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. Open Educational Resources Enabling more effective learning http://tjbliss.org/why-open-education http://vimeo.com/43401199 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. 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. 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. 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. Question Before reading each section, ask: What content will be covered? What information should I be getting from it? 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. 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. Recite At end of each section List major points Put main ideas into own words Draw pictures or diagrams Note connections within sections 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. Textbook Marking TechniquesFacilitating Successful Study 13. 1. Read first then underline or highlightselectively. Read a passage through Go back and underline/highlight words orphrases that best summarize passage Limit amount of underlining/highlighting Requires conscious evaluation What is most valuable? What is not as valuable? 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. 3. Circle specialized vocabulary. Look up definitions. Write brief meanings in margins. 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. 5. Label examples and definitions. Identify main idea being exemplified Note in-text definitions 18. 6. Write own ideas in [square brackets]. Connections to other passages, classdiscussions, or assignments Use top or bottom of page Requires active reading and critical thinking Will make study more interesting and useful 19. 7. Write questions as you read. Questions help you think, relate to newmaterial, and wonder about implications andapplications Active questioning can improve learning andretention 20. 8. Summarize larger sections andchapters. Summarize AFTER reading Dont 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. 9. Map sections or chapters. Visual diagram showing relationships betweenconcepts Isolate and organize main ideas Use in addition to OR in place of summariesSectionsMapChapters 22. 10. Check-mark important opinions. Isolate opinions of the author from factualstatements Evaluate importance of opinions Use multiple check-marks for more importantopinions 23. Keep in MindA marking strategy and system must make senseto the person using it. 24. The PointSuccessful students are active readers. Certainstrategies facilitate active reading. 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. Contact Metjbliss@gmail.com http://tjbliss.orgThis work is licensed under a CreativeCommons Attribution 3.0 UnportedLicense