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This document discusses strategies for active reading. It outlines different learning styles such as visual, auditory, applied, conceptual, and social learners. It recommends techniques for each style such as drawing diagrams for visual learners or forming study groups for social learners. The document also provides tips for eliminating distractions, focusing while reading, and developing higher-level thinking skills like understanding, applying, analyzing, evaluating, and creating when reading. Homework assigned is to read a specific document and complete exercises by a deadline.
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Notebooks Rock NSTA100320
1) Notebooks allow students to develop ideas over time, work at their own level, and provide an ongoing assessment tool. They incorporate multiple learning styles and points of processing.
2) The author recommends a standardized notebook format for all students to make it easy to see what is missing and for students to find out what they missed when absent. It also makes grading faster.
3) Ready-made notebook templates can be produced and delivered, along with supplies to make notebooks a seamless part of the classroom. Teaching students the notebook method and system up front will save time throughout the year.
Study skills
The document provides tips for effective study skills and note-taking strategies. It recommends developing a study plan by writing down assignments, setting study times, and taking breaks. The best environment for studying has proper lighting and organization. When studying, one should focus on difficult material first, avoid procrastinating, and take breaks if concentration is lost. Effective note-taking involves attending class prepared, dating notes, including all information like charts and diagrams, and reviewing notes. The document also discusses different learning styles like visual, auditory, tactile, and kinesthetic and appropriate study methods for each style.
Jrowan Note Taking Test Taking Test Anxiety
The document provides tips and strategies for being an effective student, including how to be a prepared student, effective listener, take quality notes, prepare for tests, and deal with anxiety. It discusses various note-taking systems, general and specific test-taking tips, and ways to manage stress and reduce test anxiety.
Study Skills2010
This document provides an overview of study skills and strategies for effective learning. It discusses learning theories including behaviourism and cognitive approaches. Different learning styles such as visual, auditory and kinesthetic are described. Successful learning techniques involve practice, trial and error, repetition and experimentation. Effective study strategies include identifying assignment requirements, setting goals, finding links between concepts, working with others, and using note taking methods like mind maps, the Cornell method and SQ3R for readings. Time management is also important. The document recommends developing a study plan and learning journal to apply these techniques.
Notebooks Rock
Slides used during "Notebooks Rock" presentation at NSTA conference. Session originally listed as "Science Notebooking: A Convenient and Cost-effective Approach"
Revision techniques
Revision is the essence of confidence.
Revising your studies enhances memory.
Different techniques have different advantages.
Here are a few.
Study skills
This document provides tips and advice for students to be successful learners and exam takers. It emphasizes the importance of organization, time management, active studying techniques like note-taking and self-testing, and maintaining a study schedule. On exam day, it recommends arriving early, using reading time effectively, answering easier questions first, and checking over work before leaving. The overall message is that preparation, discipline, and confidence are key to achieving academic goals.
Why take notes
The document discusses different methods for taking effective notes, including the Cornell method, outlining method, charting method, and mapping method. It emphasizes that note taking helps students remember class material and can aid in assignments and test preparation. The document also notes that a significant percentage of information will be forgotten if not written down, and provides tips for before, during, and after taking notes, such as leaving space for additions, jotting down keywords, and reviewing notes soon after class. Effective note making involves identifying main ideas and supporting details, and can be improved by students revising their own notes.
Recommended
Notebooks Rock NSTA100320
1) Notebooks allow students to develop ideas over time, work at their own level, and provide an ongoing assessment tool. They incorporate multiple learning styles and points of processing.
2) The author recommends a standardized notebook format for all students to make it easy to see what is missing and for students to find out what they missed when absent. It also makes grading faster.
3) Ready-made notebook templates can be produced and delivered, along with supplies to make notebooks a seamless part of the classroom. Teaching students the notebook method and system up front will save time throughout the year.
Study skills
The document provides tips for effective study skills and note-taking strategies. It recommends developing a study plan by writing down assignments, setting study times, and taking breaks. The best environment for studying has proper lighting and organization. When studying, one should focus on difficult material first, avoid procrastinating, and take breaks if concentration is lost. Effective note-taking involves attending class prepared, dating notes, including all information like charts and diagrams, and reviewing notes. The document also discusses different learning styles like visual, auditory, tactile, and kinesthetic and appropriate study methods for each style.
