Welcome!

1. Welcome! Academic Strategies Unit 5 Seminar Reading & Note-taking Strategies

2. Agenda • Assignment Overview • The Importance of Using a Reading Strategy • SQ4R • Note-taking • Case Study • Questions

3. Unit 5 Assignments • Complete the Unit 5 Reading “Reading Strategies” “Note-taking” • Attend the Unit 5 Seminar & Discussion • Complete the Unit 5 Quiz – 40 Points!

4. Unit 5 Quiz • The Unit 5 Quiz will cover all items listed in the Unit 5 Readings and Extra!Extra. • The quiz consistes of 20, 2-point questions for a total of 40 points. • You will have 45 minutes to complete the quiz. • Prepare yourself by applying reading and note-taking strategies.

5. Unit 5 Quiz TIPS • Know the difference between pre, post and advanced reading strategies. • Understand the meaning of “active” reading. • Understand why reading comprehension is a SKILL. • Note Taking Strategies – Cornell, Charting, Mapping, Outlining. • Reading Strategies - SRI, SQ3R, KWL, PORPE. • Identify ways to improve reading comprehension. • Identify 3 main factors in reading SUCCESS. • Understand the relationship between learning styles, time management & reading/note taking strategies.

6. Questions?

7. Reading is a Skill • Think of Reading & Note-taking as skills. • A “skill” is something you can change and improve upon—think about that! • Let us focus on creating or recreating some GOOD SKILLS here this week!

8. Don't be afraid to try some new things and make some new changes. This is how PROGRESS is made!!

9. 3 Major Factors in Reading Success • Motivation • Concentration • Effective Reading Strategies

10. Reading Challenges List some of the challenges that you face that prevent you from reading effectively. Are you motivated to improve your reading effectiveness?

11. Active Reading • When you are reading you must concentrate on being an "active reader." Don't just passively read the words on the page! • Determine what it is you seek from the material you are reading; ask questions; underline, highlight and take notes, read out loud (… and all of the other things you were listing here). • Directly involve yourself in the reading process!

12. What is the difference between being an “active” reader or a “passive” reader? Active = Passive = Why do YOU think it is so important for students to be active readers?

13. Let’s Explore the Unit 5 Reading Reading Effectively By Reading Intelligently http://www.mindtools.com/rdstratg.html • Know your purpose for reading • Know how deeply you should study the material • Know which “active reading” strategies you should apply • Know how to study different types of reading material

14. Reading with Purpose • Whether they're project documents, trade journals, blogs, business books or ebooks, most of us read regularly as part of our jobs, and to develop our skills and knowledge. • But do you ever read what should be a useful document, yet fail to gain any helpful information from it? Or, do you have to re-read something several times to get a full understanding of the content?

15. Reading with Purpose • Before you start reading anything, ask yourself why you're reading it. Are you reading with a purpose, or just for pleasure? What do you want to know after you've read it? • Where you only need the shallowest knowledge of a subject, you can skim material. Here you read only chapter headings, introductions, and summaries.

16. Reading with Purpose • Where you need a moderate level of information on a subject, then you can scan the text. This is when you read the chapter introductions and summaries in detail. • You can then speed read the contents of the chapters, picking out and understanding key words and concepts. (When looking at material in this way, it's often worth paying attention to diagrams and graphs.)

17. Speed Reading • Speed reading involves reading blocks of words at one time and comprehending the meaning of the word group. Think of viewing a digital image. There are millions of pixels that only make sense when they are seen together. In the same way, our brains can comprehend ideas better when it takes in a group of words at one time. • Eliminating sub-vocalization alone can increase your reading speed by an astounding amount. Otherwise, you are limited to reading at the same pace as talking which is about 250-350 words per minute. If you are an efficient scanner, you may increase this rate to between 400 and 500 words per minute.

