11/21/2024 2:57:41 AM	EDU 331 Course Outline as of Fall 2024	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  EDU 331	Title:  TEXTBOOK READING STRAT
Full Title:  Textbook Reading Strategies for Academic Success
Last Reviewed:10/9/2023

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	2.00	Lecture Scheduled	2.00		17.5 max.	Lecture Scheduled	35.00
Minimum	2.00	Lab Scheduled	0		3 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	2.00			Contact Total	35.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  70.00

Total Student Learning Hours: 105.00

Title 5 Category:  AA Degree Non-Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:

This course includes hands-on learning for developing effective textbook reading strategies to improve academic success in college. Students will work on textbook reading strategies both independently and interactively in groups.

Prerequisites/Corequisites:

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

This course includes hands-on learning for developing effective textbook reading strategies to improve academic success in college. Students will work on textbook reading strategies both independently and interactively in groups.

(Grade or P/NP)
Prerequisites:
Recommended:
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Not Certificate/Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Evaluate textbook information and compose text notes by using a variety of textbook reading strategies such as Cornell notes, SQ4R (survey, question, read, recite, record, and review), and concept mapping.

2. Select appropriate reading strategies based on subject and type of text as well as purpose for reading.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Evaluate the effectiveness of their current textbook-reading strategies.

2. Define metacognition and reflect on how they can apply metacognitive strategies when studying for their courses.

3. Evaluate strategies for managing difficult texts.

4. Identify and compose different types of questions to focus their textbook reading.

5. Apply various textbook-reading strategies, such as SQ4R (survey, question, read, recite, record, and review) and triple highlighting.

6. Identify the topic, main ideas, and supporting details in a passage.

7. Identify a passage's pattern of organization.

Topics and Scope

I. Introduction and Overview    

II. The Reading Process

III. Before you Read

     A. Textbook preview strategies

    B. Questioning the text

IV. While you Read

     A. Reflect

    B. Highlighting

    C. Summarizing

    D. Annotating

    E. Cornell notes

V. Textbook Reading Strategies

    A. SQ3R (survey, question, read, recite, and review)

    B. SQ4R (survey, question, read, recite, record, and review)

    C. SQRW (survey, question, read, and write)

VI. After you Read

    A. Recount

    B. Review

    C. Concept mapping

VII. Apply Textbook Reading Strategies Through Demonstration of Skills

Assignments:

1. Readings, such as:

    A. Textbook

    B. Handouts

    C. Journals

    D. Articles

2. Class discussions

3. Reflective writing assignments based on readings and course content, such as:

    A. Metacognition and strategies for studying for courses

    B. Textbook reading strategies

    C. Application of reading strategies to topic of study or course

4. Skills demonstration

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 30 - 70%
Reflective writing assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.		Exams 0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 30 - 70%
Class discussions; skills demonstration; class participation

Representative Textbooks and Materials:

Instructor prepared materials

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