From Guide to College Reading , 8/e Kathleen T. McWhorter   Successful Attitudes Toward Reading and Learning PowerPoint by...
THIS CHAPTER WILL SHOW YOU HOW TO: <ul><li>Understand what is expected in college </li></ul><ul><li>Start with a positive ...
UNDERSTAND WHAT IS  EXPECTED IN COLLEGE <ul><li>The rule of thumb is two hours of study for each class hour. </li></ul><ul...
UNDERSTAND WHAT IS  EXPECTED IN COLLEGE <ul><li>Instructors often assign readings from a variety of sources besides the te...
START WITH A POSITIVE ATTITUDE:  Becoming a Successful Student <ul><li>Be confident: Send yourself positive messages. </li...
START WITH A POSITIVE ATTITUDE: Becoming a Successful Reader <ul><li>Stick with a reading assignment. </li></ul><ul><li>Pl...
BUILD YOUR CONCENTRATION:  Controlling Your Surroundings <ul><li>Choose a place to read where you will not be interrupted....
BUILD YOUR CONCENTRATION: Focusing Your Attention <ul><li>Set goals and time limits for yourself. </li></ul><ul><li>Choose...
ANALYZE YOUR LEARNING STYLE <ul><li>Part One:  Auditory or Visual Learners </li></ul><ul><li>Part Two:  Applied or Concept...
Developing a Learning Action Plan <ul><li>Circle the five aspects of your learning style in which you received higher scor...
Auditory <ul><li>Discuss/study with friends. </li></ul><ul><li>Talk aloud when studying. </li></ul><ul><li>Tape-record sel...
Visual <ul><li>Draw diagrams, charts, tables.  </li></ul><ul><li>Try to visualize events. </li></ul><ul><li>Use films and ...
Applied   <ul><li>Think of practical situations to which learning applies. </li></ul><ul><li>Associate ideas with their ap...
Conceptual <ul><li>Organize materials that lack order. </li></ul><ul><li>Use outlining. </li></ul><ul><li>Focus on organiz...
Spatial <ul><li>Use mapping. </li></ul><ul><li>Use outlining. </li></ul><ul><li>Draw diagrams, make charts and sketches. <...
Verbal (Non-spatial) <ul><li>Translate diagrams and drawings into language. </li></ul><ul><li>Record steps, processes, pro...
Social <ul><li>Form study groups. </li></ul><ul><li>Find a study partner. </li></ul><ul><li>Interact with the instructor. ...
Independent <ul><li>Use computer-assisted instruction, if available. </li></ul><ul><li>Purchase review workbooks or study ...
Creative <ul><li>Ask and answer questions. </li></ul><ul><li>Record your own ideas in the margins of textbooks. </li></ul>...
Pragmatic <ul><li>Study in an organized environment. </li></ul><ul><li>Write lists of steps, procedures, and processes. </...
PAY ATTENTION TO  COMPREHENSION SIGNALS <ul><li>How do you feel when you read the material? </li></ul><ul><li>Does everyth...
WORK ON IMPROVING  YOUR COMPREHENSION <ul><li>For poor concentration: </li></ul><ul><ul><li>Take limited breaks. </li></ul...
WORK ON IMPROVING  YOUR COMPREHENSION <ul><li>For words that are difficult or unfamiliar: </li></ul><ul><ul><li>Use contex...
WORK ON IMPROVING  YOUR COMPREHENSION <ul><li>When sentences are long or confusing: </li></ul><ul><ul><li>Read aloud. </li...
WORK ON IMPROVING  YOUR COMPREHENSION <ul><li>When ideas are hard to understand or complicated: </li></ul><ul><ul><li>Reph...
WORK ON IMPROVING  YOUR COMPREHENSION <ul><li>When ideas are new and unfamiliar: </li></ul><ul><ul><li>Make sure you didn’...
WORK ON IMPROVING YOUR COMPREHENSION <ul><li>When the material seems disorganized: </li></ul><ul><ul><li>Pay more attentio...
WORK ON IMPROVING  YOUR COMPREHENSION <ul><li>When you don’t know what is and is not important: </li></ul><ul><ul><li>Prev...
LEARNING STYLE TIPS <ul><li>Auditory learner:   Reading aloud </li></ul><ul><li>Visual learner:   Visualizing paragraph or...
SELF-TEST SUMMARY <ul><li>How can you develop a positive attitude toward reading? </li></ul><ul><li>What can you do to con...
TEST-TAKING TIPS: Starting with the Right Attitude <ul><li>Remind yourself that you have worked hard and deserve to pass. ...
