Upload
spencer-erick-carson
View
222
Download
0
Tags:
Embed Size (px)
Citation preview
Active Reading for Effective Active Reading for Effective LearningLearning
Purpose-Driven Reading:
22/34/34
ObjectivesObjectives
To To highlight highlight common reading common reading problemsproblems
To To suggest productive suggest productive methodsmethods of reading at University of reading at University levellevel
To To provide tipsprovide tips for improving for improving memory of read materialmemory of read material
33/34/34Common Reading Common Reading ProblemsProblemsWhich of these apply to you?Which of these apply to you? Problems with visionProblems with vision ProcrastinationProcrastination FatigueFatigue TimeTime BoredomBoredom ImpatienceImpatience Amount of readingAmount of reading Can’t remember what I’ve readCan’t remember what I’ve read SurroundingsSurroundings
Issues:Issues: SpeedSpeed ComprehensionComprehension MotivationMotivation SynthesisSynthesis Text markingText marking MemoryMemory
44/34/34Purpose-Driven Purpose-Driven ReadingReading
Academic Reading isAcademic Reading is PurposefulPurposeful SelectiveSelective RelevantRelevant
55/34/34
OverviewOverview
Becoming a Becoming a purposeful, active purposeful, active readerreader
4 steps4 steps– Preview & surveyPreview & survey– QuestionQuestion– Read & writeRead & write– Review & assimilateReview & assimilate
66/34/34Getting started… Getting started… You & Your Physical You & Your Physical EnvironmentEnvironment
Does my Does my physical physical environment:environment:(a) encourage (a) encourage concentration, concentration, (b) facilitate (b) facilitate good posture, good posture, and and (c) stimulate a (c) stimulate a ready-to-work ready-to-work attitude?attitude?
How am I How am I feeling?feeling?Am I awake Am I awake and alert, and alert, or am I tired, or am I tired, hungry, hungry, or sleepy? or sleepy?
77/34/34Purpose-Driven Purpose-Driven ReadingReading
Define your purpose for Define your purpose for reading.reading.
Are you reading for…Are you reading for… main ideas?main ideas? background knowledge?background knowledge? specific information for an specific information for an
assignment?assignment?
88/34/34
Goal-SettingGoal-Setting
Set reasonable goals in terms of Set reasonable goals in terms of Time limitsTime limits Task limitsTask limits
Vary your reading speed to Vary your reading speed to achieve your purpose.achieve your purpose.
99/34/34Getting into the text… Getting into the text… Previewing/SurveyingPreviewing/Surveying
Purpose:Purpose: To get an overviewTo get an overview To gauge difficulty To gauge difficulty
level level To estimate time To estimate time
needed to cover the needed to cover the readingreading
1010/34/34
How to Preview How to Preview
Look at the Look at the highlights highlights Skim through the material Skim through the material
quicklyquickly
Suggested reading rate: Suggested reading rate: >800 wpm>800 wpm
1111/34/34
Preview fastPreview fast
Why?Why? Many courses = many readingsMany courses = many readings Reading too slowly will make you Reading too slowly will make you
lose track of the flow of ideas.lose track of the flow of ideas.
1212/34/34
What prevents us from being What prevents us from being able to read fast?able to read fast?
1.1. Eye movementsEye movements
2.2. FOFONNt st siizzee
3.3. ConcentrationConcentration
4.4. Level of difficultyLevel of difficulty How do we get past these How do we get past these
barriers?barriers?
Why do we read so Why do we read so slowly?slowly?
1313/34/34Your mind is quicker than Your mind is quicker than you think!you think!
Paris in the
the springtime
1414/34/34Your mind is quicker than Your mind is quicker than you think!you think!
Paris in the
the springtime
1515/34/34
Purpose:Purpose: To provide a sense of focus, and To provide a sense of focus, and
to direct your reading.to direct your reading.
Getting into the text… Getting into the text… QuestioningQuestioning
1616/34/34Getting into the text… Getting into the text…
Reading & Note-TakingReading & Note-TakingPurpose:Purpose: To process the information, and To process the information, and
ensure in-depth understandingensure in-depth understanding To help you maintain attention To help you maintain attention
(i.e., stay awake!) and to think(i.e., stay awake!) and to think To mark the material for future To mark the material for future
study study
1717/34/34
Think: how is the reading Think: how is the reading answering the questions you have answering the questions you have raised?raised?
Suggested reading rate: Suggested reading rate: 100-300 wpm100-300 wpm
Be an active reader!Be an active reader!
1818/34/34
What’s the point? What’s the point? To To introduceintroduce To To describedescribe ToTo compare compare ToTo explain explain
Finding the main pointFinding the main point
1919/34/34Highlighting to the Highlighting to the pointpoint
Avoid the Picasso Avoid the Picasso mentality!mentality!
2020/34/34
Poor highlightingPoor highlighting
Poor highlighting:Poor highlighting: Excessive highlighting is not a good Excessive highlighting is not a good
way to emphasize important ideas way to emphasize important ideas in the text. In fact, many learning in the text. In fact, many learning specialists believe that by specialists believe that by highlighting too much, you simply highlighting too much, you simply are putting off learning as you are putting off learning as you “paint” the textbook with your “paint” the textbook with your favorite color.favorite color.
2121/34/34Poor highlighting - Poor highlighting - ExampleExample
Physics in the Nineteenth CenturyDiane Greco, Ph.D., Massachusetts Institute of Technology; Eastgate Systems
Marked by an ever-increasing emphasis on quantification and by a search for mathematical laws to describe observed phenomena, the nineteenth century encompassed a distinctive phase in physics research (or, to use period terminology, natural philosophy) both in Britain and on the Continent. This period witnessed the rise of the laboratory and of sophisticated techniques and technologies for measuring and eliciting phenomena, as well as the establishment of large institutes (such as the Physikalische-Technische Reichsanstalt in Berlin) to conduct physical research both for the state and -- often indirectly -- for private concerns. Although the final conceptual aim was to create a unified physics -- that is, to create a set of fundamental laws governing all physical phenomena -- physics also served the commercial, military, and political needs of different burgeoning and expanding industrial nations.
