline the answer to your question--just as briefly as your notes were telegraphically.
6 - 9 Process Step 2 Recite- cover the text and ask yourself the question you wrote in the margin. Say the answer out loud in your own words. (This is the same as with your lecture notes.) Understanding what you read is not the same as reciting it.
6 - 10 Process Step 3 Reflect Think about what you have just read. Make connections with things you already know. Make it Personal. Visualize it and begin to organize it. (This is the same thing you do with lecture notes.)
6 - 11 Activate Review –First when you finish the chapter. –Next, within 24 hours. –Again, within a week. –Finally, before a test.
6 - 12 Review You can review by –Writing Summary Sheets –Making Flashcards –Reciting again –Developing Mnemonics –Making Practice Tests –Mapping –Teaching it to Someone
6 - 13 Look at the next slide to see what your marked textbook will look like.
6 - 15 Sample Lecture Notes Sample #1 is from How junk food originated in World of Words by Margaret Richek. (Houghton Mifflin, 1996) Sample #2 is from “Left Brain/Right Brain” in Chapter 5, Practicing College Study Skills. (Houghton Mifflin. 2000)
6 - 16 1. When he was finished reading, Jose went back through the entire chapter and tried to recite the answers to the questions he had written in the margin. Source Textbook Stage Activate
6 - 17 2.After class, Jean reads over her lecture notes and writes the key words and phrases on the left side of her paper. Source Lecture Stage Process
6 - 18 3. Sally wrote a question beside each paragraph in Chapter 3 of her History 201 textbook and then underlined the answer to each question. Source Textbook Stage Process
6 - 19 4. As a way of studying for his upcoming exam, Bobby covers up his lecture notes and recites the importance of the key words he has written. Source Lecture Stage Activate
6 - 20 5. When the instructor had concluded her lecture series on the different breeds of beef cattle. David wrote a summary at the end of the section in his notes, putting it into his own words. Source Lecture Stage Activate
6 - 21 6.To make sure he retains the information from his chapters, Mark regularly goes over the labels he has written in his textbook. Source Textbook Stage Activate
6 - 22 7. Jeff makes summary sheets, flash cards, and mnemonic devices so as to refresh his memory rather than having to relearn the information from his German 210 class. Source Textbook and Lecture Stage Activate
6 - 23 8. When class begins,Curtis listens carefully to everything the instructor says. Source Lecture Stage Gather
6 - 24 9. To begin her Psychology 141 reading assignment, Jane read the title,noted the bold headings, and surveyed the graphs and the chapter summary, Source Textbook Stage Gather
6 - 25 10. While reading his homework assignment, Joe turned all of the major headings into question, and then read each paragraph to answer the question. Source Textbook Stage Gather
6 - 26 11. When Beth’s instructor said, “In Chickering’s student development theory there are seven stages called vectors,” Beth wrote “7 stages (vectors)- Chickering s.d. theory.” Source Lecture Stage Gather
6 - 27 12. JoEllen took a few minutes to think about all of the information she had been reciting from chapter 10 in her Sociology 310 textbook. Source Textbook Stage Process