View
2.022
Download
0
Category
Preview:
DESCRIPTION
A conversation on active reading skills for college success with Gail Malone, Ph.D., Director of the Teaching & Learning Center at South Plains College.
Citation preview
Gail Malone, Ph.D.Director, Teaching & Learning Center
South Plains College(806) 716-2240
gmalone@southplainscollege.edu
active reading skills for college success
Troy AndersonMarket Development Manager
Cengage Learning(248) 207-6649
troy.anderson@cengage.com
http://en.wikipedia.org/wiki/File:Mortimer_Adler,_1988.jpg
“Reading is a basic tool
in the living of a good life.”
- Mortimer J. Adler
In grades k – 3, a student learns
to read; in all the other grades, the
student reads to learn.
http://delightfulchildrensbooks.com/2012/05/14/learn-to-read/
http://blogs.orlandosentinel.com/entertainment_tv_tvblog/2010/10/george-clooney-to-nbcs-ann-curry-about-sudan.html
HAVE YOU HAD NONREADERS IN YOUR COLLEGE CLASSES?
What was the age of the youngest
person you have known to learn to read?
What was the oldest?
A student must be able to read correctly approximately
95% of the words in text in order to comprehend what is read.
Table 3
Variation in Amount of Independent Reading
Independent
Reading
Minutes Per Day
Words Read Per
Year
65.0 4,358,000
21.1 1,823,000
14.2 1,146,000
9.6 622,000
6.5 432,000
4.6 282,000
3.3 200,000
1.3 106,000
0.7 21,000
0.1 8,000
0.0 0
Cunningham & Stanovich (1999)
HTTP://WWW.VIRTUALSALT.COM/VOCABLST.HTM
The average child from a low-income family hears about 3 million words a year compared to 11 million from a middle-class professional family (Hart & Risley, 1995).
College students need about 11000 to
14000 root words (meter in thermometer
or centimeter).
Kindle Study @ South Plains College
the POWER of the spoken word . . .
Academic reading is an exercise that requires the reader to be able to interact with text in ways that will aid retention and understanding of the material.
Academic reading is an exercise that requires the reader to be able to interactwith text in ways that will aid retention and understanding of the material.
SQ3R (A System)
• Survey
• Question
• Read
• Recite
– Organize
– Test
• Review
SQ3R (A System)
• Survey
• Question
• Read
• Recite
– Organize
– Test
• Review
Interaction: Questioning for Deep Learning
Elaboration: How is this concept related to other concepts?
Distinction: How is this concept different from other concepts?
Personalization: How can I relate this to my own life?
Retrieval and Application: How am I expected to use or apply this concept?
Carol Dweck’s Growth Mindset
http://www.youtube.com/watch?v=ICILzbB1Obg
http://mindsetonline.com/
Carol S. Dweck, Ph.D., is one of the
world’s leading researchers in the field of
motivation and is the Lewis and Virginia
Eaton Professor of Psychology at Stanford
University
Growth
• Nothing ventured,
nothing gained.
• If at first you don’t
succeed, try, try
again.
• Rome wasn’t built in
a day.
Fixed
• Nothing
ventured, nothing
lost.
• If at first you don’t
succeed, you
probably don’t have
the ability.
• If Rome wasn’t built
in a day, maybe it
wasn’t meant to be.
The Fixed Mindset
• Will I succeed or fail?
• Will I look smart or dumb?
• Will I be accepted or rejected?
• Will I feel like a winner or a loser?
The Growth Mindset
• Based on the belief that your basic qualities are things you can cultivate through your efforts.
• Everyone can change and grow though application and experience.
The Fixed Mindset
• I’m a loser.
• I am better than he is.
• I am a bad wife.
• My partner is selfish.
• The fixed mindset gives everything a strong evaluation.
• Good things lead to a very strong positive label and bad things lead to a very strong negative label.
The Growth Mindset
• What can I learn from this?
• How can I improve?
• How can I do better?
• How can I help someone else do better?
