concentration cycle a key to study success. learning pyramid teach others/immediate use of learning...
TRANSCRIPT
Concentration Cycle
A key to study success
Learning Pyramid
Teach Others/Immediate Use of Learning
Practice by Doing
Discussion Group
Demonstration
Audio/Visual
Reading
Lecture
Average Retention Rate
Source: National Training Laboratories – Bethel, Maine
Less
More
Barriers to Concentration
Hunger Fatigue Distractions (What are your distractions?)
Where do you study? How do you prepare to study? What is on your mind?
Building Concentration Develop an interest and positive attitude
What is one thing you can learn? Set a specific study goal
“I’m going to take reading notes on pgs. 38-62” instead of “I’m going to read my Sociology text.”
Set specific study times during the week. (weekly planner)
Prepare to study: Gather appropriate study materials. Dump your distractions – write them down. Attend to physical needs beforehand (eat, drink,
exercise). Plan rewards!
Building Concentration
Appropriate time and place Don’t study where you eat or sleep. Study when you have the most energy.
Are you a morning person? Are you a night owl?
Building Concentration
What is the task? Organize the assignment. Vary the activity. Prevent daydreaming: ideas? Relate learning: practical application Pace yourself:
50 min. study 10 min. break
What do you think about this student’s studying?
Concentration Cycle
10 min. Study Break
Begin Study Period Light (about 5 min.)
Moderate (about 5 min.)
Deep (about 40 min.)
Ideal Study Session
Active readingstrategies
Make friends with your textbooks
Reasons college students don’t read their (expensive) textbooks Past experience: I didn’t have to in high
school, and I still got A’s and B’s.
Specialized, technical information Hard to understand Difficulty retaining information
Boring
Motivation factors
Active Reading Strategies
to avoid MEGOMy eyes glaze over
"Reading is a means of thinking with another person's mind; it forces you to stretch your own."
Charles Scribner, Jr.
Making the CAASE for you to become a critical reader
In all of your roles: school, job/career, community member, family/personal
With all types of material: books, newspapers, magazines, advertisements, marketing, Internet
You need to be able to CAASE: Comprehend what you read. Apply what you learn from what you read. Analyze what you read for accuracy, credibility. Synthesize what you read from multiple sources. Evaluate what you read so you can use it in making decisions .
Wow, can anyone say “Bloom’s”??
Active Reading
Before During After
Sound familiar? Yup! Same concept as note taking. What do you do before, during, and after reading textbook material?
Active Reading Before:
Use a reading system. PBID: assess and select reading strategies. Surveying, pre-reading
During: comprehension strategies Finding the main ideas and important details Annotating: summarizing important information
You’ve already learned this! Just like Split Page, T method, etc.
After: Reviewing what you read to prepare for tests Creating additional study guides (written rehearsal
strategies; visual organizers)
Why do I need a reading system? You don’t.
IF you don’t care about being able to comprehend or use what you read.
Oh, so you do care most of the time? Great!
A reading system will help you: Stay active while reading. Identify important information for test preparation. Increase your comprehension. Increase your ability to remember and retain information.
SQ3R reading system
Survey Question Read Recite Review
Many types of reading systems. All have 3 things in common:
BEFORE
DURING
AFTER
1. Previewing before you read
2. Marking & taking notes while reading
3. Reviewing after what you read
PBID technique
If you don’t know where you are going, how will you know when you arrive?
Purpose: Why am I reading this material?
Background: What do I already know about the subject?
Interest: How interested am I in this subject?
Difficulty: How difficult is the text or article?
SQ3R
Before
PBID
● A great “BEFORE/SQ” activity. ● Like stretching before exercise; warms you up
● Helps you select the reading strategies you will need to understand the material
● Improves your efficiency and speed
Instructors: demonstrate this with your students for their first chapter.
SQ3R
Before
PBID demonstration
Using your ____textbook, Chapter __:1. Do a PBID and turn it in.
Instructors: broadcast or online, you could craft this as an assignment for 5 points.
SQ3R
Before
Survey
Movie and book previews Set context to help understand plot Big picture so you can fit in the details Improves comprehension
Previewing text book material: Why? How?
SQ3R
Before
Survey (preview):demo your text book. Give a guided tour for your students. Help them learn the “architecture”.
Pre-chapter guides Chapter title, introduction, pre-questions,
objectives, glossary What’s unique about our textbook?
Within chapter guides Headings, graphics, diagrams, bold & italic print,
vocabulary What else does ___textbook have?
Post chapter guides Summary, chapter questions, other?
SQ3R
Before
Question: Chapter 9
How does creating questions before you read help comprehension?
Instructors: demo this with your textbook
SQ3R
Before
Survey/Question exercise
Create an outline of pages 144-149 of Chapter 9. (written survey)
Create at least three questions as you outline. (Who? What? Why? Where? When? How?)
Explicit practice for what you would normally do silently/visually
Written outlines can be used to take reading notes if you don’t want to mark in textbook
SQ3R
Before
(example to get you started)Active Reading Ch. 9
1. Strategies for Warming Up for Reading (pg. 147 heading)
A. Create a good learning environment. (heading bold)
1. noise level (numbered;bold) (Q: What will it say about playing music while I study?)
2. learning space (numbered;bold) (Q: How can I best organize my study area?
Finish outlining on your own.
Active Reading Before:
Use a reading system PBID: assess and select reading strategies Surveying, pre-reading
During: comprehension strategies Finding the main ideas and important details Annotating: summarizing important information
You’ve already learned this! Just like Split Page, etc.
