Coping.us
Helping you become all that you are capable of becoming!

 


 
Loading

S    Strategize


S    Strategize
Chapter 8
I AM A GOOD STUDENT Study Skills Program
By: Constance M. Messina, Ph.D.

PURPOSE/BACKGROUND

At this step, STRATEGIZE, we "teach" listening skills, reading skills and the SQRRR method. The SQRRR method was initiated after World War II to help the influx of G.I.'s into the colleges on the G.I. Bill to learn more effectively. The steps in the method are as follows: S-SURVEY, Q-QUESTION, R-READ, R-RECITE, R-REVIEW. This technique is not limited to textbook reading, it can be employed for any kind of reading passages across all grade levels. A description of each of the steps follows.


S-SURVEY: Glance over the headings in the chapter to see the main points which will be developed. Also read the final summary paragraph if the chapter has one. Look at pictures, graphs, charts, tables, visual aids and vocabulary. Read the questions listed at the end of the chapter. Make guesses as to what the chapter is about and make a survey of yourself to determine what you already know about the subject. This orientation will help you to organize ideas as you read them later and to focus your attention.

 

Q-QUESTION: Turn the first heading into a question using HOW, WHEN, WHAT, WHICH, WHY or WHERE statements. This establishes a purpose for reading and gives you immediate things to look for. You are encouraged to watch for details and the questioning helps you to pay close attention and to concentrate better. Furthermore, it gives you practice in creating questions from the reading materials, which may then reemerge as possible test questions.

 

R-READ: To answer the question you developed in the Q-Question process, read to the end of the first headed section. Reading is not passive plodding along each line, each word, but an active search for an answer. You now have a purpose for reading. 

 

R-RECITE: Having read the first section, look away from the book and try briefly to recite the answer to your question. Use your own words and try to include an example. If you can do this you know what is in the book; if you cannot, glance over the section again. Say the answer in your mind or out loud. You may want to write down the answers or take notes in outline form.

 

R-REPEAT: QUESTION, READ, RECITE: for every section of the assignment until the entire lesson is completed.

 

R- REVIEW: When the lesson has been completely read, look over your notes and check your memory as to the content by reciting the major subheadings under each heading. This checking of memory can be done by covering up the notes and trying to recall the main points. This step overcomes forgetting and should be a planned part of each study period.

LISTENING

You as a student gather about three-fourths of your facts and ideas through listening and only about one-fourth through reading. Yet, if you are like most students, your knowledge of the skills of listening is very slight or perhaps non-existent. With so much of your school time spent listening, listening skills need to be developed.

 

Giving attention in class is a real problem since the brain can process more than five times as many words per minute as can be spoken. In fact, only approximately 10% of your thinking power is used in hearing the words spoken by a lecturer or teacher. What happens to the remaining 90% can make the difference between an "A" and an "F".

 

Classes can be profitable. Classes can be enjoyable. You can learn to understand more of what is being said. You can make your activities during the class period save you hours of study time outside of the class. All of this by following the effective listening procedures listed below.

1. Be prepared to listen when the speaker begins and have your note taking materials ready.

2. Formulate questions that you hope will be answered.

3. Skim through the topic or assignment ahead of time.

4. Look at the one who is talking.

5. Stay involved by asking or answering questions.

6. Take notes.

7. Listen attentively without restlessness.

8. Listen to an entire statement and not just to part of it.

9. Learn from others.

10. Willingly share what you know.

11. Remember the important points.

12. Listen even when the topic is not of your liking.

13. Draw conclusions and inferences based on fact and not bias.

14. Shut out distractions and keep quiet.

15. Approach new situations with curiosity.

16. Stop what you are doing when someone is speaking.

17. Control your attention. "Anticipate" "What Else"

18. Think before talking.

19. Don't let yourself wander down side paths with your thoughts.

20. Try to listen with thoughtfulness and understanding.

ACTIVITIES

1. List the steps for the SQRRR method and proper listening skills. Each step should be explained to the students with appropriate demonstration.

 

2. Post a list of these on the bulletin board to provide visual clues.

3. Practice reading textbook chapters using the SQRRR method with appropriate feedback.

 

4. Have the students demonstrate or role play proper listening procedures as well as the methods in the SQRRR technique.

 

5. Beginning levels of listening skills can take the form of repeating patterns presented by clapping or musical instruments. Furthermore, activities necessitating the following of directions will help children to attend and to develop non-critical listening skills.

 

6. Schedule a "No Repeat" day where directions are given only once.

 

7. Make "quiet announcements" and award those listening appropriately.

Worksheet #1: SQRRR

 

Name:                                                          Date:

 

To be sure that you understand the five steps in the SQRRR method, list them in the spaces provided below and tell briefly in your own words, what is done in each step.

1. S

2. Q

3. R

4. R

5. R

 

Now tell briefly what each of the five steps does to help you to learn.

1. S

2. Q

3. R

4. R

5. R

Worksheet #2: Listening

 

Name:                                                          Date:

 

Read the following situations and decide what you should be listening for in each one and what the consequences of listening appropriately would be.

 

1. A friend has asked you to take care of his tropical fish while he is gone on vacation.

 

2. Your dad tells you he has made an appointment with the doctor for you to get your football physical.

 

3. Your mom asks you to call in a grocery order for her.

 

4. A teacher gives you an assignment.

 

5. A business associate of your father calls when your dad is not at home, and you take the message.

 

6. Your sister asks you to get some magic markers for her when you go to the store.

 

7. You are called on to write a report for the school paper about an athletic event.

 

8. A student fails to listen to the directions given by the teacher.

 

9. A child fails to listen to instructions given by a parent.

 

10. A student fails to listen to the homework assignment given by the teacher.

 

11. A student fails to listen to the announcement of the time for the basketball game.

 

12. A student does not listen when the teacher cancels all homework assignments for the remainder of the week.

 

13. A student does not listen when the announcement is made that free candy will be distributed in the school cafeteria after school.

 

14. Students do listen when the directions for the Fire Drill are given.