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SQ4R. Survey , Question , Read, Recite , Review , Reflect. K-W-H-L.

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SQ4R

Survey, Question, Read,

Recite, Review, Reflect

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Use this chart to help you gather information, solve a problem, or think through a research topic. Fill in this chart with NOTES, CALCULATIONS, and IDEAS, rather than complete sentences. Use this sheet to help you think through your problem.

1. What is your topic or problem? _________________________________________________________________________________

2. What do you hope to prove or discover about it? What is your goal? _________________________________________________________________________________

3. What is your central research question or problem? _________________________________________________________________________________

(NOTE: Make sure that everything you write below will help you answer this question.)

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SQ4R
  • An important part of rigorous courses is learning to learn.
  • SQ4R is one strategy that can help students get the most out of their texts.
  • SQ4R will assure that they don't just "do it," when it comes to reading
    • Students will derive as much as they possibly can out of the experience.
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Thinking Used

by Good Readers

Having A Conversation with Yourself

Why am I reading this? To understand & remember

What am I reading? A textbook or article

I'd better use some specific strategies to attack this material: it's complicated!

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SQ4R – Survey, Question, Read, Recite, Review, Reflect. SQ4R provides a systematic way of comprehending and studying text (Richardson & Morgan, 1997).Billmeyer and Barton (1998) suggest several examples of how this strategy is used throughout the reading process.Students preview text to develop predictions and set a purpose for reading by generating questions about the topic. Students then read actively, searching for answers to the questions they have generated. By summarizing information students are able to monitor their own comprehension.Finally, students evaluate their comprehension through review.
survey
SURVEY

Students should skim and scan the chapter. The purpose of surveying the chapter is to get the general idea of the content, structure, organization, and plan of the chapter.Surveying the chapter gives the “big picture" - a framework of the main ideas, which will help to hold the details together later (Richardson & Morgan, 1997).

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Before you survey the reading, ask yourself:

What do I already know about the subject?

What did my instructor say about the assignment?

What information do I need to find?

What will I have to do with the information?

Read...

What reader aids are included in the text?

Read all the titles and subtitles.

Read captions under pictures, charts, graphs, or maps.

Read the questions at the end of the chapter.

If there is a summary read it.

Get an overview of what the chapter is about.

in other words
In Other Words

Preview:This is like watching a trailer to a movie. Familiarize yourself with the material by taking a few minutes to read the headings, subheadings, and diagrams of each section.Read thesummaryat the end for an overview.Getting a sense of what you’re about to read before diving in makes reading the entire chapter a bit easier.

question
Question

Having students develop questions gives them a purpose for reading. Reading for specific purposes positively influences comprehension (Narvaez in Santa, Havens, and Valdes, 2004).Setting a purpose also aids the student in recalling information. Developing questions prior to reading results in spontaneous attempts to answer the questions based on information already known,increased concentration and attention while reading to find an answer to the question, and increased comprehension due to the mind in its attempt to find an answer to the question.

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Before beginning to read, students should turn each title and subtitle into a question. Practice will make this skill automatic (Richardson & Morgan).For example, if you’re reading part of a chapter called “Functions of the Spinal Cord,” ask yourself, “What are the functions of the spinal cord?”

Use the knowledge you gained in surveying the chapter as basis for asking yourself questions that you expect to find answered in the chapter.

Turn title, headings, and subheadings into questions.

If there are no headings, ask questions that your teacher would ask.

Ask yourself, "What did my teacher say about this chapter or topic when it was assigned?"

Ask yourself, "What do I already know about this topic?"

Ask yourself, “What is the chapter about?”

in other words1
In Other Words

Question:As you preview, allow yourself toask questions.“What does this section have to do with the section we covered last week?”Have asilent conversationwith what you read to stay engaged.

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Read

Reading promotes an active search for answers to the specific questions that students have developed.It forces the student to concentrate for better comprehension and aids in lengthening attention span (Richardson & Morgan, 1997).

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Students should read each section of the text to answer questions that were developed in the step above. If a word meaning is not clear through its use in the selection, reread. If it is still unclear, underline the word or jot it down and look it up when you finish reading.