After: Reviewing what you read to prepare for tests Creating additional study guides
Read: Finding the main idea
What can you take away from this food item and still maintain the “essence” of what it is? Is it still a hamburger without
pickles? Cheese? Onions, lettuce, sauce?
SQ3R
During
All of those items help make the hamburger tasty, but they don’t define it as a hamburger.
Without the “two all beef patties” and buns, you don’t have a hamburger.
Meat and buns = main idea of a hamburger
Pickles, etc. = supporting details Many students struggle identifying main ideas,
which affects their comprehension.
SQ3R
DuringFinding the main idea
Finding the main idea
Main idea TopicControlling
Idea
Subject of paragraphwhat we learn about the subject in the paragraph
Main idea = +
SQ3R
During
Finding main idea: example
Instructors: come up with several examples from your textbook to help students. Show them on doc camera or in a PowerPoint (for online courses)
SQ3R
During
Finding main idea: example
To many parents, the infant’s crying may be mainly an irritation, especially if it continues for long periods. But crying serves important functions for the child as well as the parents. For the child, crying helps improve lung capacity and the respiratory system. Perhaps more important, the cry serves as a signal of distress. When babies cry, they indicate that they are hungry or in pain, and this is important information for parents.
Infant cryingA. Serves important functions
1. improves lung capacity and respiratory system
2. signals distress
a. hunger
b. pain
SQ3R
During
Finding the main idea
Main idea TopicControlling
Idea
Crying (of infants)serves important functions for child & parents
= +Main idea
SQ3R
During
Main idea: practice #1
Despite the hatred that most people feel toward cockroaches, they do help humans in several ways. For example, they are perfect experimental animals and are used for scientific research in the laboratory. Breeding them is easy, for they thrive under almost any conditions. In studies on nutrition and food, cockroaches are good subjects because they will eat any kind of food. They can be used to study heart disease, and cancer researchers work with roaches because they grow cancerous tumors like those that are found in humans.
Main idea:What is the topic/subject of paragraph?What do we learn about the topic? (controlling idea)
SQ3R
During
Main idea practice #1
Despite the hatred that most people feel toward cockroaches, they do help humans in several ways. For example, they are perfect experimental animals and are used for scientific research in the laboratory. Breeding them is easy, for they thrive under almost any conditions. In studies on nutrition and food, cockroaches are good subjects because they will eat any kind of food. They can be used to study heart disease, and cancer researchers work with roaches because they grow cancerous tumors like those that are found in humans.
SQ3R
During
Main idea is in first sentence.
Read: Marking and Annotating Marking = identifying main ideas (underline or highlight)
Annotating = making notes to condense and summarize Just like the note taking methods. You already can do this. Just do it with your text books.
You bought your textbooks; you can write in them. Writing in textbooks does not affect buy-back.
SQ3R
During
Methods for marking your text Read, think, decide, AND THEN mark!
What is important?
Highlight or underline Left to right (built in re-read)
Number any causes, effects, characteristics, factors, etc.
K.I.S.S. Don’t become too complex in your system
SQ3R
During
What to Mark?** Guideline: If it might be on the test, mark it! **
Mark main ideas Topic/subject and what is said about the topic in
(controlling idea) Usually 1st or 2nd sentence of paragraph Remember: can be stated or implied.
Mark supporting details
SQ3R
During
What to mark? Mark information that answers purpose-
setting questions
Mark enough so that 1 month later the information will make sense!
Avoid under- OR over-marking
SQ3R
During
Too much
Outlines and maps help you predict and organize information while surveying. This is particularly true if you rephrase headings and subheadings into questions or connect chapter titles with headings and subheadings to questions. Questions require you to look for answers, and thus, make reading more active. You read to answer what, how, when, who, which, where, and why. When previewing, you will normally be looking for main ideas. Thus, why, how and what questions will form the basis of your previewing outline. Question outlines and maps make previewing less covert and more concrete. They help set goals for reading.
SQ3R
During “Three Bears” rule
Too little
Outlines and maps help you predict and organize information while surveying. This is particularly true if you rephrase headings and subheadings into questions or connect chapter titles with headings and subheadings to questions. Questions require you to look for answers, and thus, make reading more active. You read to answer what, how, when, who, which, where, and why. When previewing, you will normally be looking for main ideas. Thus, why, how and what questions will form the basis of your previewing outline. Question outlines and maps make previewing less covert and more concrete. They help set goals for reading.
SQ3R
During
Just right
Outlines and maps help you predict and organize information while surveying. This is particularly true if you rephrase headings and subheadings into questions or connect chapter titles with headings and subheadings to questions. Questions require you to look for answers, and thus, make reading more active. You read to answer what, how, when, who, which, where, and why. When previewing, you will normally be looking for main ideas. Thus, why, how and what questions will form the basis of your previewing outline. Question outlines and maps make previewing less covert and more concrete. They help set goals for reading.
SQ3R
During
Develop your own system, as long as it Identifies main ideas, supporting details Increases your comprehension Provides effective study/review guide
And, you will still be able to sell your books!
Why is it not effective to use someone else’s annotations (like in a used textbook)?
SQ3R
During Annotating your text (making reading notes)
SQ3R
During Example of annotation
Instructors: Create an example from your textbook or other required reading materials. Upload to Blackboard and/or show on doc cam.
Show an example from your course reading material or text.
Recite & Review is Essential! Review what you marked and annotated.
Recite aloud when necessary.
Think about what information could be on a test.
Create visual organizers to help you with test prep Concept cards: terms, definitions Charts, diagrams: processes, procedures, cycles, systems,
comparisons
Review and answer the questions you developed during survey/question phase. Think of other questions your prof. could ask on a test.
SQ3R
After