Hi Nick,
I have heard of this SQ3R system before but not in a well organized fashion
as your link<http://www.wpi.edu/Images/CMS/ARC/SQ3R_Textbook_Study_System.pdf>.
Thanks for sending this. The closest I come to this is telling students to
read with a pencil and write responses in the margins, and then test
themselves. And the SQ3R system will basically recreate for students the
reading guides I produce for them. I think I'll teach my students the SQ3R
system instead of a reading guide next time I use TBL - it is a much more
active and engaged learning system.
Cheers
Neil
*Neil Haave, PhD* | Associate Professor (Biology) | University of Alberta,
Augustana Campus | 4901 - 46 Avenue, Camrose, AB T4V 2R3 | vox: 780 679
1506 | fax: 780 679 1129 | [log in to unmask] |
www.augustana.ualberta.ca/profs/nhaave/
On Thu, Sep 19, 2013 at 9:02 AM, Nicholas DiFonzo <[log in to unmask]> wrote:
> Ron,****
>
> A consistent feedback I receive about my TBL courses: “I’ve never actually
> read the textbook before”. Yesterday a 3rd year student from another
> program approached me, concerned about her low IRAT scores. She said that
> this was the first time she has been expected to read the text. I responded
> to her by teaching her some simple ways to read and understand text, for
> example, the SQ3R system<http://www.wpi.edu/Images/CMS/ARC/SQ3R_Textbook_Study_System.pdf>.
> Each term I find that I need to teach students how to study, and that’s
> ok—it’s part of their life-long learning skill setJ. ****
>
> Nick****
>
> ** **
>
> Nicholas DiFonzo, Ph.D.****
>
> Professor of Psychology****
>
> Department of Psychology****
>
> 18 Lomb Memorial Drive ****
>
> Room 1-2363****
>
> Rochester Institute of Technology****
>
> Rochester, NY 14623 USA****
>
> Phone: 585-475-2907****
>
> Skype: nicholas.difonzo****
>
> FAX: 585-475-6715****
>
> Faculty Website: http://www.rit.edu/cla/psychology/faculty/difonzo ****
>
> Personal Website: www.ProfessorNick.com <http://www.professornick.com/>***
> *
>
> *Rumor Psychology: Social & Organizational Approaches* (
> www.rumorpsychology.com)****
>
> *The Watercooler Effect: A Psychologist Explores the Extraordinary Power
> of Rumors *(www.thewatercoolereffect.com)****
>
> Rumor-Gossip-Research Google Group:
> https://groups.google.com/d/forum/rumor-gossip-research ****
>
> ** **
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Carson, Ron
> *Sent:* Thursday, September 19, 2013 10:35 AM
> *To:* [log in to unmask]
> *Subject:* Ways to Modify TBL****
>
> ** **
>
> I’m concerned that my students are bombarded with too much reading from
> all their courses and are unable to adequately prep for TBL. Unlike other
> courses, my entire course depends on students reading their text. In TBL,
> reading is the foundation for all that follows. ****
>
> ** **
>
> So, how can I modify TBL? Student have very little to read for my class,
> but in the spectrum of all other classes, it’s a ton of information.
> Currently, the class meets for 1 hr on Monday and 2 hours on Wed. The do
> iRATS/tRATS and discussion on Monday and then we have application exercises
> on Wednesday.****
>
> ** **
>
> I’m looking for any suggestions about how to modify my class.****
>
>
> Thanks,****
>
> ** **
>
> Ron Carson MHS, OT****
>
> Assistant Professor****
>
> Adventist University of Health Sciences****
>
> 671 Winyah Dr.****
>
> Orlando, FL 32803****
>
> (407) 303-9182****
>
> ** **
>
|