• The growth mindset does not evaluate or judge.
• People with the growth mindset are attuned to implications for learning and constructive action.
The entire brain is an organ of emotion, and
emotion, reason and memory are all linked
together (Zull, p. 65).
Feelings affect reasoning and memory.
Feelings can help us remember and forget.
They are essential for reasoning and they can
hinder reasoning.
Learning depends on the feelings of
learners.
Beliefs are the key tohappiness (or misery).
Basis of cognitive therapy
ACTIVE LEARNING REQUIRES METACOGNITION
(Bransford, et al, National Academies, 2000)
Active Learning means helping students take control of their own learning
(p. 12)
SQ3R (A System)
• Survey
• Question
• Read
• Recite
– Organize
– Test
• Review
Recite
Stop frequently in the chapter to review. Talk aloud about what you have read and how the ideas relate to each other. Consider how the information relates to your own personal experience.
Organize/Conceptualize
Record important information: use margin notes, an outline, flash cards, concept map, notes – whatever works for you and the particular textbook you are reading. You may need to use more than one method of recording to get the information organized.
Concept Maps
SQ3R
Survey
Look things over, pictures, tables,
etc.
Pay attention to bullets
Question
What do you know and what do you need to know?
When you read, look for answers to
questions.
Read
Read as necessary, taking notes.
Recite
Talk aloud,
Use active learning strategies.
Review
As necessary, only if you can’t recite.
Concept Maps
SQ3R
Survey
Look things over, pictures, tables, etc.
Pay attention to bullets
Question
What do you know and what do you need to
know? 4 active learning questions.
When you read, look for answers to
questions.
Read
Read as necessary, taking notes.
Recite
Talk aloud,
Answer the four active learning questions.
Review
As necessary, only if you can’t recite the
answers.
Refer to 4 active learning questions.
Reading Truths
1. You don’t have to read every single word to understand the meaning.
2. Sometimes you have to read a sentence more than once.
3. Sometimes you need to read aloud.
4. Sometimes you need to dosomething: Stand Up!
Reading Truths
5. Sometimes you can skip around a page or a chapter.
6. Don’t worry about speed.
7. Be sure you’ve had your vision checked and you can see the print clearly.
8. Watch TV with the sound muted and the closed-captioning feature turned on.
DEAR BOARD OF EDUCATION,
SO ARE WE.
SINCERELY, STUDENTS
We have created integrated
applications, customized and
focused on improving educational
outcomes, bundled with services
Solutions
Over time, we migrated to eBooks
and other digital products, making our
assets available online and in
portable forms
eBooks
We started with leading textbook
franchises, encyclopedias, and
primary source documents
And now we’re introducing a highly
innovative new system that
delivers personalized learning
experiences
For more information:
Contact Gail Malone, Ph.D.
South Plains College,
Library 310
Levelland, TX 79336
(806) 716-2240
gmalone@southplainscollege.edu
© 2012
mindtap@cengage.com
ReferencesAcademic Skills Center. (2001. Dartmouth College available at
http://www.dartmouth.edu/~acskills/docs/using_your_textbook.docChew, Stephen. (2012). How to get the most out of studying [Available at
http://www.youtube.com/playlist?list=PL85708E6EA236E3DB].Davis, Stephen. (2007). Brain-based pedagogy. (available at
http://www.hocking.edu/~aaffairs/FacDev_files/brain_based_pedagogy.htm)
Dweck, C. (2011). Mindsets [available at http://mindsetonline.com/].National Research Council (2000). How people learn: Brain, mind, experience
and school. Washington, DC: NRC. [Often referred to as Bransford, et al.]Pelley, J. (2012). Success types [available at
http://www.ttuhsc.edu/som/success/].Smilkstein, Rita. (2007). Promising practices in education, Starlink telecast,
March 27, 2007(for more information, see http://www.starlinktraining.org).
Willis, J. (2006). Research based strategies to ignite student learning.Alexandria, VA: ASCD.
Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing.
Recommended