Adapted from http://www.scholars.nus.edu.sg/natureslaw/ history/reference.html
2222/34/34Poor highlighting - Poor highlighting - ExampleExample
Physics in the Nineteenth CenturyDiane Greco, Ph.D., Massachusetts Institute of Technology; Eastgate Systems
Marked by an ever-increasing emphasis on quantification and by a search for mathematical laws to describe observed phenomena, the nineteenth century encompassed a distinctive phase in physics research (or, to use period terminology, natural philosophy) both in Britain and on the Continent. This period witnessed the rise of the laboratory and of sophisticated techniques and technologies for measuring and eliciting phenomena, as well as the establishment of large institutes (such as the Physikalische-Technische Reichsanstalt in Berlin) to conduct physical research both for the state and -- often indirectly -- for private concerns. Although the final conceptual aim was to create a unified physics -- that is, to create a set of fundamental laws governing all physical phenomena -- physics also served the commercial, military, and political needs of different burgeoning and expanding industrial nations.
Adapted from http://www.scholars.nus.edu.sg/natureslaw/ history/reference.html
2323/34/34What is good What is good highlighting?highlighting?
Good highlighting is done on Good highlighting is done on key words or phrases only, or key words or phrases only, or on the parts of the text that on the parts of the text that don’t make sense. That way don’t make sense. That way you can come back later and you can come back later and quickly identify the section on quickly identify the section on which you need to place which you need to place additional effort.additional effort.
2424/34/34Good highlighting - Good highlighting - ExampleExample
Good highlighting is done onGood highlighting is done on key key words or phraseswords or phrases only,only, oror on theon the partsparts of the textof the text that don’t make that don’t make sensesense. That way you . That way you can come can come backback later and later and quickly identifyquickly identify the section on which you need the section on which you need to placeto place additional effortadditional effort..
2525/34/34Good highlighting – Good highlighting – Example 2Example 2
Physics in the Nineteenth CenturyDiane Greco, Ph.D., Massachusetts Institute of Technology; Eastgate Systems
Marked by an ever-increasing emphasis on quantification and by a search for mathematical laws to describe observed phenomena, the nineteenth century encompassed a distinctive phase in physics research (or, to use period terminology, natural philosophy) both in Britain and on the Continent. This period witnessed the rise of the laboratory and of sophisticated techniques and technologies for measuring and eliciting phenomena, as well as the establishment of large institutes (such as the Physikalische-Technische Reichsanstalt in Berlin) to conduct physical research both for the state and -- often indirectly -- for private concerns. Although the final conceptual aim was to create a unified physics -- that is, to create a set of fundamental laws governing all physical phenomena -- physics also served the commercial, military, and political needs of different burgeoning and expanding industrial nations.
Adapted from http://www.scholars.nus.edu.sg/natureslaw/ history/reference.html
2626/34/34
Making margin notesMaking margin notes
What to write?What to write?
examplesexamples
Specialised vocab &
definitions
Section summary
??Questions????Questions??
!!Reactions!!!!Reactions!!
2727/34/34
Drawing up a summaryDrawing up a summary
Draw a summary that captures Draw a summary that captures the main point and the flow of the main point and the flow of ideasideas– Outlines Outlines – Mind-mapsMind-maps– Fishbone diagramsFishbone diagrams
2828/34/34Getting out of the Getting out of the text… text… ReviewingReviewingPurpose:Purpose: To remember key pointsTo remember key points To monitor To monitor
comprehensioncomprehension To consolidate old and To consolidate old and
new knowledgenew knowledge
2929/34/34Reading & Reading & RememberingRemembering Relate Relate
facts/issuesfacts/issues
New
New
Think deeperThink deeper
ReviewReview
3030/34/34
Read, Listen, Re-readRead, Listen, Re-read
Listen to LECTURE
ReadRead to to SURVEYSURVEY
Re-read to SUPPLEMENT
3131/34/34
Readings & LecturesReadings & Lectures
Supplementary Supplementary readingsreadings
PrioritisePrioritise– Is material covered in Is material covered in
lectures?lectures?– How important is it?How important is it?– What can you add to What can you add to
your notes?your notes? Discussion groupsDiscussion groups
3232/34/34Purpose-Driven Purpose-Driven Reading … SummaryReading … Summary
SurveySurvey
QuestionQuestion
Read/Read/NoteNote
ReviewReview
Skim through quickly
Turn headings into questions
Highlight, take margin notes,
do summary/concept map
Test yourself,read through notes again
To get an overviewTo get an overview
To focus readingTo focus reading
To find the flow To find the flow and main point, and main point, and annotate for and annotate for
future studyfuture study
To assimilate new To assimilate new knowledge with old, knowledge with old, for understanding for understanding
& retention& retention
3333/34/34
In the end…In the end…
Alert and flexibleAlert and flexible An active readerAn active reader An effective learnerAn effective learner
The PURPOSE-DRIVEN reader is…
3434/34/34
On purpose…On purpose…
““What we read with inclination What we read with inclination
makes a much stronger makes a much stronger impression. impression.
If we read without inclination, If we read without inclination,
half the mind is employed in fixing half the mind is employed in fixing the attention; so there is but one the attention; so there is but one half to be employed on what we half to be employed on what we
read."read."--Samuel Johnson--Samuel Johnson