ARTS 1110 Lecture 3: Cornell and SQ3R

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University of Manitoba
Arts Interdisciplinary
ARTS 1110
James K.Honeyford

Cornell Note-Taking:   Taking purposeful class notes to become an active learner 1. The division of the note-taking page into tree sections, with each section corresponding to a specific purpose 2. The refinement of notes, through a series of reflective questions, from unorganized and discrete units of information to an integrated system of meaning Principle Advantages:  Facilitates learning (the meaningful acquisition of information) during the note-taking process   This improves learning efficiency and can, under certain circumstances, reduce the time a student must commit to examination preparation  Cornell System allows learning to occur during note-taking Technique:  Page divided into: 1. The Cue/Question column 2. The Note-taking column 3. The Summary space 6 Steps of Cornell Note-Taking Method: 1. Record/Note-taking column 2. Reduce/Question/Cue column 3. Recite/ Cue column 4. Reflect/Cue column 5. Summarize/The Summary Space 6. Review Note-Taking Stage:   Write notes in bullet points, short phrases   Listen for meaningful information (connect that information to knowledge already acquired)  Use elaborative rehearsal (connect new information to already learned information) Cue/Question Stage:  Make questions based on notes oSDP   Active learning technique  Helps clarify the information and meanings    Review your notes for key word/phrases  Put notes into your own words    Develop a deeper understand, don’t just memorize  Reflect by rearranging and filing experiences and ideas   Reflect on the material by asking yourself questions Summary Stage:   After about 24 hours of taking the notes   Write a brief summary  5-7 lines    Helps increase understanding of the topic  Summarize main ideas, connect information, why does this matter, what questions could be asked on an exam eview:  Review notes from previous lectures before the next    Consolidates information into long-term memory  Provides a context of new information SQ3R Study Method:  Helps you build a framework to understand your reading assignment  Study method that employs principles of memory to increase retention  Encourages active learning during study sessions  Requires student to think about the material they are reading  5 Steps: 1. Survey 2. Question 3. Read 4. Recite 5. Review   Survey: - Check text structure – chronological, compare-contrast, problem-solution, cause-effect, descriptive -  Title, headings, subheadings  - Captions under pictures, chart, graphs, maps - Review questions or teacher-made study guides - Introductory and concluding paragraphs - Summary  Question: - Turn the title, headings, and/or subheadings into questions - Read questions at the end of the chapters/subheading - Think about what the instructor said about the chapter or subject when it was assigned - Ask what is already known about the subject   Reading: - Look for answers to the questions raised during the questioning phase - Answer questions at the beginning or end of chapters or study guides - Reread captions under pictures, graphs, etc - Note all the underlined, italicized, bold printed words or phrases - Study graphic aids - Reduce reading speed during difficult passages - Reread sections which did not seem clear during the first reading - Read only a section at a time  Recite:  - Orally ask questions about the section just read, or summarize it in your own words - Take notes from the text but paraphrase the information, ensuring that the notes reflect personal understanding rather than rote memory - Underline or highlight important points, identifying the principal themes in the section  Review: - Review immediately after reading a section oSDP - Review should be relatively brief (five to ten minutes) - Review should include asking, and answering, questions and identification of major themes and/or conn
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