colle Web viewof word length) by skilled adult readers. ... turn off unnecessary electronic devices before class begins except those medically necessary such as hearing aids;

Version August 26, 2013, Ari, O.

College Reading and Study SkillsSection: 01-120-06

Fall 2013Department of Developmental InstructionBloomsburg University of Pennsylvania

INSTRUCTOR: Dr. Omer Ari (aka The Reading Guy)

Instructor Office: Warren Student Services Center (WSSC) Room 026Office Phone: 570-389-4835Instructor Mailbox: WSSC 026Dropbox: Outside the WSSC 026 doorOffice Hours: Monday/Wednesday 2:15-4:15 & Tuesday 2:00-3:00 WSSC 026Course Website: www.http://collegereadingstudyskills.wordpress.com (Supplemental

Course Readings page is password protected. The password will be emailed to you.)

COURSE DESCRIPTION: This is a 3-credit introductory course to college-level reading, learning, and study strategies. The goal of this course is to develop reading skills and learning/study strategies that are necessary for meeting the academic demands of college courses. In the context of specific disciplinary readings, this course will help you improve your note taking, test preparation, rehearsal, and vocabulary development skills. Instructional activities will specifically focus on increasing your reading fluency, disposition to read actively with self-regulation, and familiarity with various academic disciplines. Three hours lecture per week. Credit applies toward graduation.

BOOKS AND SUPPLIES:CP NIU What is Life 2e Package (adapted from Northern Illinois University)—available at the University Bookstore Regular school supplies (a stapler, a college-level dictionary and writer's reference, a 3-hole punch, index cards, and one Blue Book for exams)A flash drive or other means of storing and transporting electronic files

SUPPLEMENTAL COURSE READINGS: There are two supplemental readings for our course to be completed in the first part (module) of our course. These readings will be posted on the Supplemental Course Readings page of the course blog. In order to access these readings you will need to use a password. I will email the password to you during the first week of the semester.

1. Carter, C. J., Bishop, J., & Kravits, S. L. (2008). How can SQ3R help you own what you read? In Keys to College Studying: Becoming an Active Thinker and Pearson Guide to

1


Research Navigator Package (2nd ed., pp. 156-167). Upper Saddle River, NJ: Prentice Hall.

2. Jairam, D., & Kiewra, K. A. (2009). An investigation of the SOAR study method. Journal of Advanced Academics, 20(4), 602-629.

Any additional supplemental readings that may be assigned to you later in the semester will be posted on this section of the course blog (the Supplemental Course Readings page). Using the same password, you will be able to download these readings as well.

COURSE ORGANIZATION: This course is made of five modules. The first four modules involve reading assignments from textbook chapters/supplemental course readings, demonstration and application of reading/study strategies, classroom discussion, and an in-class exam (mastery assessment) based on the module reading(s). In the first module you will be presented a general overview of reading/study strategies. In the next three modules the focus will be on practicing strategies on readings from particular academic disciplines (biology, psychology, and history) in order to provide an authentically simulated learning experience for you. An additional focus of the first four modules will include fluency training on module texts. In the final module students will have an opportunity to develop their own strategy and teach it to their peers in the class. The following is a list of the modules in this course:

Module 1: Navigating Academic Literacies (The booklet with the LTRE 190 title) Module 2: Reading and Learning in the Sciences (Biology) Module 3: Reading and Learning in the Behavioral/Social Sciences (Psychology) Module 4: Reading and Learning in the Humanities (History) Module 5—Final Project: Self-Designed Reading and Learning Strategy

COURSE RATIONALE AND GOALS: The design of this course reflects what we know about the reading process and what is required of college students to achieve success in their college courses. The skills and strategies you will build in this course will help you as you continue your career as a college student and your journey as a life-long learner.

