Page 159 - Keys To Community College Success

talk risk and reward . . .

Risk asking tough questions to be rewarded with new insights. Use the following ques-
tions to inspire discussion with classmates, either in person or online.
■ How can reading be a risk, and what reward would it bring? What risk do you take
if you do not read?
■ What steps do you take to ensure that you understand what you have read? Have
those strategies worked for you so far? Why or why not?
CONSIDER THE CASE: What step (or steps) from SQ3R were most helpful to Gary in
dealing with his particular challenge? What step or steps do you think will be most help-
ful to you?

Yes, annotating your textbook carries the risk that you will not be able to sell it
back. However, students who interact with material stand to gain greater depth of
learning than those who don’t. If you aim to learn, the reward of annotating your text
is worth the financial risk.

Step 4: Recite
Once you finish reading a section of text, recite answers to the questions you raised in
the Q stage—say them aloud, silently speak them to yourself, “teach” them to someone,
or write them in note form. The action of speaking or writing anchors material in your
brain. This is the second R in SQ3R. Repeat the question-read-recite cycle until you
complete the chapter you are reading.
Writing is often the most effective way to learn new material. Write responses to
your Q-stage questions and use your own words to explain new concepts. Save your
writing as a study tool for review. Writing gives you immediate feedback. When your
writing agrees with the material you are studying, you know the information. When it
doesn’t, you still need work.
Keep your learning preferences in mind when you explore different strategies. For
example, an intrapersonal learner may prefer writing, while an interpersonal learner
may choose to recite answers aloud to a classmate. A logical-mathematical learner may
benefit from organizing material into detailed outlines or charts, while a musical learner
might want to chant information aloud to a rhythm.
When do you stop to recite? Waiting until the end of a chapter
is too late, but stopping at the end of one paragraph is too soon.
The best plan is to recite at the end of each text section, right before
a new heading. Repeat the question-read-recite cycle until you
complete the chapter. If you fumble for thoughts, reread the section
until you are on solid ground.

Step 5: Review
Reviewing is the third R in SQ3R. When you review early and
often in the days and weeks after you read, you will better
memorize, understand, and learn material. Reviewing is your
key to learning. Reviewing the same material over several short
sessions will also help you identify knowledge gaps. It’s natural
to forget material between study sessions, especially if it’s com-
plex. When you come back after a break, you can focus on
where you need the most help.

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