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**** > > ** ** >