Reading is the main conduit for learning after about fourth grade. There are many ways to learn the content in your books. You can watch a video, for example, on the topic of study, listen to an expert describe it to you, or just observe the expert enact it for you. But the time you would spend doing any of this would be much greater than just reading about the topic; besides, you can’t always find a video to watch on the topic or an expert for a description and enactment. If you have adequate print processing skills, you may be able to learn the same content faster reading about it in your textbook. This may not be such a viable option though for completing college assignments that require students to read vast amounts of print often on a regular basis. Students would be aided greatly in meeting this challenge if they employed effective strategies to their study and possessed efficient reading processes. This would be especially important to students’ success in college courses that differ in the literacy practices they demand students to engage in. In this course you will improve your reading skills and develop a set of skills and strategies to build on your vocabulary/background knowledge as you practice learning in the context of various discipline-specific readings.

The reading process

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Printed strings of letters are recognized in only about 250 milliseconds (usually independently of word length) by skilled adult readers. Words become so automatic in skilled readers that it is nearly impossible to deliberately stop recognizing a word once its spelling is sighted. Acquiring such automaticity in recognizing words is important to reading because we have a limited-capacity working memory system. What this means is that if a student can’t process words quickly and efficiently, s/he will have only a small number of words to process per processing cycle relative to a peer who has greater facility with reading words and can process up to about three full sentences all at once. In the absence of automatic word reading processes, a student’s attention is necessarily diverted from constructing meaning from the text to identifying individual words in the text, which usually results in unenjoyable reading experiences. Research suggests that automatic word recognition skills are especially important to reading texts with unfamiliar content. Efficient word reading processes are predicted to allow students to focus their attention on making sense of the unfamiliar content and help them learn this content. Likewise, vocabulary learning is also aided by efficient word reading processes as efficient word reading skills allow students to hold in memory more of the context surrounding the unknown word while deriving its meaning. Of course, we come up against words that we can’t recognize quickly every now and then, but the number of these words is only minimal in texts that are on our reading level or in texts that are very familiar to us. In texts with unfamiliar content like those of your general education content area courses, it is assuredly the case that there will be a good number of unfamiliar words. Efficient reading processes, as often reflected in fluent reading performances, will contribute greatly to facilitating your reading comprehension and learning of the content. Given the importance of efficient reading processes, this class will include a focus on building students’ reading fluency. Activities to build students’ reading fluency will be conducted on module passages.

Reading fluency alone is not enough for successful reading comprehension, however. In college you will encounter many texts in your general-education content area texts (e.g., biology, history, psychology) which you may find difficult to read not because you may have poor reading fluency but because of a lack of vocabulary/background knowledge (schema) and a lack of familiarity with ways of language use in these domains. Specific vocabulary, concepts, and language-use of a given domain affect the nature of the reading experience. In this course we will focus on building your knowledge of vocabulary words found across most academic disciplines (Tier 2 words) and teach you skills and strategies to learn vocabulary specific to certain disciplines (Tier 3 words). Activities to build students’ vocabulary knowledge will be conducted on module passages.

Success in college courses

College presents a learning context that is like no other you have seen. In college you will be expected to complete more studying, often independently outside of class, and at a faster pace than you did in high school. Meeting the demands of college learning will require you to be strategic about using your time, selecting study strategies appropriate to the task, and supervising your own learning. With most of the content in your textbooks unfamiliar to you, you may experience loss of focus and become quickly distracted because of the conceptual distance between your background knowledge and the topic of your readings during your study sessions. Even with efficient reading processes, which are predicted to make your learning from content

3


area readings less arduous, you may experience difficulty reading and learning your content area material. In order to help you master the content in your textbooks you will be taught in this class strategy devices that have been shown to contribute to students’ learning. You will be given opportunities to practice the strategies on disciplinary readings and reflect on your success of doing so. Strategy instruction and implementation will be conducted on readings from the first four modules. As well, you will be given an opportunity to synthesize what you have learned in this class in creating your own set of strategies for an academic area of study you will choose. You will be asked to teach your strategy to your peers. You will do this (create and teach your own set of strategies) in module 5.