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Intro to college classes

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Intro to college classes

  1. 1. From Guide to College Reading , 8/e Kathleen T. McWhorter Successful Attitudes Toward Reading and Learning PowerPoint by Gretchen Starks-Martin St. Cloud State University, MN © 2008 Pearson Education, Inc., publishing as Longman Publishers
  2. 2. THIS CHAPTER WILL SHOW YOU HOW TO: <ul><li>Understand what is expected in college </li></ul><ul><li>Start with a positive attitude </li></ul><ul><li>Build your concentration </li></ul><ul><li>Analyze your learning style </li></ul><ul><li>Strengthen your comprehension </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  3. 3. UNDERSTAND WHAT IS EXPECTED IN COLLEGE <ul><li>The rule of thumb is two hours of study for each class hour. </li></ul><ul><li>Expect to read about 80 textbook pages per week in each course. </li></ul><ul><li>There will be many new words and specialized words you will need to know. </li></ul><ul><li>College instructors expect you to decide what is important to know and to learn that information. </li></ul><ul><li>Learning a large number of facts is no guarantee of a high grade. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  4. 4. UNDERSTAND WHAT IS EXPECTED IN COLLEGE <ul><li>Instructors often assign readings from a variety of sources besides the textbook. </li></ul><ul><li>Re-reading is one of the poorest ways to review. Highlighting and marking, outlining, mapping, and summarizing are better. </li></ul><ul><li>College instructors expect students to react to, evaluate, and criticize what they read. </li></ul><ul><li>There are numerous ways to read a textbook assignment. </li></ul><ul><li>As you read, it is important to keep track of and evaluate your level of understanding. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  5. 5. START WITH A POSITIVE ATTITUDE: Becoming a Successful Student <ul><li>Be confident: Send yourself positive messages. </li></ul><ul><li>Accept responsibility for your own learning. </li></ul><ul><li>Visualize success. </li></ul><ul><li>Set long-term goals for yourself. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  6. 6. START WITH A POSITIVE ATTITUDE: Becoming a Successful Reader <ul><li>Stick with a reading assignment. </li></ul><ul><li>Plan on spending time on reading. </li></ul><ul><li>Actively search for key ideas as you read. </li></ul><ul><li>Think of reading as a way of unlocking the writer’s message to you, the reader. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  7. 7. BUILD YOUR CONCENTRATION: Controlling Your Surroundings <ul><li>Choose a place to read where you will not be interrupted. </li></ul><ul><li>Find a place that is relatively free of distractions and temptations. </li></ul><ul><li>Read in the same place each day. </li></ul><ul><li>Do not read where you are too comfortable. </li></ul><ul><li>Choose a time of day when you are mentally alert. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  8. 8. BUILD YOUR CONCENTRATION: Focusing Your Attention <ul><li>Set goals and time limits for yourself. </li></ul><ul><li>Choose and reserve blocks of time each day for reading and study. </li></ul><ul><li>Vary your reading. </li></ul><ul><li>Reward yourself for accomplishing things as planned. </li></ul><ul><li>Plan frequent breaks. </li></ul><ul><li>Keep physically as well as mentally active. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  9. 9. ANALYZE YOUR LEARNING STYLE <ul><li>Part One: Auditory or Visual Learners </li></ul><ul><li>Part Two: Applied or Conceptual Learners </li></ul><ul><li>Part Three: Spatial or Verbal (Nonspatial) </li></ul><ul><li>Learners </li></ul><ul><li>Part Four: Social or Independent Learners </li></ul><ul><li>Part Five: Creative or Pragmatic Learners </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  10. 10. Developing a Learning Action Plan <ul><li>Circle the five aspects of your learning style in which you received higher scores. </li></ul><ul><li>Read through the suggestions that apply to you. </li></ul><ul><li>Place a checkmark in front of suggestions that you think will work for you. </li></ul><ul><li>List the suggestions that you chose in the box labeled Action Plan for Learning in this chapter. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  11. 11. Auditory <ul><li>Discuss/study with friends. </li></ul><ul><li>Talk aloud when studying. </li></ul><ul><li>Tape-record self-testing questions and answers. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  12. 12. Visual <ul><li>Draw diagrams, charts, tables. </li></ul><ul><li>Try to visualize events. </li></ul><ul><li>Use films and videos, when available. </li></ul><ul><li>Use computer-assisted instruction, if available. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  13. 13. Applied <ul><li>Think of practical situations to which learning applies. </li></ul><ul><li>Associate ideas with their application. </li></ul><ul><li>Use case studies, examples, and applications to cue your learning. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  14. 14. Conceptual <ul><li>Organize materials that lack order. </li></ul><ul><li>Use outlining. </li></ul><ul><li>Focus on organizational patterns. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  15. 15. Spatial <ul><li>Use mapping. </li></ul><ul><li>Use outlining. </li></ul><ul><li>Draw diagrams, make charts and sketches. </li></ul><ul><li>Use visualization. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  16. 16. Verbal (Non-spatial) <ul><li>Translate diagrams and drawings into language. </li></ul><ul><li>Record steps, processes, procedures in words. </li></ul><ul><li>Write summaries. </li></ul><ul><li>Write your interpretation next to textbook drawings, maps, or graphics. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  17. 17. Social <ul><li>Form study groups. </li></ul><ul><li>Find a study partner. </li></ul><ul><li>Interact with the instructor. </li></ul><ul><li>Work with a tutor. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  18. 18. Independent <ul><li>Use computer-assisted instruction, if available. </li></ul><ul><li>Purchase review workbooks or study guides, if available. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  19. 19. Creative <ul><li>Ask and answer questions. </li></ul><ul><li>Record your own ideas in the margins of textbooks. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  20. 20. Pragmatic <ul><li>Study in an organized environment. </li></ul><ul><li>Write lists of steps, procedures, and processes. </li></ul><ul><li>Paraphrase difficult material. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  21. 21. PAY ATTENTION TO COMPREHENSION SIGNALS <ul><li>How do you feel when you read the material? </li></ul><ul><li>Does everything fit and make sense? </li></ul><ul><li>Can you understand what the author is saying? </li></ul><ul><li>Can you read at a regular comfortable pace? </li></ul><ul><li>Can you recognize most words or can you figure them out from context? </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers See Table 1-2 on Comprehension Signals .
