SQ3R

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

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SQ3R

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

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