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Active Reading

Active Reading. Christopher J. Middelhof MBA MCC . Learning Goals. Define active reading Differentiate between active reading and passive reading Discuss the benefits of active reading Practice, practice, practice. Active Reading.

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Active Reading

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  1. Active Reading Christopher J. Middelhof MBA MCC

  2. Learning Goals • Define active reading • Differentiate between active reading and passive reading • Discuss the benefits of active reading • Practice, practice, practice

  3. Active Reading • Active reading happens when the reader and the text have a conversation going back and forth. • Active reading is efficient and allows the reader to accomplish more in less time.

  4. Strategies • SQ3R: • Survey • Question • Read—Restate—Review

  5. Review • Active reading happens when the reader and the ____ have a_____ going back and forth. • Active reading is ____ and allows the reader to ______ more in _____ time. • S_3_: • Survey • Question • Read—_____—Review

  6. Your Turn • Survey: Text book recon • You have 30 seconds to look at as many pages as you can in order. • When I say stop, you must close the book.

  7. Stop! • What did you notice: • Fonts • Pictures • Call out boxes • Graphs • Lists

  8. Survey • Look at the text again and take your time. • Notice titles and subtitles • Look at graphics and read the captions • Look for bold face words or phrases and read them • Look for info in the margins or in call out boxes and read this info

  9. Survey • Surveying the book tricks the brain • Everything looks familiar • Information seems to be something the reader knows • Patterns are recognized which creates comfort

  10. SQ3R: Q = Question • Turn the title of the chapter into a question. • Read the objectives and turn three of them into questions. • Pretend you are the instructor and create test questions • Multiple choice • Essay • Fill-in-the blank

  11. Your Turn • Turn the topics of chapter 4 into questions. • Find three bolded words • Use the info in a pull out box • Turn the Title of Chapter 9 into six questions: • Who • What • When • Where • Why • How • Create questions from the table of contents for Chapter 6.

  12. First of the 3Rs • Read: • For ten to thirty minutes only • Aloud if it helps • During commercials • To someone

  13. Your Turn • Read the page and do not show it to your partner.—the first R

  14. Second of the 3R • Restate: • Explain what you read in your own words • Pretend you are teaching it • The listener should take notes

  15. Your Turn • Restate the info to your partner—second R

  16. Third of the 3Rs • Review: • Look at what you read. • How close was your restatement? • What did you miss? • Do this again if you need to.

  17. Your Turn • Review—the third: • Look at the page with your partner and find info that you left out or misstated. • Did you include 8 out of 10 items, steps, terms, or facts? • Eighty percent means move on but review tomorrow • Less than eighty percent means reread and restate and review immediately.

  18. Review • SQ3R: • Survey: Look at the text ____. Notice headings, _____, graphics. • Question: turn _____ and key terms into questions. Pretend you are the ____. • Read—Restate—Review • Read: 10-__minutes; during _______; aloud • Restate: use your ___ to explain what you read. • Review: check your __; what did you ____ or misstate?

  19. Active versus Passive

  20. Summary • Active reading makes the text come to life. • Active reading does not allow zoning out reading • Active reading is more interesting and effective

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