Jrowan Note Taking Test Taking Test Anxiety
The document provides tips and strategies for being an effective student, including how to be a prepared student, effective listener, take quality notes, prepare for tests, and deal with anxiety. It discusses various note-taking systems, general and specific test-taking tips, and ways to manage stress and reduce test anxiety.
Study Skills2010
This document provides an overview of study skills and strategies for effective learning. It discusses learning theories including behaviourism and cognitive approaches. Different learning styles such as visual, auditory and kinesthetic are described. Successful learning techniques involve practice, trial and error, repetition and experimentation. Effective study strategies include identifying assignment requirements, setting goals, finding links between concepts, working with others, and using note taking methods like mind maps, the Cornell method and SQ3R for readings. Time management is also important. The document recommends developing a study plan and learning journal to apply these techniques.
Notebooks Rock
Slides used during "Notebooks Rock" presentation at NSTA conference. Session originally listed as "Science Notebooking: A Convenient and Cost-effective Approach"
Revision techniques
Revision is the essence of confidence.
Revising your studies enhances memory.
Different techniques have different advantages.
Here are a few.
Study skills
This document provides tips and advice for students to be successful learners and exam takers. It emphasizes the importance of organization, time management, active studying techniques like note-taking and self-testing, and maintaining a study schedule. On exam day, it recommends arriving early, using reading time effectively, answering easier questions first, and checking over work before leaving. The overall message is that preparation, discipline, and confidence are key to achieving academic goals.
Why take notes
The document discusses different methods for taking effective notes, including the Cornell method, outlining method, charting method, and mapping method. It emphasizes that note taking helps students remember class material and can aid in assignments and test preparation. The document also notes that a significant percentage of information will be forgotten if not written down, and provides tips for before, during, and after taking notes, such as leaving space for additions, jotting down keywords, and reviewing notes soon after class. Effective note making involves identifying main ideas and supporting details, and can be improved by students revising their own notes.
Effective study tips 1
This document provides study tips and advice for effective examination preparation. It discusses taking good notes, establishing a dedicated study place, using flashcards and study groups, and preparing for different types of exams like MCQ, SAQ, OSPE and viva. The key recommendations are to take clear and organized notes, study in a distraction-free environment, use techniques like flashcards to reinforce learning, and familiarize yourself with various exam formats.
Study Skills Powerpoint
The document provides study skills support for international students. It emphasizes the importance of being an independent learner who can process information, evaluate readings, ask questions, and manage time effectively. It offers tips for managing time such as creating yearly, weekly, and daily schedules. It also suggests having a dedicated study area that is distraction-free, well-lit and contains necessary materials. Additional skills covered include communication, reading techniques, note-taking, assignment completion, research skills, and avoiding plagiarism.
Career presentation
This document provides guidance on developing strong reading and note-taking skills. It discusses techniques for reading like muscle reading, which involves a 3-phase process of pre-reading, active reading, and post-reading. It also outlines different reading styles like scanning, skimming, and detailed reading. For note-taking, it recommends the Cornell note-taking system and mind mapping. General tips include using keywords, diagrams, and leaving space for additional notes. The goal is to actively engage with materials and develop notes that can be easily reviewed and organized.
Cornellsystem
A very effective way for note-taking which enables the three factors motivation, abililty and trigger. The top three individuals who acheive the best notes at the end of the course will automatically gain a five percent bonus.
Study methods that work ch 4
The document discusses various study methods and strategies for improving learning and memory recall. Some of the key methods mentioned include creating acronyms and acrostics to help remember facts, using the PRWR method of previewing, reading, writing notes, and reciting material, making flashcards, forming study groups, and taking practice exams. Regularly reviewing notes, homework, and material is emphasized as an important part of the study process.
Study Skills
This document provides tips and strategies for effective study skills. It discusses how to improve motivation, manage time more effectively, overcome procrastination, review material, and improve studying. Some key tips include developing a schedule, studying one subject at a time for an hour, avoiding distractions like technology, using the SQ4R active reading method of surveying, questioning, reading, reciting and reviewing material, and studying in a distraction-free environment. The document emphasizes setting goals, planning study sessions, and reviewing content frequently as important strategies for academic success.
