SESSION: SQ3R - A STUDY STRATEGY

In some programs there may be participants who are taking other courses that require studying for tests or participants may have children who are in the upper grades and wish to coach them regarding how to study informational materials. In such cases, the SQ3R study strategy could be introduced.

The acronym SQ3R is a system for helping students study and learn informational material. It stands for Survey, Question, Read, Recite, and Review. Many of the Book Bridges participants are interested in studying further. They wish to enrol in community college, university or job training programs. The SQ3R strategy is presented as one approach to enhance study effectiveness. The strategy may be modified to suit individual preferences for learning.

The SQ3R acronym should be: 1) explained, 2) demonstrated, and 3) practiced as a group activity.

EXPLANATION

S - stands for Survey. You need to examine the section to be learned and take note of the title, headings, and subheadings. Also note any charts, graphs, illustrations, and questions which may appear at the beginning or end.

Q - stands for Question. Turn the headings into questions. This helps you establish a purpose for reading.

The 3 R's are Read, Recite and Review. Once you have developed the questions, Read to find the answers.

After the reading is completed, Recite the answers to yourself. You may find at this point that you need to do either additional reading or some re-reading.

Finally, Review your answers and check the main points in the text to ensure that you understand and remember.

DEMONSTRATION AND GROUP PRACTICE

Using one of the informational passages from Canada Votes or a textbook that the participants are concurrently using in another program, demonstrate the SQ3R study strategy. The title, heading and subheadings may be placed on a chart and the process of turning these headings into questions practiced by the group. Rehearsing the ideas to be learned may also be practiced by dividing the group into partners and providing time for recitation and review.

CONCLUSION

Vacca and Vacca (1993) call knowing how to study being "test smart". This is comparable to being "street smart". Being "test smart" involves knowing how to survive taking tests and meeting other schooling demands that may be placed on learners. Students may find that some strategies work better for them than others. Coming to this realization is often the result of trial and error. Understanding that successful learners may employ a number of rehearsal strategies for mastering material is one step in the right direction. The instructor may conclude the session by inviting participants to talk about learning obligations that they have experienced in the past or are presently experiencing and how they have met or propose to meet them.