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Determining Importance


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Sifting, sorting, and deciding what it important can be a challenging task for even the best readers, This presentation explores the cognitive strategy of determining importance.

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Determining Importance

  1. 1. Learning is a matter of sifting, sorting, selecting, ingesting and then digesting the most important morsel. -Maya Angelou-
  2. 2. Determining Importance
  3. 4. <ul><li>Sort </li></ul><ul><li>Sift </li></ul><ul><li>Isolate </li></ul><ul><li>Merge </li></ul><ul><li>Show </li></ul>
  4. 5. <ul><li>What? </li></ul><ul><li>Why? </li></ul><ul><li>How? </li></ul>
  5. 7. IS Is…
  6. 8. Is Not…
  7. 9. <ul><li>“ This is really important…” </li></ul><ul><li>“ This is important to remember…” </li></ul><ul><li>“ I think this might be important…” </li></ul><ul><li>“ My opinion is…the authors argument is…” </li></ul><ul><li>“ The most important information seems to be…” </li></ul><ul><li>“ I think this part means…” </li></ul><ul><li>“ A questions I have still is…” </li></ul><ul><li>“ This is really interesting, but what seems to be </li></ul><ul><li>more important is…” </li></ul><ul><li>“ This information makes me think…” </li></ul>Strategy Talk
  8. 10. Influenced By: <ul><li>Schema </li></ul><ul><li>Purpose </li></ul><ul><li>Value </li></ul><ul><li>Ability </li></ul>
  9. 11. BIG IDEA (Whole text) Main Idea ( Section Level)
  10. 12. M ain Idea vs . B ig Idea
  11. 13. ©Maiers, 2008
  12. 14. ©Maiers, 2008
  13. 15. ©Maiers, 2008
  14. 16. ©Angela Maiers, 2007
  15. 17. ©Maiers, 2008
  16. 18. G ot P urpose?
  17. 21. <ul><li>Text organizers </li></ul><ul><li>Index </li></ul><ul><li>Preface </li></ul><ul><li>Table of contents </li></ul><ul><li>Glossary </li></ul><ul><li>Appendix </li></ul><ul><li>Bibliography </li></ul><ul><li>Footnote </li></ul><ul><li>Photo Credit </li></ul><ul><li>Fonts and effects </li></ul><ul><li>Titles </li></ul><ul><li>Headings </li></ul><ul><li>Subheadings </li></ul><ul><li>Boldface print </li></ul><ul><li>Italics </li></ul><ul><li>Bullets </li></ul><ul><li>Captions </li></ul><ul><li>Color, Size </li></ul><ul><li>Labels </li></ul><ul><li>Font Style </li></ul><ul><li>Illustrations and Photographs </li></ul><ul><li>Illustrations Icons </li></ul><ul><li>Photographs Visual Layout </li></ul><ul><li>Graphics </li></ul><ul><li>Diagrams </li></ul><ul><li>Cutaways </li></ul><ul><li>Cross sections </li></ul><ul><li>Overlays </li></ul><ul><li>Tables </li></ul><ul><li>Graphs </li></ul><ul><li>Charts </li></ul><ul><li>Word bubbles </li></ul><ul><li>Timelines </li></ul><ul><li>Distribution </li></ul><ul><li>Maps </li></ul><ul><li>Flow Charts </li></ul>
  18. 22. A newspaper is better than a magazine, and on a seashore is a better place than a street. At first, it is better to run than walk. Also, you may have to try several times. It takes some skill but it is fairly easy to learn. Even young children can enjoy it. Once successful , complications are minimal. Birds seldom get too close. One needs lots of room. Rain soaks fast. Too many people doing the same thing can also cause problems. If there are no complications, it can be very peaceful. A rock will serve as an anchor. If things break loose from it, however, you will not get a second chance.
  19. 23. ©Maiers, 2008
  20. 24. ©Maiers, 2008
  21. 26. Proficient Readers do this by… <ul><li>Using a sense of purpose and focus to guide their reading </li></ul><ul><li>Using their knowledge of relevant parts of the text to answer and ask questions as they seek meaning </li></ul><ul><li>Paying attention to patterns of organization and structures in the writing </li></ul><ul><li>Using the clues, words, and phrases the author provides that could signal importance </li></ul><ul><li>Reflecting on the material as they continue to relate it to the purpose; sorting out information that does not meet that purpose </li></ul><ul><li>Retelling and summarizing often the passages as they read, recalling key words and concepts; even taking notes </li></ul><ul><li>Rereading and monitoring to stay in a constant check of understanding </li></ul>
  22. 27. Lessons in Science
  23. 28. <ul><li>Observe </li></ul><ul><li>Analyze </li></ul><ul><li>Hypothesize </li></ul><ul><li>Experiment </li></ul><ul><li>Reflect </li></ul><ul><li>Communicate </li></ul><ul><li>Interpret </li></ul>
  24. 29. <ul><li>What is the issue or problem? </li></ul><ul><li>Are all possible solutions presented? </li></ul><ul><li>Was the experiment effective? </li></ul><ul><li>Is the conclusion reasonable? </li></ul><ul><li>What is the main idea? </li></ul><ul><li>How can this be applied? </li></ul><ul><li>Is there bias? </li></ul><ul><li>Are there conflicting conclusions? </li></ul><ul><li>What variables were not addressed? </li></ul><ul><li>What is worth remembering? </li></ul><ul><li>How does this compare? </li></ul>
  25. 30. When We Say We Mean Describe Communicate a clear picture with details of objects, events, process. This may include time, place, cause, effect, actions… Explain Clarify or communicate the significance of a topic-differs from describe as it is less “visual” Summarize Reduce the important information down to key, succinct main ideas that describe the key aspects of the text or topic in paragraph form Illustrate Present a detailed example to support a statement or side of an issue or topic Trace Describe or explain a subject in chronological order. This will often include interpretations for significant events along w/cause and effect inferences Respond Communicate your reaction, opinion, position by including examples and details fro the text to support your response. Include elements of application, reflection, interpretation, and critique Critique Analyze and describe the positive or negative aspects of a topic. Make overall recommendations for or against . Justify Give clear and rational examples and details that support a decision, opinion, event or statement.
  26. 31. <ul><li>The Sandra was a square-cut tramp steamer, decorated here and there with rust spots along her 350-foot length. Radio-equipped and loaded with 300 tons of insecticide, she leisurely thumped her way south in the heavily traveled coastal shipping lanes of Florida in June 1950. The crewmen who had finished mess drifted to the aft deck to smoke and to reflect upon the setting sun and what the morrow might bring. Through the tropical dusk that shrouded the peaceful Florida coastline they watched the friendly blinking beacon at St. Augustine. The next morning all were gone. Neither the ship nor the crew were ever seen again. They had silently vanished during the night under the starlit sky. No clue to help solve this baffling mystery has been found to this very day. </li></ul>
  27. 32. 3-2-1 3 Frames, 2 Words, 1 Big Idea
  28. 33. F Q R
  29. 34. What So What? Now What?
  30. 35. About Pt. Response
  31. 36. Power of Three’s 3 Important Points . . . 3 Sentence Summary _____________________________________________ _____________________________________________ _____________________________________________ 3 Questions ? ? ?