Cornell Notes For You
The document introduces the Cornell Notes method for effectively taking and organizing lecture notes. The Cornell Notes system involves dividing a page into three sections - a narrow margin on the left for writing questions, a wide column on the right for key ideas and notes from lectures, and a summary section at the bottom. Students are instructed to take notes in the right column during lectures, summarize the main ideas immediately after, write questions based on the notes, and review by covering the notes column and answering questions. Repeating this process is meant to help students understand and remember the material to achieve high test scores.
Layered Curriculum
Layered Curriculum is a teaching method that provides students with assignments at different levels of Bloom's Taxonomy to accommodate different learning styles. It gives students choices in how they learn and demonstrate their knowledge. Assignments are structured into three layers - a bottom layer focuses on basic knowledge and comprehension, a middle layer focuses on applying and analyzing concepts, and an upper layer focuses on higher-order thinking like evaluation, creation, and making connections across disciplines. This approach allows students to take ownership of their learning.
Lesson 3 Note-Taking
This document provides instructions for using the Cornell note-taking method. It describes how Cornell notes were developed in 1949 to help students with test-taking. The template includes sections for notes, questions, and summaries. It encourages writing notes in the own words and abbreviating when possible. Users are instructed to take notes on the provided video using the Cornell template, including covering notes to quiz themselves. The document promotes using notes to study individually or in groups by rewriting, quizzing partners, and sharing key points.
Note taking Strategies
This document provides strategies and tips for effective note taking during lectures and studying. It discusses various note taking methods like the Cornell method, outlining, graphic organizers, and tables. It also covers abbreviations, highlighting important information, reviewing notes after class, and summarizing notes on a regular basis. The goal is to help students actively listen during lectures and review notes to prepare for tests.
Lesson 13 Rdg & Stdying For Tests
Reviewing information for tests requires continually looking over notes and lessons to commit information to long-term memory. It is important to organize review materials and schedule review sessions. When reviewing, focus on understanding major ideas and connections, as well as unfamiliar topics. Create questions from notes and predict test questions to reinforce understanding. Reviewing systematically through methods like outlining and using study aids helps retain information effectively.
How To Take Notes Note Taking Systems
The document describes several note taking systems:
- The Cornell method uses a format with cues in the left margin to organize and review notes.
- Outlining indents subpoints to show relationships and importance. It requires more thought but clearly shows organization.
- Mapping uses visual representations to relate ideas. It maximizes understanding and critical thinking.
- Charting uses columns to categorize information, making comparisons and relationships easy to review.
- The sentence method writes each point on its own line but doesn't show relationships clearly.
Study Skills
This document provides tips and strategies for effective note taking, studying, and time management. It discusses taking notes during class lectures using the Cornell note taking method, which uses two columns - a key terms column and a details column. It also discusses taking notes from reading by including key points, source details, highlighting, and abbreviations. Other study skills covered include mind mapping, brainstorming, research techniques using keywords and databases, and managing study time using a calendar and color coding subjects. Links to additional resources on these topics are also provided.
How to Study Effectively
The document provides 9 tips for improving study skills: 1) Give full attention to lectures and take detailed notes; 2) Closely observe diagrams and demonstrations; 3) Read notes within a few hours and highlight important concepts; 4) Revise notes within 24 hours and a few days later to better understand and retain information; 5) Practice writing down key points to reinforce learning; 6) Make drawings and charts to visualize concepts and practice problem-solving; 7) Discuss topics with others to share knowledge; 8) Clarify any doubts with teachers or peers; 9) Take brief periods of silent contemplation daily to refresh the mind and enhance memory and concentration.
Week 5 Part3 Lecture
The document outlines the case analysis process as a learning tool where students explore an existing problem or situation. It involves thoughtful reflection and analysis to describe a classroom scenario and propose a desired different outcome. The case analysis process involves identifying standards and learner needs, brainstorming options, selecting technologies, and justifying choices using reflection.
