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Textbook Study Strategies

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This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.

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Textbook Study Strategies

  1. 1. Studying From TextbooksWhen you can actually write in them! TJ Bliss tjbliss.org This work is licensed under a Creative Commons Attribution 3.0 UnportedLicense
  2. 2. Open Educational Resources Enabling more effective learning http://tjbliss.org/why-open-education http://vimeo.com/43401199
  3. 3. Unsuccessful Students• Read material straight through• Do not slow down for difficult sections• Keep going even if no understanding• Read passively Whimbey (1976). Intelligence can be taught. New York: Bantam
  4. 4. Successful Students • Monitor own understanding • Reread difficult sections • Periodically review material • Read actively • Relate new and old material • Develop a context to organize material • Use the PQ4R MethodHerrmann, D., and Searleman, A. (1992). Memory improvement and memory theory inhistorical perspective. In D. J. Herrmann, H. Weingartner, A. Searleman, and C. McEvoy(Eds.), Memory improvement: Implications for memory theory (pp. 8-20). New York:Springer-Verlag.
  5. 5. PQ4R Method • Preview • Question • Read • Reflect • Recite • ReviewThomas, E.L., & Robinson, H.A. (1972). Improving reading in every class: A sourcebook forteachers. Boston: Allyn& Bacon.
  6. 6. Preview• Skim chapter – Read section headings – Read boldfaced and italicized terms• Ask: – What material will be discussed? – How is it organized? – How do the big ideas relate to what I already know?
  7. 7. Question• Before reading each section, ask: – What content will be covered? – What information should I be getting from it?
  8. 8. Read• Read actively by thinking about understanding: – Am I understanding the material? – Are the questions I asked earlier being answered? – What do I not understand?
  9. 9. Reflect• Think of own examples• Create visual images of concepts• Ask: – What does the material mean? – How does each section relate to other sections? – How does this chapter relate to other chapters?
  10. 10. Recite• At end of each section – List major points – Put main ideas into own words – Draw pictures or diagrams – Note connections within sections
  11. 11. Review• At the end of each chapter: – List major points – Put big ideas into own words – Draw pictures and diagrams – Note connections among sections and chapters
  12. 12. Textbook Marking Techniques Facilitating Successful Study
  13. 13. 1. Read first then underline or highlightselectively.• Read a passage through• Go back and underline/highlight words or phrases that best summarize passage• Limit amount of underlining/highlighting• Requires conscious evaluation – What is most valuable? – What is not as valuable?
  14. 14. 12. Box transitions and number importantideas.• Transitions: – First,…Second,…Third, – Next, – Finally, – For example,• Number lists of information embedded in text – Transition words are good indicators
  15. 15. 3. Circle specialized vocabulary.• Look up definitions.• Write brief meanings in margins.
  16. 16. 4. Jot down main ideas in the margin. Use margin for key concepts• “What was most of that passage about?”• Summarize concisely (5-10 words)• Especially useful for long, dense passages
  17. 17. 5. Label examples and definitions.• Identify main idea being exemplified• Note in-text definitions
  18. 18. 6. Write own ideas in [square brackets].• Connections to other passages, class discussions, or assignments• Use top or bottom of page• Requires active reading and critical thinking• Will make study more interesting and useful
  19. 19. 7. Write questions as you read.• Questions help you think, relate to new material, and wonder about implications and applications• Active questioning can improve learning and retention
  20. 20. 8. Summarize larger sections andchapters.• Summarize AFTER reading – Don’t read and write at the same time• Use brief phrases• Use whitespace• Use own words, not quotes from the text• “What was this section (or chapter) about?” Use whitespace to summarize sections or chapters in my own words.
  21. 21. 9. Map sections or chapters.• Visual diagram showing relationships between concepts – Isolate and organize main ideas• Use in addition to OR in place of summaries Sections Map Chapters
  22. 22. 10. Check-mark important opinions.• Isolate opinions of the author from factual statements• Evaluate importance of opinions• Use multiple check-marks for more important opinions
  23. 23. Keep in MindA marking strategy and system must make sense to the person using it.
  24. 24. The PointSuccessful students are active readers. Certain strategies facilitate active reading.
  25. 25. Other Resources– http://academic.cuesta.edu/acasupp/as/601.HTM– http://www.tc3.edu/docs/study/improving_textbook_reading.pdf– http://www.pugetsound.edu/academics/academic- resources/cwlt/classes/accelerated-reading/textbook-marking-and- annotatin/
  26. 26. Contact Me tjbliss@gmail.com http://tjbliss.org This work is licensed under a CreativeCommons Attribution 3.0 UnportedLicense

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