In the college learning context, effective planning is a must. As a college student, you will have a wide array of competing demands on your time. In order to manage your various obligations and carve out the best time for your studies, you will need to develop a weekly plan. Your weekly plans should be accompanied by plans that specify your obligations for the semester as a whole. In this class you will learn about planning. In addition to effective time management, you need to be able to size up the expectations of your professors in the college courses you are taking by analyzing course artifacts such as the course syllabus and course textbook and use appropriate strategies when studying for and taking exams that vary by response type. In this course you will learn how to analyze course artifacts and be introduced to different types of exams as we work on modules from different disciplines.

COURSE OBJECTIVES AND METHODS: The following objectives are formulated in light of the rationale/goal statement above. These objectives will be met through a variety of methods including but not limited to direct instruction, teacher demonstration and modeling, small group cooperative learning, and individual study and discovery. Students will increase their print processing skills through paired repeated readings training on select texts

from the module readings. evaluate the influences of conceptual and linguistic complexity on the reading process as

experienced during paired repeated readings training. develop automaticity in employing strategies for active textbook reading (SQ3R, SOAR,

PILLAR, Text Coding, S-RUN-R), including previewing, activating prior knowledge, making predictions, summarizing, comprehension monitoring, discerning important from unimportant information, outlining, mapping, annotating study of discipline specific readings.

develop conditional knowledge and competence of reading strategy use through study of discipline-specific readings.

synthesize their learning in this class by creating a reading/study strategy for a self-chosen academic task and demonstrating its use.

develop effective vocabulary learning strategies and use them autonomously. explain the importance of building strong vocabulary for academic success. develop, use, and evaluate strategies for mastering vocabulary. develop strategies for goal setting, critical reading/problem solving, comprehension, listening

and note taking skills, time management, and test taking and apply them autonomously. reflect on their use of these strategies by evaluating their success in using them on formal and

informal assessments. evaluate personal theories of learning based on performance on course assessments.

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explain the various ways information is imparted across academic disciplines. select, apply, and evaluate appropriate strategies for active listening and note-taking. evaluate personal academic reading and learning strategies based on the results of both

formal and informal assessments. explain the role of pre-reading, while-reading, and post-reading strategies for effective

learning, and select, apply, and evaluate their use in various content area college courses. describe the exams used in college courses that vary by response type and select, apply, and

evaluate the strategies for preparing for and taking these exams. describe the general characteristics of successful college readers and learners, and explain

why such characteristics are important to achieving academic literacy.

STUDENT ASSESSMENT: Student learning objectives identified above will be assessed using the procedures listed in the following table.

Module 1CRSS Course

Analysis

Module 2 Biology Course

Analysis

Module 3 Psychology

Course Analysis

Module 4 History Course

Analysis

Module 5--Final Project

Self-Designed Strategy

Course Analysis. This will be turned in as a typed formal essay.




Presentation Explanation

or Reflection Paper

Pre-Post Assessment of Oral Reading Performance

Paired Oral Repeated Readings (PORR) on module texts

This will be conducted as an in-class activity. Students will be able to assess their reading fluency gains on the spot.










Application of a Application of a Application of a Application of a

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chosen strategy to chosen or assigned module text (e.g., written rehearsal using concept cards; active reading using SQ3R). This will be completed as homework and submitted as a one-pager.

chosen strategy to chosen or assigned module text (e.g., note taking using Cornell or T-notes; using Bloom’s Taxonomy for text preparation).

This will be completed as homework and submitted as a one-pager.

chosen strategy to chosen or assigned module text (e.g., active reading using text coding or S-RUN-R; written rehearsal using summarizing). This will be completed as homework and submitted as a one-pager.

chosen strategy to chosen or assigned module text (e.g., note taking using charting notes or outline notes; using PORPE for test preparation). This will be completed as homework and submitted as a one-pager.

Mastery Assessment

Concept Exam

Vocabulary

This will be conducted in class. A self reflection essay will follow in students’ blue books.