  22. 22. WORK ON IMPROVING YOUR COMPREHENSION <ul><li>For poor concentration: </li></ul><ul><ul><li>Take limited breaks. </li></ul></ul><ul><ul><li>Tackle difficult material when your mind is fresh and alert. </li></ul></ul><ul><ul><li>Choose an appropriate place to study. </li></ul></ul><ul><ul><li>Focus your attention. </li></ul></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  23. 23. WORK ON IMPROVING YOUR COMPREHENSION <ul><li>For words that are difficult or unfamiliar: </li></ul><ul><ul><li>Use context and analyze word parts. </li></ul></ul><ul><ul><li>Skim through material before reading and mark difficult words. Jot their meanings in the margin. </li></ul></ul><ul><ul><li>Refer to the vocabulary preview list, footnotes, or glossary. </li></ul></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  24. 24. WORK ON IMPROVING YOUR COMPREHENSION <ul><li>When sentences are long or confusing: </li></ul><ul><ul><li>Read aloud. </li></ul></ul><ul><ul><li>Locate the key idea(s). </li></ul></ul><ul><ul><li>Check difficult words. </li></ul></ul><ul><ul><li>Express each sentence in your own words. </li></ul></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  25. 25. WORK ON IMPROVING YOUR COMPREHENSION <ul><li>When ideas are hard to understand or complicated: </li></ul><ul><ul><li>Rephrase or explain each in your own words. </li></ul></ul><ul><ul><li>Make notes. </li></ul></ul><ul><ul><li>Locate a more basic text that explains ideas in simpler form. </li></ul></ul><ul><ul><li>Study with a classmate; discuss difficult ideas. </li></ul></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  26. 26. WORK ON IMPROVING YOUR COMPREHENSION <ul><li>When ideas are new and unfamiliar: </li></ul><ul><ul><li>Make sure you didn’t miss or skip introductory information. </li></ul></ul><ul><ul><li>Get background information by referring to </li></ul></ul><ul><ul><ul><li>An earlier section or chapter in the book. </li></ul></ul></ul><ul><ul><ul><li>An encyclopedia. </li></ul></ul></ul><ul><ul><ul><li>A more basic text. </li></ul></ul></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  27. 27. WORK ON IMPROVING YOUR COMPREHENSION <ul><li>When the material seems disorganized: </li></ul><ul><ul><li>Pay more attention to headings. </li></ul></ul><ul><ul><li>Read the summary, if available. </li></ul></ul><ul><ul><li>Try to discover the organization by writing an outline or drawing a map as you read. </li></ul></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  28. 28. WORK ON IMPROVING YOUR COMPREHENSION <ul><li>When you don’t know what is and is not important: </li></ul><ul><ul><li>Preview. </li></ul></ul><ul><ul><li>Ask and answer guide questions. </li></ul></ul><ul><ul><li>Locate and underline topic sentences. </li></ul></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  29. 29. LEARNING STYLE TIPS <ul><li>Auditory learner: Reading aloud </li></ul><ul><li>Visual learner: Visualizing paragraph organization </li></ul><ul><li>Applied learner: Thinking of real-life situations that illustrate ideas in the passage. </li></ul><ul><li>Conceptual learner: Asking questions </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers Are you an auditory learner or a visual learner? Are you an applied learner or a conceptual learner?
  30. 30. SELF-TEST SUMMARY <ul><li>How can you develop a positive attitude toward reading? </li></ul><ul><li>What can you do to control your concentration? </li></ul><ul><li>What is learning style? </li></ul><ul><li>How can knowing your learning style make you a better student? </li></ul><ul><li>What can you do to be sure that you understand your reading assignments? </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers
  31. 31. TEST-TAKING TIPS: Starting with the Right Attitude <ul><li>Remind yourself that you have worked hard and deserve to pass. </li></ul><ul><li>Think of the test as a chance to show what you have learned. </li></ul><ul><li>Do not panic if you cannot answer a question. Make a guess and move on to items you can answer. </li></ul><ul><li>If you do not immediately know an answer, think! You may be able to reason it out. </li></ul>Copyright 2008 Pearson Education, publishing as Longman Publishers

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