18. SQ4R • Only when you need full knowledge of a subject is it worth studying the text in detail. Here it's best to skim the material first to get an overview of the subject. This gives you an understanding of its structure, into which you can then fit the detail gained from a full reading of the material. • SQ4R is a useful technique for fully absorbing written information. It helps you to create a good mental framework of a subject, into which you can fit facts correctly.

19. SQ4R • Step 1:   Survey • Step 2:   Question • Step 3:   Read • Step 4:   Record • Step 5:   Recite • Step 6:   Reflect

20. Survey • S = Survey / Preview • Rationale: • To become familiar with the material before you read, and to activate any prior knowledge you have of the subject.

21. Question • Q = Question • Rationale: • To make the reading process a critical thinking exercise and to focus your attention on what information you need to get from the reading.

22. Read • R = Read • Rationale: • The information is necessary in order to master the course material. • Read one section at a time to understand the material and answer your questions. Do not read to memorize the information. On paper write down chapter headings and titles to use as outline notes later in this process.

23. Record • R = Record • Rationale: • By incorporating the motor activity of writing information down, you will have review notes and you will better establish the information into your long-term memory.

24. Recite • R = Recite • Rationale: • Activating long-term memory storage is aided tremendously by hearing and verbalizing the material. If you can explain the concepts to another, you have mastered the material.

25. Reflect • R = Reflect • Rationale: • This is a meta-cognitive activity to make you a more self-aware learner. It also enhances long-term memory storage for successful retrieval at a later date.

26. Advice • Practice the SQ4R technique with one subject over a two-week period to become familiar with the process and to begin realizing the benefits. • The importance of adopting a strategy (which is comfortable for you), cannot be underscored enough. Use a strategy to tackle your academic reading before it tackles you!

27. Highlighting Broaden your Background Knowledge Create Motivation & Interest Strengthen your Vocabulary SQ4R PORPE KWL More Reading Strategies

28. Note-taking Strategies • Note taking does not equal dictation or copying the text word for word! • Note taking is writing complete ideas; dictation is writing complete sentences.

29. Note-taking Strategies • Cornell System • Mapping • Charting • Outlining

30. Template Cornell System

31. Outline

32. Creating Formal Outlines

33. Mapping

34. Charting

35. Memory Tips • Learn from general to specific • Before learning something new, get a general overview to use as a framework on which to hang specific details • Create association • Relate what you’re learning to something that you already know • Try using analogies and metaphors

36. Memory Tips • Make it meaningful • Why is this information relevant? What is the value in knowing this? • If you don’t see the value- • Find it! What kinds of situations could you be in that you would need this information? • Use this as an opportunity to use strategies that will make you a better student • Avoid studying material in the same sequence

37. Memory Tips • Learn actively • Manipulate or change the information in some way • Try creating a mind map, diagram, pictures, or note cards • Always put information that you’re trying to learn into your own words • Reduce distractions • Turn off music, phone, television

38. Memory Tips • Monitor what you’ve learned • Check yourself to make sure that you’re learning • Try self-testing yourself using the review questions at the end of the chapter or make up your own • Check your attitude and anxiety • Know when your attitudes and/or anxiety are inhibiting learning and try to address them • Turn abstract ideas into concrete examples

39. What can effect your ability to remember what you’ve read? • distractions • time of day • your comfort level • stress • your interest in the material • your level of motivation

41. The Case of Janice • She knows that college will mean she must do quite a bit of reading and some note-taking. She has never had very good concentration for reading things other than a magazines for pleasure and hasn't taken notes in a very long time. But Janice is determined to do well in school and be a positive role model for her family.

42. Considering the information you have here and reflecting back on some of the strategies we just focused on, what are some specific tips and strategies you could offer Janice to help her to improve her reading comprehension and concentration?

43. How can Janice improve her concentration while reading? • How can a reading method help Janice understand the material better? • How should Janice approach vocabulary? • What kinds of note-taking might Janice use for various assignments and projects?

44. What would you tell Janice if she asked you the following question: "What is the KEY to becoming a stronger reader/note-taker?"

45. Questions?

46. Thanks for attending!