Mastery Assessment

Objective Exam

Vocabulary


Mastery Assessment

Mixed-Format Exam

Vocabulary


Mastery Assessment

Subjective Exam

Vocabulary


GRADING: Your grade will be computed using the total number of points you have earned in this course. The maximum number of points you can earn in this course is 460. You need to earn at least 60% of these points in order to pass this course. A final grade of F will be assigned to students who do not earn at least 60% of points at the end of this course. If you keep a record of your earned points from each assignment, you should be able to determine how you are doing in this class at any time during the semester. The following grades are applicable to this course:

Percentage of Points Earned Grade93-100%89-92%84-88%

83%78-82%71-77%

AA-B+BB-C+

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70%66-69%61-65%

60%<60%

CC-D+DF

The following breakdown of points will be used to assign grades to individual assignments that students will complete in this course. IN-CLASS ACTIVITIES AND PARTICIPATION (20 points)

o Responses to course blog posts (10 pts.)o In-class activities (PORR etc.) (10 pts.)

MODULE 1 (86 points)o Course analysis (12 pts.)o Application of an active reading strategy (12 pts.)o Application of a written rehearsal strategy (12 pts.)o Mastery Assessment (concept analysis, self-reflection, and vocabulary) (50 pts.)

MODULE 2 (86 points)o Course analysis (12 pts.)o Application of Cornell note-taking strategy (8 sheets at 3 points each = 24 pts.)o Mastery Assessment (objective exam, self-reflection, and vocabulary) (50 pts.)

MODULE 3 (86 points)o Course analysis (12 pts.)o Application of T-Notes (24 pts)o Mastery Assessment (50 pts.)

MODULE 4 (82 points)o Course analysis (12 pts.)o Application of Chart Notes (20 points)o Mastery Assessment (50 pts.)

MODULE 5—FINAL PROJECT (100 points)

COURSE ASSESSMENT: Assessments that will be collected from students on module learning (e.g., course analysis, application of strategies to module readings, mastery assessments) will follow similar formats. Therefore, using these assessments at four different time points in the semester will provide a clear indication of the success of this course in helping students achieve the learning outcomes. At around the same time as the administration of the mastery assessments, students will be asked to provide feedback on their learning through anonymous polls/surveys that will be posted on the Provide Feedback page of the course blog. Students’ responses will be tabulated for analysis of course assessment.

COURSE POLICIES:

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Student Responsibility (PRP 3407): It is the responsibility of the student to know and observe the academic policies and regulations of the University; to confine registration to courses for which the prerequisites have been satisfied; and to meet the requirements for graduation.

Attendance and Participation: Your attendance in this course is required. You must be present in every class meeting from the beginning of the semester. If you do not attend class, you will miss content that is necessary for successfully completing requirements of this course. This course will be fast-paced and intensive. Therefore, it is to your benefit to attend every class. If no classes are missed, an additional five points will be added to the final total number of points you’ve earned at the end of the semester. Should you miss a class or arrive late, please let me know as soon as possible and set up an appointment to receive the materials and information from the class you missed. It is your responsibility to set up the appointment and follow up on the materials from the missed session(s). A student will be afforded reasonable assistance when class work is missed as a result of extenuating circumstances beyond the student's control, such as but not limited to:

1. Personal illness.2. Death or critical illness in the immediate family.3. Participation in a university-sponsored activity.4. Participation in a short-term, obligatory military or military reserve activity.

Please note that you may be asked to provide official documentation to verify the reasons for the absence. Students should avoid excessive excused absences as excessive absences will prevent you from successfully completing course assignments. More than two excused absences will be considered excessive in this course.

o Unexcused absences: Any unexcused absence beyond two will result in the final grade being reduced by one letter grade per unexcused absence. The instructor is not required to give makeup examinations or review other class work missed as a result of unauthorized absences. If your absence is not excused, you will need to contact another student for assignments and cannot make up missed tests. o Late arrivals/early departures: Three late arrivals will be counted as one unexcused absence; early departures will be treated in the same way. That is, you can’t receive credit for attending class if you are not in class for the whole class period.o Participation: This course assumes that students’ individual effort will determine how much they get out of this class. Therefore, you are expected to come to class having read the assigned readings and completed homework and other assignments as indicated in the schedule of course activities. Homework assignments will usually involve posting a response to an assignment on the course blog or completing other assignments which may involve writing formal essays and reflections. Your dedication to learning should continue in the class as well; you should expect to be active in both large and small group discussions or during class work. Students who are sleeping, doing other work in class, texting, or are otherwise not participating will be asked to leave the classroom, will receive an unexcused absence for that class period, and/or will be asked to meet with me during office hours to discuss expectations for participation.