Sum it up
This document provides instructions for an end of year algebra project. Students must create a poster on an algebra topic of their choice. The poster should include key vocabulary, definitions, examples, steps, pictures, formulas, and the most important information. It is limited to one piece of poster board and must have the topic number on the front and the student's name on the back. Students must also write an open-ended, pre-AP level review question that relates to the topic without directly answering it. Students should email their topic plan and review question to the teacher for approval before the due date.
Note taking strategies
The document discusses various note taking strategies for students including the Cornell note taking method, mind mapping, and note taking while reading. The Cornell method uses a page layout with space for notes on the left and key points and questions on the right. Mind mapping involves arranging ideas and concepts visually with a central topic and related branches. Note taking while reading involves using symbols in the margins to code responses, main ideas, examples, and questions. The best note taking method depends on an individual's learning style. Regular practice of different methods can help students find what works best for them.
Revision skills
This presentation provides tips for organizing revision and coping with exam stress. It recommends creating a revision timetable that schedules study sessions and breaks. Students should revise in manageable chunks of 15-45 minutes followed by short breaks. The document also suggests recalling core facts, summarizing information, using flashcards and mind maps to aid memory, and understanding concepts rather than just reading to help with retention. Taking breaks, finding motivation, and asking teachers for help if needed are also advised.
Academic skills
This document provides an overview of academic skills that can help students achieve excellence, including writing, critical thinking, research, debating, and presentation skills. It discusses developing skills like analyzing, logical reasoning, time management, and avoiding plagiarism. The document also provides class policies on attendance and using the class email for additional information.
Note-Taking Skills 2
This document provides tips for improving note-taking skills. It discusses preparing for class with the proper materials, focusing during lectures, developing a personalized note-taking method such as outlining, mapping or charting, paying attention to important content, and reviewing notes after class. Effective note-taking requires finding an organized system that works for each individual student.
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El documento presenta una visión general de la asignatura Tecnologías de Comunicaciones. Explica conceptos clave como redes, modelos de comunicación, clasificación de redes según su alcance, topología y tecnología. Describe los tipos principales de redes como WAN, LAN, MAN e introduce conceptos como conmutación de circuitos, paquetes, Frame Relay y ATM.
Konsep diri2
Dokumen tersebut membahas tentang konsep diri dan perkembangannya pada berbagai tahap usia, termasuk pengaruh stresor dan proses keperawatan. Konsep diri adalah representasi internal seseorang tentang dirinya sendiri yang terbentuk secara dinamis sejak dini dan dipengaruhi oleh berbagai faktor. Proses keperawatan meliputi pengkajian, diagnosa, perencanaan, implementasi, dan evaluasi untuk membantu klien mengatasi masalah ter
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Effective study tips 1
This document provides study tips and advice for effective examination preparation. It discusses taking good notes, establishing a dedicated study place, using flashcards and study groups, and preparing for different types of exams like MCQ, SAQ, OSPE and viva. The key recommendations are to take clear and organized notes, study in a distraction-free environment, use techniques like flashcards to reinforce learning, and familiarize yourself with various exam formats.
Study Skills Powerpoint
The document provides study skills support for international students. It emphasizes the importance of being an independent learner who can process information, evaluate readings, ask questions, and manage time effectively. It offers tips for managing time such as creating yearly, weekly, and daily schedules. It also suggests having a dedicated study area that is distraction-free, well-lit and contains necessary materials. Additional skills covered include communication, reading techniques, note-taking, assignment completion, research skills, and avoiding plagiarism.
Career presentation
This document provides guidance on developing strong reading and note-taking skills. It discusses techniques for reading like muscle reading, which involves a 3-phase process of pre-reading, active reading, and post-reading. It also outlines different reading styles like scanning, skimming, and detailed reading. For note-taking, it recommends the Cornell note-taking system and mind mapping. General tips include using keywords, diagrams, and leaving space for additional notes. The goal is to actively engage with materials and develop notes that can be easily reviewed and organized.
Cornellsystem
A very effective way for note-taking which enables the three factors motivation, abililty and trigger. The top three individuals who acheive the best notes at the end of the course will automatically gain a five percent bonus.
Study methods that work ch 4
The document discusses various study methods and strategies for improving learning and memory recall. Some of the key methods mentioned include creating acronyms and acrostics to help remember facts, using the PRWR method of previewing, reading, writing notes, and reciting material, making flashcards, forming study groups, and taking practice exams. Regularly reviewing notes, homework, and material is emphasized as an important part of the study process.
