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Processing Information from Reading

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Label in the Margin

• Processing information from textbooks is not very different from processing information from lectures.

• Actually, they differ only in the gathering or input stage.

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Gathering Information Using Label in the Margin

• Step One: Survey before you Read.

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Survey

• Title

• Major Headings

• Bold Print

• Charts

• Pictures

• Read the Summary

• Examine Review Questions

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After Surveying, begin with first section

• Try to determine what the section is about and what you might find when you read that section. This can be done by turning the major heading into a question.

• Focus

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Read

• The last step in the gathering process is to read--but not the whole section--(remember what we know about short- term memory?)

• Read ONE paragraph at a time.

• Don’t mark or underline anything at this time.

X

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You are now ready toProcess this information into long-term

memory

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ProcessStep 1

• After you have read a paragraph, determine what the main idea of the paragraph is-- just as you did with your lecture notes.

• Write a question in the margin that identifies the point of the paragraph--what the test question might be.

• Underline the answer to your question--just as briefly as your notes were telegraphically.

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ProcessStep 2

• Recite- cover the text and ask yourself the question you wrote in the margin. Say the answer out loud in your own words. (This is the same as with your lecture notes.)

• Understanding what you read is not the same as reciting it.

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ProcessStep 3

• Reflect

• Think about what you have just read. Make connections with things you already know. Make it Personal. Visualize it and begin to organize it. (This is the same thing you do with lecture notes.)

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Activate

• Review– First when you finish the chapter.– Next, within 24 hours.– Again, within a week.– Finally, before a test.

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Review

• You can review by– Writing Summary Sheets– Making Flashcards– Reciting again– Developing Mnemonics– Making Practice Tests– Mapping– Teaching it to Someone

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Look at the next slide to see what your marked textbook will look like.

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label main points withquestion underline or highlight the answer

What’s one way to studyfaster and better?

What are 4 ways oflooking at learningstyles?

Why learn about learningstyles?

Why know preference?

What about other ways?

Learning StylesWe are always seeking ways to learn things both more efficiently

and in less time. Discovering your learning style will do just this.By applying strategies that address your learning style, you canstudy faster and better. We will examine learning styles fromseveral different angles. One way to look at leaning styles is to

determine your1 hemispheric dominance--Are you right-brained orleft-brained ? Additionally, learning styles can be examined as the2sensory mode by which you learn best--visual, auditory orkinesthetic. Learning styles may apply to your 3social style of

learning--by yourself or in a group. We may also assess learningstyles by using the 4multiple intelligence theory and determiningwhich of the seven types of intelligences you learn best in. In reality,of course, our learning style is a combination of these and other

factors. By examining some of these ways of learning, you canexpand the strategies you use for learning and studying andcustomize some of the strategies we have already learned in this

book. When learning something new or difficult we tend tonaturally go to the hemisphere, mode, and intelligence that weprefer. It is good to know what your preferences are so that you canlearn material in that way. Material in the classroom or textbook

may not be presented in the way you prefer. You need to know how toconvert it to the way you learn best. However, it is also good toreinforce that learning in as many different ways as possible. Sowhile knowing your preference is good, you also need to expand your

ways of learning.

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Sample Lecture Notes

• Sample #1 is from How junk food originated in World of Words by Margaret Richek. (Houghton Mifflin, 1996)

• Sample #2 is from “Left Brain/Right Brain” in Chapter 5, Practicing College Study Skills. (Houghton Mifflin. 2000)

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1. When he was finished reading, Jose went back through the entire chapter and tried to recite the answers to the questions he had written in the margin.

• Source

• Textbook

• Stage

• Activate

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2.After class, Jean reads over her lecture notes and writes the key words and phrases on the left side of her paper.

• Source

• Lecture

• Stage

• Process

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3. Sally wrote a question beside each paragraph in Chapter 3 of her History 201 textbook and then underlined the answer to each question.

• Source

• Textbook• Stage

• Process

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4. As a way of studying for his upcoming exam, Bobby covers up his lecture notes and recites the importance of the key words he has written.

• Source

• Lecture

• Stage

• Activate

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5. When the instructor had concluded her lecture series on the different breeds of beef cattle. David wrote a summary at the end of the section in his notes, putting it into his own words.

• Source

• Lecture

• Stage

• Activate

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6.To make sure he retains the information from his chapters, Mark regularly goes over the labels he has written in his textbook.

• Source

• Textbook

• Stage

• Activate

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7. Jeff makes summary sheets, flash cards, and mnemonic devices so as to refresh his memory rather than having to relearn the information from his German 210 class.

• Source

• Textbook and Lecture

• Stage

• Activate

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8. When class begins,Curtis listens carefully to everything the instructor says.

• Source

• Lecture

• Stage

• Gather

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9. To begin her Psychology 141 reading assignment, Jane read the title,noted the bold headings, and surveyed the graphs and the chapter summary,

• Source

• Textbook

• Stage

• Gather

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10. While reading his homework assignment, Joe turned all of the major headings into question, and then read each paragraph to answer the question.

• Source

• Textbook

• Stage

• Gather

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11. When Beth’s instructor said, “In Chickering’s student development theory there are seven stages called vectors,” Beth wrote “7 stages (vectors)- Chickering s.d. theory.”

• Source

• Lecture• Stage

• Gather

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12. JoEllen took a few minutes to think about all of the information she had been reciting from chapter 10 in her Sociology 310 textbook.

• Source

• Textbook

• Stage

• Process

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Different Mapping Techniques

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Consolidation

Distrib Prac

Time to Soak in

Visualization

Recitation

Association

Strengthen

Selectivity

Organization

Control Amt & Form

Interest

Intent

Background

Make Effort

Memory Principles