Assignment Format: All papers you will submit to me must be typed (except for the blue book reflection), double-spaced, and in MLA/APA format using a 12-point Times New Roman (or similar) typeface and 1-inch margins all around. This requirement is to ensure that you learn

8


standard academic writing conventions. Please note that assignments not typed and not submitted in this format will be returned unread. All written assignments must be submitted in hard copy.

Late Assignments: Assignments must be submitted prior to the beginning of the class period they are due. If you can’t attend class (even when you have an excused absence) you should submit your assignment to me via email or drop it in my mailbox prior to class. Late assignments will be accepted for ½ credit up to 24 hours after the due date. After 24 hours, the assignment may not be made up unless there is a valid excuse that adheres to the university’s policy for missed work as outlined in the Pilot.

Make-up Work: Make-up mastery assessments and other in-class assignments will be permitted only if you notify me of your absence prior to start of the class period, and only if the absence is excused with appropriate documentation. Approved make-up work must be completed within 48 hours of the original date. No make-up mastery assessments will be allowed once these items are graded and returned to other students.

Academic Integrity: Academic integrity refers to adherence to agreed-upon moral and ethical principles when engaging in academic or scholarly pursuits. The university's academic integrity policy is part of an effort to nurture a community where trust, honesty, and personal integrity guide all of our dealings with one another. For a list of types of behaviors that are examples of academic dishonesty including cheating, plagiarism, fabrication, misrepresenting circumstances, impersonation, obtaining an unfair advantage, aiding and abetting academic dishonesty, falsification of records and official documents, and unauthorized access to computerized academic or administrative records or systems, go to the following website: http://www.bloomu.edu/policies_procedures/3512. Students who are unsure if an act is academically dishonest have a duty to consult their professor before engaging in the act. Students who engage in academic misconduct will be reported to the Director of Student Standards and will be subject to the consequences outlined by the Academic Integrity Policy (PRP 3512). Engaging in academic misconduct will result in a failing grade for the assignment, but could also result in a failing grade for the entire course, and possible suspension or dismissal from the university.

COURSE REQUIREMENTS:

Individual Conferences: In order to hold individual conference sessions for a one-on-one discussion of your progress in this course, we may cancel one class meeting (or more depending on the need for it) during the semester. The conference will replace one class meeting, and missing a conference session will be treated as an absence. The location of the conferences will be announced ahead of time.

Expectations: It is your responsibility to monitor your grade throughout this class. I will use BOLT Gradebook and keep it updated as a way to help you stay informed of how you are doing in this course. You should “Follow” the course blog by clicking the “Follow This Blog” button on the Home page of the blog in order to receive an automated email every time an assignment or other information is posted on the course blog. Make a habit of visiting the course blog constantly. I will be asking you to provide feedback by taking a poll/survey on the course blog in addition to posting material that may be of interest to you. There will also be supplemental reading materials that you will need to download from the course blog; you will need to use a password to access the supplemental readings which will be emailed to you. Hold onto all your papers and paper drafts until final grades are submitted. Always check with me that I have

9


received any assignments you send me electronically; although rare, email delivery failures do occur. Check your email regularly as I will use email as the primary communication tool with you.