Study Skills
This document provides tips and strategies for effective study skills. It discusses how to improve motivation, manage time more effectively, overcome procrastination, review material, and improve studying. Some key tips include developing a schedule, studying one subject at a time for an hour, avoiding distractions like technology, using the SQ4R active reading method of surveying, questioning, reading, reciting and reviewing material, and studying in a distraction-free environment. The document emphasizes setting goals, planning study sessions, and reviewing content frequently as important strategies for academic success.
Cornell Notes For You
The document introduces the Cornell Notes method for effectively taking and organizing lecture notes. The Cornell Notes system involves dividing a page into three sections - a narrow margin on the left for writing questions, a wide column on the right for key ideas and notes from lectures, and a summary section at the bottom. Students are instructed to take notes in the right column during lectures, summarize the main ideas immediately after, write questions based on the notes, and review by covering the notes column and answering questions. Repeating this process is meant to help students understand and remember the material to achieve high test scores.
Layered Curriculum
Layered Curriculum is a teaching method that provides students with assignments at different levels of Bloom's Taxonomy to accommodate different learning styles. It gives students choices in how they learn and demonstrate their knowledge. Assignments are structured into three layers - a bottom layer focuses on basic knowledge and comprehension, a middle layer focuses on applying and analyzing concepts, and an upper layer focuses on higher-order thinking like evaluation, creation, and making connections across disciplines. This approach allows students to take ownership of their learning.
Lesson 3 Note-Taking
This document provides instructions for using the Cornell note-taking method. It describes how Cornell notes were developed in 1949 to help students with test-taking. The template includes sections for notes, questions, and summaries. It encourages writing notes in the own words and abbreviating when possible. Users are instructed to take notes on the provided video using the Cornell template, including covering notes to quiz themselves. The document promotes using notes to study individually or in groups by rewriting, quizzing partners, and sharing key points.
Note taking Strategies
This document provides strategies and tips for effective note taking during lectures and studying. It discusses various note taking methods like the Cornell method, outlining, graphic organizers, and tables. It also covers abbreviations, highlighting important information, reviewing notes after class, and summarizing notes on a regular basis. The goal is to help students actively listen during lectures and review notes to prepare for tests.
Lesson 13 Rdg & Stdying For Tests
Reviewing information for tests requires continually looking over notes and lessons to commit information to long-term memory. It is important to organize review materials and schedule review sessions. When reviewing, focus on understanding major ideas and connections, as well as unfamiliar topics. Create questions from notes and predict test questions to reinforce understanding. Reviewing systematically through methods like outlining and using study aids helps retain information effectively.
How To Take Notes Note Taking Systems
The document describes several note taking systems:
- The Cornell method uses a format with cues in the left margin to organize and review notes.
- Outlining indents subpoints to show relationships and importance. It requires more thought but clearly shows organization.
- Mapping uses visual representations to relate ideas. It maximizes understanding and critical thinking.
- Charting uses columns to categorize information, making comparisons and relationships easy to review.
- The sentence method writes each point on its own line but doesn't show relationships clearly.
Study Skills
This document provides tips and strategies for effective note taking, studying, and time management. It discusses taking notes during class lectures using the Cornell note taking method, which uses two columns - a key terms column and a details column. It also discusses taking notes from reading by including key points, source details, highlighting, and abbreviations. Other study skills covered include mind mapping, brainstorming, research techniques using keywords and databases, and managing study time using a calendar and color coding subjects. Links to additional resources on these topics are also provided.
How to Study Effectively
The document provides 9 tips for improving study skills: 1) Give full attention to lectures and take detailed notes; 2) Closely observe diagrams and demonstrations; 3) Read notes within a few hours and highlight important concepts; 4) Revise notes within 24 hours and a few days later to better understand and retain information; 5) Practice writing down key points to reinforce learning; 6) Make drawings and charts to visualize concepts and practice problem-solving; 7) Discuss topics with others to share knowledge; 8) Clarify any doubts with teachers or peers; 9) Take brief periods of silent contemplation daily to refresh the mind and enhance memory and concentration.