Ask yourself: What is the writer’s purpose? What is he trying to get me to think or do? Is he giving facts or his opinions?

Look for answers to the questions you have developed.

Reread captions under pictures, charts, graphs, or maps.

Note all the underlined, italicized, or bold printed words or phrases.

Study graphic aids.

Reduce your speed for difficult passages.

Stop and reread parts that are not clear.

in other words2
In Other Words

Read:Just like it sounds...Read in chunks; don’t make it a full days work.Try toanswer your questions. Recognize the real purpose for the reading. What is the main idea? Are there details that you need to pay special attention to?Are there some you don’t need to pay attention to?If you begin to wander off, stop yourself andtake a breakto get your mind back.Avoid distractionsfor best reading results.

recite
Recite

This step encourages students to use their own words and not simply copy from the book. This improves memory and assures greater understanding (Richardson & Morgan, 1997).

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After the student has read the selection, they should close their book and write the answers to the questions they developed. The answers should be written in their own words and not copied out of the text. If a student cannot answer a question they should reread.Students should also jot down key examples and make brief notes (Richardson & Morgan, 1997).

If students cannot answer a question, they may find that they need to revise their question.For example, you may have first posed the question, “What is the treaty of Versailles?” for the subtitle, “Treaty of Versailles.”After reading the section, you may find that your question was not answered or you may find that a better question would have been, “Why was the Treaty of Versailles created?”If changing the question doesn’t help clarify the reading, then it may be time to seek help.

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* Take notes from the text, but write the

information in your own words.

2. * Identify key terms and concepts.

3. * Ask yourself questions about what was just

read and/or summarize, in your own words,

what was read.

in other words3
In Other Words

Recite:Talk out loud to hear it for yourself when youfinish with a section. Speak alouda summary of what you just read; thismentally organizes and reinforcesthe info you need to remember.Talk it out with yourself, a friend, or act like a professor.

review
Review

Students should study their outlines and notes and be able to retell what was read in their own words.Students should try to see relationships within the content.If they are unable to the teacher may need to model for students how to look for relationships.Student should be checking their memory by trying to recall main points and sub points (Richardson & Morgan, 1997).

after you have read and recited the entire chapter
After you have read and recited the entire chapter.
  • Use the information by transforming it--not just repeating it.
  • Review by rereading parts of the chapter or your notes to verify answers.
  • Make up flash cards for definitions and /or concepts that may be difficult.
  • Develop mnemonics for materials that need to be memorized.
  • Create a summary for questions/answer pairs.
  • Graphically organize material (concept map, flow chart, outline)
during the week for 15 45 minutes a day
During the week (for 15-45 minutes a day):
  • Make a goal and develop a study plan.
  • Go through the text and/or your notes to refresh your memory.
  • Alternate between flash cards, summaries, and then test yourself on the questions you have put together.
  • Make additional flash cards if needed.
over the weekends
Over the weekends

Keep up with your studying...

before the test
Before the test:
  • Make up practice test questions.
  • Review any information that has been difficult to remember.
  • Relax
in other words4
In Other Words

Review:Look at your notes frequently (once a day for 15 min.) toremind yourselfof what you’ve already learned; do this as a warm-up before you study new material.Just don’t let the night before the exam be the first and only time you review the material.

reflect
Reflect

Information from the entire chapter or article is linked together in the reflection phase. This step helps students clarify their thinking and focus understanding. By reflecting on the reading, students begin to think critically about what they have learned and have yet to learn about the topic. This type of critical thinking is necessary if students are to become mature readers. Reflecting on what has been read also helps students retain understanding for longer periods of time. The more students reflect on text the longer they will remember it and the more likely they will be able to use the knowledge they have retained (Richardson & Morgan, 1997).

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By having students reflect, knowledge is related in a meaningful way to what is already known so that it will be retained and becomes the basis for further learning.This process is called “reading beyond the lines” (Richardson & Morgan, 1997). The reader should attempt to develop insight into the topic and make associations among the important material noted while reading.

Try to link new facts, terms, and concepts with information you already know.

Think about how you can use this information.

Think about what else you need to know more about.

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REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT. IF YOU JUST"DO IT"WITHOUT LEARNING SOMETHING. YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!