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SQ3R is a very powerful study method, and very easy to learn.

SQ3R is a very powerful study method, and very easy to learn.

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  • 1. SQ3R Learn smarter, not harder… Kent Van Cleave, Ph.D.
  • 2. Learn smarter, not harder…
    • Suppose I were to give a 500 piece jigsaw puzzle to each of two groups of people.
    • One gets the puzzle in the original box, and the other gets theirs in a brown bag.
    • Who will finish the puzzle first?
    • … Seems pretty obvious, doesn’t it?
  • 3. Learn smarter, not harder…
    • When you pick up a text book and just start reading it…
    • … that is like working the puzzle without being able to see the picture on the box.
  • 4. The SQ3R Study Method
    • SQ3R is like the picture on the puzzle box.
    • You spend a little time up front…
    • … that pays big dividends in improving your learning efficiency and effectiveness.
  • 5. The SQ3R Study Method
    • Cognitive psychologists have found that we learn knowledge-based material best…
    • most efficiently and effectively…
    • when we first build a cognitive framework (outline), then fill in all the details.
    • SQ3R structures our learning experiences so that we do this.
  • 6. The SQ3R Study Method
    • Survey
    • Question
    • Read
    • Recite
    • Review
  • 7. The SQ3R Study Method
    • Survey – The first step of this method is to get the big picture.
    • We typically will use this method on two levels.
  • 8. Textbook Survey
    • We will survey the entire text the first time we use it.
    • We do this to learn how the authors have structured the content…
    • … and to discover the author’s “strategies” for letting us know what is important.
  • 9. Textbook Survey
    • Where do we look as we do this?
    • Table of contents – structure of the content.
    • Preface / introduction – to discover the author’s strategies.
    • Chapter summaries – to get a feel for the subject and the author.
  • 10. Textbook Survey
    • Where do we look as we do this?
    • Glossary – a dictionary of terms the text uses.
    • Appendices – present some part of the text in greater detail, or explain something you need to know in order to do well with the subject.
    • Index – to become familiar with its level of detail. Go to text…
  • 11. Assignment Survey
    • At the start of a study session, we survey in more detail the material we will be reading.
    • As we survey, we will be forming questions (sQ3r) we will be trying to answer as we read.
  • 12. Assignment Survey
    • At the start of a study session…
    • We also want to build an outline of the content in our heads.
    • This helps us relate what we are learning now to things we already know.
    • How did you learn the alphabet?
  • 13. Assignment Survey
    • The outline also serves as an organizer while we are reading the material…
    • … so we can see where what we are reading now fits in with the rest of the content.
  • 14. How to do the Assignment Survey
    • Start at the detailed table of contents . This gives you the broad topic outline.
    • Chapter learning objectives
    • Then the chapter introduction for
    • The purpose of the chapter
    • How it fits with the rest of the material
    • Suggestions from the author on how to learn more effectively
    • A broad overview of the content
  • 15. How to do the Assignment Survey
    • Next, page through the chapter and look for tables and figures…
    • … and other features that help you organize and learn more effectively.
    • Look for things to turn into
    • questions!
  • 16. How to do the Assignment Survey
    • Read the chapter summary, if there is one. Read this before you read the chapter…
    • … then return to it afterwards.
    • Go to text…
  • 17. Question
    • Why do we want to have questions to answer as we read?
  • 18. Question
    • Questions create interest…
    • … and make us active learners.
    • They also facilitate long term memory formation .
    • To form a memory, connections must be grown in the brain.
  • 19. Question
    • Where to get questions…
    • Table of contents
    • Chapter learning objectives
    • Topic headings
    • Chapter summary
    • Questions the author provides
    • Assignment instructions!
  • 20. Question
    • Write the questions down. Then write the answers as you read.
    • Writing these down sends a signal to the brain that this must be remembered.
  • 21. Read
    • OK. We have surveyed, and we have compiled a list of questions we want to answer…
    • … Now we read.
    • But we do not just read straight through.
  • 22. Read
    • We read a section at a time, and after each section we recite.
    • A “section” is a naturally formed unit of the assignment. Often, these are formed by the way a chapter is broken into parts.
  • 23. Recite
    • At the end of each section, you pause in reading…
    • … to say in your own words what you just read.
    • If you can’t say it in your own words, you did not understand what you read adequately.
  • 24. Recite
    • If you did not understand, that should signal you to go back and read again.
    • If you still don’t understand, then it is time to use other sources of information.
  • 25. Review
    • After you have read and recited through the entire assignment, or you are just stopping for now, take the time to do a quick review.
    • The review is at least as valuable to you as the initial read.
  • 26. Review
    • The review is valuable because it takes you back out to the big picture view…
    • … while sorting the facts into place on the grand outline.
    • This assists the brain in consolidating the information to long term memory.
  • 27. The SQ3R Study Method
    • SQ3R is useful for more than just learning from a reading assignment.
    • With modification, you can use the same sort of approach to planning your individual projects and discussion boards.
    • You can use this approach in sizing up internet search results, as well.
  • 28. The SQ3R Study Method
    • SQ3R is useful for more…
    • You can use it to structure any self study.
    • Or to structure work problems and the information you gather in order to solve them.
  • 29. The SQ3R Study Method
    • At a still broader level, we can learn from using SQ3R to take organized, systematic approach to almost anything.
    • With SQ3R we are attending to the process before we go after the content.
  • 30. Questions?