Week 5 Part3 Lecture
The document outlines the case analysis process as a learning tool where students explore an existing problem or situation. It involves thoughtful reflection and analysis to describe a classroom scenario and propose a desired different outcome. The case analysis process involves identifying standards and learner needs, brainstorming options, selecting technologies, and justifying choices using reflection.
Sum it up
This document provides instructions for an end of year algebra project. Students must create a poster on an algebra topic of their choice. The poster should include key vocabulary, definitions, examples, steps, pictures, formulas, and the most important information. It is limited to one piece of poster board and must have the topic number on the front and the student's name on the back. Students must also write an open-ended, pre-AP level review question that relates to the topic without directly answering it. Students should email their topic plan and review question to the teacher for approval before the due date.
Note taking strategies
The document discusses various note taking strategies for students including the Cornell note taking method, mind mapping, and note taking while reading. The Cornell method uses a page layout with space for notes on the left and key points and questions on the right. Mind mapping involves arranging ideas and concepts visually with a central topic and related branches. Note taking while reading involves using symbols in the margins to code responses, main ideas, examples, and questions. The best note taking method depends on an individual's learning style. Regular practice of different methods can help students find what works best for them.
Revision skills
This presentation provides tips for organizing revision and coping with exam stress. It recommends creating a revision timetable that schedules study sessions and breaks. Students should revise in manageable chunks of 15-45 minutes followed by short breaks. The document also suggests recalling core facts, summarizing information, using flashcards and mind maps to aid memory, and understanding concepts rather than just reading to help with retention. Taking breaks, finding motivation, and asking teachers for help if needed are also advised.
Academic skills
This document provides an overview of academic skills that can help students achieve excellence, including writing, critical thinking, research, debating, and presentation skills. It discusses developing skills like analyzing, logical reasoning, time management, and avoiding plagiarism. The document also provides class policies on attendance and using the class email for additional information.
Note-Taking Skills 2
This document provides tips for improving note-taking skills. It discusses preparing for class with the proper materials, focusing during lectures, developing a personalized note-taking method such as outlining, mapping or charting, paying attention to important content, and reviewing notes after class. Effective note-taking requires finding an organized system that works for each individual student.
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The document discusses learning styles and provides information to help teachers understand and accommodate different learning styles in their classroom. It defines three primary learning styles: visual, auditory, and tactile. For each learning style, it outlines how students with that preference learn best, strategies for teaching to that style, and ideas for assessment. The purpose is to help teachers understand learning styles, incorporate varied instructional techniques, and ensure all students have opportunities to learn in a way that matches their preferences.
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This document provides guidance and information to university students on effective study skills. It discusses the need to change learning styles and develop skills like critical thinking, independent research, and group discussion. It describes common teaching methods like lectures, seminars and tutorials. The document also identifies important study skills like time management, note-taking, academic reading, writing, referencing to avoid plagiarism, presentation skills, group work, and exam preparation. Finally, it encourages students to reflect on themselves as learners and how to improve their learning abilities.
Chapter 3
This document discusses learning styles, intelligence, and keys to success. It describes the main learning styles - visual, auditory, and kinesthetic - and provides techniques that work best for each style. It also discusses multiple intelligences and personality types, noting how understanding your own strengths can help you learn more effectively. Throughout, it emphasizes taking responsibility for your own learning and success rather than blaming external factors outside your control.
Chapter 3
This document discusses various aspects of the teaching and learning process. It covers topics like what is learning, how we learn, different learning styles, metacognition, characteristics of expert learners, the forgetting curve, teaching styles, common student pitfalls, and the importance of seeking help. Key points made include that learning involves acquiring new knowledge, skills, and attitudes. Our preferred learning styles impact how we receive and process new information. Expert learners are self-aware, goal-oriented, and employ various learning strategies. Frequent review helps with long-term retention versus cramming. Teaching styles vary in terms of content emphasis, presentation mode, organization, and student participation level. Students should avoid pitfalls like poor time management
Module 1 how do you learn- narrated
This document outlines an agenda for a workshop on learning skills and styles. The workshop will cover how people learn best based on their learning style, which can be sequential, random, or balanced. It will also discuss the three primary sensory modes of learning: visual, auditory, and tactile/kinesthetic. Attendees will complete activities to identify their own preferred learning styles and will learn corresponding study strategies to enhance their learning. The goal is for participants to become actively engaged in the learning process.
