Sq3r (Survey, Question, Read, Recite, and Review).
Background
You're probably familiar with SQ3-R as a formula / method for efficient and constructive reading of content-based texts. This strategy helps students select what s/he is expected to know (at times outlined on class syllabi and / or gleemed from classroom notes); help students call back important ideas only read and, probably most of import of all, help students review efficiently. All the same, I've modified it a bit. The well-known strategy is widely-know as SQ3-R only I've included a fourth 'R'. Still, the method is simple:
S = Survey what is to be read with emphasis on major and sub headings and whatsoever graphs, tables, pictures and notes as well equally whatever summaries that may be included. (I also teach my students to read and make notes of topic sentences for each sentence and / or paragraph).
Q = Turn the headings, (subheadings, graph or moving picture notes, or summaries) into Questions.
three – Rs:
R = Read to reply your questions.
R = Recite and answer your questions in your own words.
R = Review past looking over highlighting and / or notes for basic points for each section.
Modification
My quaternary 'R' is Research. I believe that having students research topics in is a powerful tool for reinforcement of learned material. I also believe that questions asked by students during their initial survey and questioning of the reading but not covered in the reading assignments will help them develop a wider noesis and agreement of what is expected of them to know. Hopefully, students volition besides 'become into the habit' of delving into topics/subtopics related to though not necessarily germain to what they may immediately demand to know.
I have no empirical show for this other than it 'makes sense'. First of all, every bit students read more and incorporate what they read as function of their own schema the more knowledge resource they are able to draw upon as they progress to their teaching goals.
Secondly (and, I admit, even less empirically valid) is that it worked and nonetheless works for me. Let me explain.
A Lucky Undergraduate
Equally an undergraduate I took a grade during with an instructor whose a approach to didactics was based on 'traditional' approaches current at tertiary levels at English language (and at present at many U.S.) colleges and universities which emphasize the student, after initial guidance and couseling, focus attention on particular areas of topics related to the detail class taken.
I took a History of the Reformation class taught by a visiting professor from Simon Fraser University in Vancouver, B.C. At that place were traditional assigned readings and lectures with plenty of encouragement and opportunity for students to delve deeper into item areas of general topics. Not long into the course nosotros were required to to write five general topics that interested united states and on which nosotros would be willing to practise more intensive research.
I don't remember all five topics I choose merely I do remember being fascinated with Erasmus and Luther's famous 'epistemological battles' on the nature of free will and on the influence that John Calvin had on the Reformation with emphasis on Geneva and its aftermats.
Let it suffice . .
to say that I gained more cognition on these ii subjects and that I connected to read more widely on the Reformation since taking the class. Was this all? Not quite.
My instructor gave us worksheets of wide outlines (much like major and subheadings found in basic content-based texts) for united states to fill in, as information technology were, with questions of our own to further inquiry.
In other words, the professor taught us a method of studying and – especially – of researching that I used throughout not only during my undergraduate and graduate years but which still use to this 24-hour interval (using judious border notes in my text with, if possible, my laptop at hand for quick enquiry) to supplment and / or clarify what I am reading.
So, research – especially in this day of a wide and rich assortment of electronic databases – is an important method that I add to the pop SQ3-R formula and which I non only encourage but teach equally part of any class for efficient and constructive reading.
Finally, let me add that I use collaborative learning to the method first introduced to me by my Simon Frazer professor. This increases the potential for a more deeper and broader knowledge base as dyads, triads and what-have-you puddle their resources, schema and talents to the studies at paw.
Homo in India Reading Book
Link to Power Point Presentation on Effective Reading
Resources
On SQ3-R: There's quite a lot out at that place on the Web. For a basic overview see ARC@ at Sweet Briar Higher. For more than detailed (and excellent information) visit Strategies for Success. Use their link Vary Your Reading Strategies for savvy skills and strategies when using SQ3-R for bailiwick-specific readings.
Source: https://josephrosa.wordpress.com/2006/04/22/sq3-r-a-method-to-help-you-read-more-effectively-and-efficiently/
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