Student Disruptive Behavior Policy (PRP 3881): As an adult, you are expected to show your best conduct to your peers and your professors. You are expected to contribute to creating a safe learning atmosphere of mutual respect and courtesy, conducive to clarity of thought. You are therefore expected to act in a responsible and respectful manner; attend classes and pay attention; come to class on time and stay until dismissed; respect the right of others to speak uninterrupted; turn off unnecessary electronic devices before class begins except those medically necessary such as hearing aids; focus on class material during class time; wait until the instructor has dismissed class to pack class materials so as not to miss important closing information; express disagreement civilly when and if disagreement occurs. It is my right and responsibility to maintain an environment that allows for optimal student growth and enrichment through instruction and interaction. Therefore any student who engages in disruptive behavior will be subject to the consequences outlined by the Student Disruptive Behavior Policy (PRP 3881). Information regarding this policy can be found on the following website: http://www.bloomu.edu/policies_procedures/3881. Please also note that if you are asked to leave the classroom for any disruption, including texting or other inappropriate technology use, you are required to leave for the remainder of the class period and will earn an unexcused absence for that day.

Classroom Environment: Please be sure to keep the classroom space clean and neat for all who use it.

RESOURCES:

Instructor: Consult me as your primary resource for this course. Feel free to come by my office during designated office hours or at other times by appointment to discuss course topics, your progress, or other issues related to your academic success.

Tutors: If you feel you need extra help to improve your academic performance in this or any of your courses, please consider requesting a tutor in University Tutorial Services (UTS). UTS offers peer tutoring at no charge to Bloomsburg University students. The UTS office is located in Warren Student Services Center, Room 13.

Course Blog: I have designed the course blog to be your go-to place for this course. It will be a resource for you to check constantly in order to stay better informed about this course. This syllabus, all assignments, rubrics, important reminders or announcements, some handouts, and interesting/helpful Web links will be posted on the course blog. You should visit the Home page of the course blog before class to check on any assignments or announcements.

BOLT: I will post your grades on BOLT’s Gradebook. You should make sure that you can log in to BOLT without any problems and access your grades. Should you run into any problems, please let me know.

The University Writing Center: The Bloomsburg University Writing Center (BUWC) offers free support for graduate and undergraduate writers at any point in the writing process. Think of their consultants as your personal trainers for writing. They will not write any part of your paper, but they can help you get started and then keep going; they can read what you have written and

10


ask questions to help you think about what your readers might need; they can work with you on grammar, mechanics, or format; and they can help you develop strategies for proofreading and editing. BUWC consultants are also available to conduct sessions online. BUWC opens for Fall 2013 on the first day of the semester (Monday, August 26). Hours are Monday—Thursday from 10:00 a.m. to 7:00 p.m. and Fridays from 10:00 a.m. to 1:00 p.m. in Bakeless 206. There are also night hours on Sunday through Thursday from 7:00 p.m. to11:00 p.m. in Andruss Library. You can drop in or request an appointment through email: [email protected]. Visit their website (bloomu.edu/writingcenter) for more information.

Statement of Instructional Accommodations: Any students eligible for classroom accommodations are invited to meet with me to discuss their concerns and to present their disclosure forms from the Office of Accommodative Services. Our university provides reasonable accommodations to students who have documented disabilities. If you have a documented disability that requires academic accommodations and are not registered with the Accommodative Services Office, please contact this office in the Warren Student Services Center, Room 043 as soon as possible to establish your eligibility.

SCHEDULE OF COURSE ACTIVITIES: The following is the tentative schedule of course activities.

Monday Wednesday

Wee

k 1

(Aug

. 26-

30)

IN CLASS: Course introduction and rationale Course blog What is reading? Discuss the

reading process, e.g., the Stroop task; eye movement variation by text type; the Simple View of reading; ambiguity resolution by prior knowledge.

OUTSIDE OF CLASS:

Homework and/or assignments will be posted on the course blog.

IN CLASS: Review: Role of language knowledge in

reading process, e.g. letter order vs. word order.

What is learning? Learning content area material. Staying focused and on task when learning content area material. Using learning/studying strategies to learn content.

The role of practice in developing automaticity in reading words and using strategies.

Discipline-specific differences in learning content area material and assessment procedures.