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The document discusses various strategies for teaching reading and writing. It outlines the writing process which includes prewriting, drafting, revising, editing, and publishing. It also discusses effective writing instruction strategies such as teaching writing strategies, summarization, collaborative writing, setting specific product goals, using word processing, sentence combining, prewriting, inquiry activities, process writing approach, studying models, and writing for content learning.
Study Skills
The document provides information on effective note-taking strategies for learning. It recommends dividing notes into left and right sections for key points and details (Cornell method). Outlining and summarizing are also described. Visual methods like concept maps and fishbone diagrams can help organize information. Mastering note-taking involves identifying topics, reducing to key ideas, recording from all sources, reviewing notes, and evaluating strategies.
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This document discusses various aspects of oral communication and developing oral skills. It begins by defining oral communication as the process of communicating through spoken words. It then provides five golden rules for teaching oral skills, which are to give students practice speaking, provide listening practice, create opportunities for real communication, expand topics discussed, and build discussion skills. The document also discusses other important rules like pronouncing words clearly, avoiding filler words, making eye contact, and using body language. It describes different settings for oral communication like interpersonal, group discussions, and speaking to large audiences. Finally, it discusses what can make speaking difficult, such as clustering, redundancy, rate of delivery, and interaction.
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This document discusses Bloom's taxonomy of educational objectives and the cognitive domain. It presents the six levels in Bloom's taxonomy from lowest to highest order thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level is defined in terms of the types of learner behaviors and thinking skills demonstrated. The document suggests asking students questions aligned to each level of Bloom's taxonomy in order to assess their learning and development of higher-order thinking skills.
Bloomsobjectives
The document discusses Bloom's Taxonomy and its use in developing learning objectives. It outlines Bloom's original and revised cognitive domains, providing examples of verbs and outcomes for different levels. It also provides guidance on writing measurable learning objectives, including specifying the audience, behavior, conditions, and criteria. Educators are encouraged to design objectives and assessments that promote enduring understanding and allow students to demonstrate their learning in authentic ways.
Teaching English as a second language - Writing - Inglés y escritura
This document provides an overview of teaching writing to students. It discusses the importance of viewing writing as a recursive process involving multiple drafts. Key aspects of the writing process are outlined, including prewriting techniques like brainstorming, outlining, and free writing. The drafting and revision stages are examined, along with methods for peer review and teacher feedback. Sample lesson plans demonstrate how to scaffold instruction across multiple classes, incorporating whole-class instruction, group work, and individual writing time. The goal is to guide students through a complete writing cycle with practice and feedback at each stage.
Learning Styles.pdf
The document discusses different learning styles including visual, auditory, and tactile learners. Visual learners learn best through pictures and diagrams while auditory learners prefer hearing information. Tactile learners learn through touch and kinesthetic activities. The document also discusses surface versus deep learning and provides tips for students to identify their own learning styles and build relationships with instructors.
Learning Styles.pdf
The document discusses different learning styles including visual, auditory, and tactile learners. Visual learners learn best through pictures and diagrams while auditory learners prefer hearing information. Tactile learners learn through touch and kinesthetic activities. The document also discusses surface versus deep learning and provides tips for students to identify their own learning styles and build relationships with instructors.
Level 7 note making
Read actively by stopping periodically to summarize the main ideas in your own words in a few bullet points rather than highlighting or copying text. Question the content and consider different perspectives. Maintain a reading grid to critically analyze and compare multiple sources. Record your reflections to prepare for assignments and develop your understanding beyond description to critical analysis.
Teaching models lote
The document outlines a sample language teaching model that incorporates various skills and activities. It discusses developing foundational knowledge through vocabulary and grammar exercises before building comprehension, production, and feedback skills. A range of activities are proposed for different skills, such as reading tasks, grammar drills, writing assignments, listening exercises, and speaking practices. Formative assessment with feedback is emphasized to continuously improve students' language abilities.
