SQ3R Method of learning

Summary

• A method of learning that is named for the 5 steps
  • survey
  • question
  • read
  • recide
  • review

Details

• survey: look at the overview: book title, headings, subheads, pictures
• question: set up questions that you want answers at the end. rephrase titles and subheads as questions
• read: read the material with the questions in mind
• recite: say (or write) from memory what you learned. use your own words. recall main points, and answers to teh questions from Q stage
• Review: review the material at the end of each section by repeating back what you learned
• The method was introduced by Francis P. Robinson in his 1941 book Effective Study.

Quotes

The technique is called The SQ3R method, named for its five components:

survey
question
read
recite
review

In the SQ3R method, surveying means examining the structure of the work: the book title, the introduction or preface, section titles, chapter titles, headings and subheadings. If the book is illustrated with pictures or graphics, you’d review them. You could also make note of the conventions the book uses to guide your reading: typefaces, bold or italic text, and chapter objectives and study questions if they’re in there. In using the survey step, you’re setting up expectations for what you’re going to be reading about and giving yourself an initial framework to structure your goals for reading the material.

Question. In the second stage of the SQ3R method, you’re still not diving into the deep end. During the question stage, you’ll work a little more deeply to get your mind more prepared to focus and interact with the material you’re reading. You’ll take a slightly closer look at the structure of the book and form some questions you wanted answered or set up the objectives you want to achieve.

In the question phase of reading a book—or, more precisely at this point, preparing to read—you’d go through the chapter titles, headings, and subheadings are rephrase them in the form of a question. This turns the dry title the author has given into a challenge or problem for you to solve.

Reading. In this stage you’re finally ready to dive into the material. Because you’ve gotten the lay of the land and formed some questions and goals for your studies, you’re a little more engaged when you finally sit down to read. You’re looking for answers to the questions you’ve raised. Another underrated aspect of formulating and organizing before you actually begin reading is to build anticipation for learning. You’ve been looking over everything for a while now, and you’ll probably be eager to finally dive in and answer the questions you’ve been mentally accumulating.

Ask questions—out loud, verbally—about what you’re reading. This is also the point where you take copious notes in the margins of the text and underline or highlight key points. Recitation is verbal and also through writing. However, it’s important to restate these points in your own words rather than just copy phrases from the book onto a piece of paper. By doing this, you’re taking the new knowledge and putting it into phrases of which you already know the meaning. This makes the information easier to grasp in a language you understand. It makes it significant and meaningful to you.

Reflections

• What the organisation uses to teach us
• Flip this to good teaching: give an overview, ask questions, say the information, then review at the end

References

• The Science of Self-Learning - How to Teach Yourself Anything, Learn More in Less Time, and Direct Your Own Education - Peter Hollins
• wikipedia

Related

• Learning requires work
• Learning a language is exceedingly complex
• Learning new skills changes the way you think
• The four stages of learning
• Kruger's pyramid of learning
• Pareto principle in learning new skills
• Feynman technique of learning