OUTSIDE OF CLASS:


11


Wee

k 2

(Sep

t. 2-

6)

LABOR DAY—NO CLASS

IN CLASS: Introduce Module 1: Navigating

Academic Literacies Begin Module 1 Discussion topics:

OrganizationTime management and goal-settingGoogleTM CalendarOverview of types of classes

OUTSIDE OF CLASS:


Wee

k 3

(Sep

t. 9-

13) IN CLASS:

Introduce fluency instruction Continue Module 1 Discussion topics:

Learning outside of classCourse analysis

OUTSIDE OF CLASS:


IN CLASS: Continue Module 1 Discussion topics:

Learning, knowledge, and schemaImplicit beliefs and epistemologiesTypes of knowledgeBloom's Taxonomy

OUTSIDE OF CLASS:


Wee

k 4

(Sep

t. 16

-20) IN CLASS:

Continue Module 1 Discussion topics:

Active reading strategies

OUTSIDE OF CLASS:



MetacognitionAttitudeLocus of control

OUTSIDE OF CLASS:


12


Wee

k 5

(Sep

t. 23

-27)

IN CLASS: Mastery Assessment 1

NO CLASS—CLASS CANCELED FOR ONE-ON-ONE MEETINGS

Wee

k 6

(Sep

t. 30

-Oct

. 4)

IN CLASS:

Begin Module 2: Reading and Learning in the Sciences (Biology)

Discussion topics:Preview Biology chapter and syllabusCourse analysis

OUTSIDE OF CLASS:


IN CLASS:

Continue Module 2 Discussion Topics:

Note-taking strategies

OUTSIDE OF CLASS:


Wee

k 7

(Oct

. 7-

11)

IN CLASS:

Continue Module 2 Discussion Topics:

Studying in Biology

OUTSIDE OF CLASS:


IN CLASS:

Continue Module 2 Discussion Topics: Preparation strategies for objective exams

OUTSIDE OF CLASS:


13


Wee

k 8

(Oct

. 14-

18)

IN CLASS: Review for Mastery Assessment 2

OUTSIDE OF CLASS:


IN CLASS: Mastery Assessment 2

Wee

k 9

(Oct

. 21-

25)

IN CLASS: Begin Module 3: Reading and

Learning in the Behavioral and Social Sciences (Psychology)

Discussion topics:Preview Psychology chapter and syllabusCourse analysis

OUTSIDE OF CLASS:



Active reading in Psychology

OUTSIDE OF CLASS:


Wee

k 10

(Oct

. 28-

Nov

1) IN CLASS:

Continue Module 3 Discussion topics:

Studying in Psychology

OUTSIDE OF CLASS:


IN CLASS: Continue Module 3 Review for Mastery Assessment 3 Discussion topics:

Preparation strategies for mixed exams

OUTSIDE OF CLASS:


14


Wee

k 11

(Nov

. 4-8

) IN CLASS: Mastery Assessment 3

NO CLASS—I WILL BE GONE FOR A CONFERENCE

Wee

k 12

(Nov

. 11-

15) IN CLASS:

Begin Module 4: Reading and Learning in the Humanities (History)

Discussion topics:Preview History chapter, supplemental texts, and syllabusCourse analysis

OUTSIDE OF CLASS:Homework and/or assignments will be posted on the course blog.


Note-taking strategiesStudying in History

OUTSIDE OF CLASS:


Wee

k 13

(Nov

. 18-

22) IN CLASS:

Continue Module 4 Review for Mastery Assessment 4 Discussion topics:

Preparation strategies for subjective exams

OUTSIDE OF CLASS:


IN CLASS:Mastery Assessment 4

15


Wee

k 14

(Nov

. 25-

29)

IN CLASS:

THANKSGIVING RECESS—NO CLASS

Wee

k 15

(Dec

. 2-6

)

IN CLASS: Module 5

IN CLASS: Module 5

Wee

k 16

(Dec

. 9-1

3)

FINAL PROJECTS DUE IN CLASS MONDAY, DEC. 9, 6:30 -8:30 P.M.

IN CLASS: Module 5 demonstration and

project submission. HAVE A GOOD WINTER BREAK

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Documents

colle Web viewof word length) by skilled adult readers. ... turn off unnecessary electronic devices before class begins except those medically necessary such as hearing aids;