Reflective Writing
Presentations delivered by Barbara Whetnall, Academic Librarian at Loughborough University
Email: B.Whetnall@lboro.ac.uk
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This document discusses various patterns of thought that are commonly used in academic writing, including definition, classification, order/sequence, cause and effect, comparison and contrast, and listing/enumeration. It provides examples of each pattern and transition words used to signify each pattern. The document also discusses how to read various types of graphics like tables, graphs, maps, and how to evaluate online sources by considering the author's credentials, date, references, and purpose. Patterns provide structure for readers and help with recall, while carefully evaluating online sources and avoiding plagiarism are important skills.
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The document provides guidance on writing effective summaries. It states that a good summary focuses on relevant aspects of the source material and presents it accurately using the author's own words. It also recommends preliminarily skimming the text, highlighting important information, and writing one-sentence summaries for each section in your own words. When writing the summary, include enough detail to make it clear while focusing on the original content.
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Chapter 4
1. The document provides guidance on how to evaluate an author's message by making inferences, assessing the author's qualifications and purpose, distinguishing facts from opinions, and evaluating evidence.
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This document provides guidance on writing a data commentary, which analyzes and discusses data presented in tables, graphs, or figures. It outlines the typical structure of a data commentary, including location elements to refer to specific parts of tables/figures, and highlighting statements to draw attention to important data. Highlighting statements should demonstrate trends, important findings, and make appropriately strengthened claims about the data. They should not simply repeat details or attempt to cover all information. The document also provides examples of language to qualify statements, such as probability modals, adverbs, verb phrases, and words indicating exceptions.
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Ar pgs 21 34
- 1. Strategies for Active Reading 212:189 Fall 2011
- 3. Assessing Your Learning Style Everyone learns differently There is no right or wrong way
- 4. Types of Learning Auditory: Learn through hearing Discuss/study with friends Read aloud Record questions and answers
- 5. Types of Learning Visual: learn through seeing Draw-diagrams, charts, pictures, tables Imagine the event Use DVDs, videos and the internet
- 6. Types of Learning Applied: Learning through doing and touching; applying the skill Think of how the reading can be used in the real world Use case studies and examples
- 7. Types of Learning Conceptual: Learning through ideas and language; thinking about the skill Use outlining Focus on thought patterns
- 8. Types of Learning Spatial: See how things work within space; drawers, assemblers, repairers-showing things Use mapping, outlining, drawings and visualization
- 9. Types of Learning Verbal: Do not see how things work in space; rely more on verbal/language skills Translate diagrams and drawings into language Record steps, processes and procedures (like a lab) Write summaries and interpretations
- 10. Types of Learning Social: Likes to work with others Form study groups or join up with a study partner Interact with the instructor-go to office hours Work with a tutor
- 11. Types of Learning Independent: Does not like to work with others Use online tutorials Buy review books and study guides
- 12. Types of Learning Creative: Imaginative and innovative Record your own ideas Ask and questions
- 13. Types of Learning Pragmatic: Practical, logical and systematic Study in an organized environment Write lists, steps, procedures, and processes
- 14. Eliminating Distractions Chose a quiet place to read. Know your body. Tired, sick, sluggish, hungry Have everything within reach. Choose a time when your attention span is at its best.
- 15. Focusing Set goals and time limits. Reward yourself with a break! Begin by reviewing. Write and highlight as you read (CAUTION) Approach the assignment critically-points of view, opinions, purpose
- 16. Developing Levels of Thinking Remembering Recalling information Repeating information with no changes Example: Defining
- 17. Developing Levels of Thinking Understanding Understanding/comprehending ideas Using rules and following directions Example: Explaining a law
- 18. Developing Levels of Thinking Applying Applying knowledge to a new situation Using new knowledge Example: Using new math formulas to solve a problem
- 19. Developing Levels of Thinking Analyzing Seeing relationships between things Breaking information into parts Analyzing how things work Example: Comparing two poems by the same author
- 20. Developing Levels of Thinking Evaluating Making judgments Assessing the worth of information Example: The effectiveness of an argument opposing the death penalty
- 21. Developing Levels of Thinking Creating Putting ideas and information together in a unique way Creating something new Example: Designing a new computer program
- 22. Homework Read AR 35-48 due F 9/2 Ex. 7, 10, and 12 due on ICON in the dropboxby 10pm F 9/2