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![References
Academic Skills Center. (2001. Dartmouth College available at
http://www.dartmouth.edu/~acskills/docs/using_your_textbook.doc
Chew, Stephen. (2012). How to get the most out of studying [Available at
http://www.youtube.com/playlist?list=PL85708E6EA236E3DB].
Davis, Stephen. (2007). Brain-based pedagogy. (available at
http://www.hocking.edu/~aaffairs/FacDev_files/brain_based_pedagogy.htm
)
Dweck, C. (2011). Mindsets [available at http://mindsetonline.com/].
National Research Council (2000). How people learn: Brain, mind, experience
and school. Washington, DC: NRC. [Often referred to as Bransford, et al.]
Pelley, J. (2012). Success types [available at
http://www.ttuhsc.edu/som/success/].
Smilkstein, Rita. (2007). Promising practices in education, Starlink telecast,
March 27, 2007
(for more information, see http://www.starlinktraining.org).
Willis, J. (2006). Research based strategies to ignite student learning.
Alexandria, VA: ASCD.
Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching
by exploring the biology of learning. Sterling, VA: Stylus Publishing.](https://image.slidesharecdn.com/everytimeistarttoread-121129124759-phpapp02/75/Cengage-Webinar-Every-time-I-start-to-read-I-fall-asleep-39-2048.jpg)
Uploaded byCengage Learning
Cengage Webinar: Every time I start to read, I fall asleep
The document discusses active reading skills essential for college success, emphasizing the SQ3R method (Survey, Question, Read, Recite, Review) for effective text interaction and comprehension. It highlights the importance of a growth mindset for learning, where students cultivate qualities through effort and experience, distinguishing it from a fixed mindset. Additionally, it presents various active learning strategies to improve retention and engagement in academic reading.
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Cengage Webinar: Every time I start to read, I fall asleep
- 1. active reading skillsfor college success Gail Malone, Ph.D. Director, Teaching & Learning Center South Plains College (806) 716-2240 gmalone@southplainscollege.edu Troy Anderson Market Development Manager Cengage Learning (248) 207-6649 troy.anderson@cengage.com
- 2. “Reading is abasic tool in the living of a good life.” - Mortimer J. Adler http://en.wikipedia.org/wiki/File:Mortimer_Adler,_1988.jpg
- 4. In grades k– 3, a student learns to read; in all the other grades, the student reads to learn. http://delightfulchildrensbooks.com/2012/05/14/learn-to-read/
- 5.
- 6. What was theage of the youngest person you have known to learn to read? What was the oldest? HAVE YOU HAD NONREADERS IN YOUR COLLEGE CLASSES?
- 8. A student mustbe able to read correctly approximately 95% of the words in text in order to comprehend what is read.
- 9. Table 3 Independent Reading Words Read Per Minutes Per Day Year 65.0 4,358,000 21.1 1,823,000 14.2 1,146,000 9.6 622,000 6.5 432,000 4.6 282,000 3.3 200,000 1.3 106,000 0.7 21,000 0.1 8,000 0.0 0 Variation in Amount of Independent Reading Cunningham & Stanovich (1999)
- 10. The average childfrom a low-income family hears about 3 million words a year compared to 11 million from a middle-class professional family (Hart & Risley, 1995). HTTP://WWW.VIRTUALSALT.COM/VOCABLST.HTM College students need about 11000 to 14000 root words (meter in thermometer or centimeter).
- 11. the POWER ofthe spoken word . . . Kindle Study @ South Plains College
- 12. Academic reading isan exercise that requires the reader to be able to interact with text in ways that will aid retention and understanding of the material.
- 13. SQ3R (A System) • Survey • Question • Read • Recite – Organize – Test • Review
- 14. SQ3R (A System) • Survey • Question • Read • Recite – Organize – Test • Review
- 15. Interaction: Questioning for Deep Learning Elaboration: How is this concept related to other concepts? Distinction: How is this concept different from other concepts? Personalization: How can I relate this to my own life? Retrieval and Application: How am I expected to use or apply this concept?
- 17. Carol Dweck’s GrowthMindset Carol S. Dweck, Ph.D., is one of the world’s leading researchers in the field of motivation and is the Lewis and Virginia Eaton Professor of Psychology at Stanford University http://mindsetonline.com/ http://www.youtube.com/watch?v=ICILzbB1Obg
- 18. Growth Fixed • Nothing ventured, • Nothing nothing gained. ventured, nothing • If at first you don’t lost. succeed, try, try • If at first you don’t again. succeed, you • Rome wasn’t built in probably don’t have a day. the ability. • If Rome wasn’t built in a day, maybe it wasn’t meant to be.
- 19. The Fixed Mindset • Will I succeed or fail? • Will I look smart or dumb? • Will I be accepted or rejected? • Will I feel like a winner or a loser?
- 20. The Growth Mindset •Based on the belief that your basic qualities are things you can cultivate through your efforts. • Everyone can change and grow though application and experience.
- 21. The Fixed Mindset •I’m a loser. • The fixed mindset gives everything a strong • I am better than evaluation. he is. • Good things lead to a very strong positive • I am a bad wife. label and bad things lead to a very strong • My partner is negative label. selfish.
- 22. The Growth Mindset •What can I learn • The growth mindset from this? does not evaluate or judge. • How can I improve? • People with the growth • How can I do mindset are attuned to better? implications for • How can I help learning and constructive action. someone else do better?
- 23. The entire brainis an organ of emotion, and emotion, reason and memory are all linked together (Zull, p. 65). Feelings affect reasoning and memory. Feelings can help us remember and forget. They are essential for reasoning and they can hinder reasoning. Learning depends on the feelings of learners.
- 24. Beliefs are thekey to happiness (or misery). Basis of cognitive therapy
- 25. ACTIVE LEARNING REQUIRES METACOGNITION (Bransford, et al, National Academies, 2000) Active Learning means helping students take control of their own learning (p. 12)
- 26. SQ3R (A System) • Survey • Question • Read • Recite – Organize – Test • Review
- 27. Recite Stop frequently inthe chapter to review. Talk aloud about what you have read and how the ideas relate to each other. Consider how the information relates to your own personal experience.
- 28. Organize/Conceptualize Record important information: usemargin notes, an outline, flash cards, concept map, notes – whatever works for you and the particular textbook you are reading. You may need to use more than one method of recording to get the information organized.
- 29. Concept Maps SQ3R Survey Question Read Recite Review Look things over, What do you know Read as necessary, As necessary, only pictures, tables, and what do you Talk aloud, taking notes. if you can’t recite. etc. need to know? When you read, Pay attention to Use active learning look for answers to bullets strategies. questions.
- 30. Concept Maps SQ3R Survey Question Read Recite Review What do you know and As necessary, only if Look things over, what do you need to Read as necessary, Talk aloud, you can’t recite the pictures, tables, etc. know? 4 active learning taking notes. answers. questions. When you read, look Answer the four active Pay attention to bullets for answers to learning questions. questions. Refer to 4 active learning questions.
- 31. Reading Truths 1. Youdon’t have to read every single word to understand the meaning. 2. Sometimes you have to read a sentence more than once. 3. Sometimes you need to read aloud. 4. Sometimes you need to do something: Stand Up!
- 32. Reading Truths 5. Sometimesyou can skip around a page or a chapter. 6. Don’t worry about speed. 7. Be sure you’ve had your vision checked and you can see the print clearly. 8. Watch TV with the sound muted and the closed-captioning feature turned on.
- 34. DEAR BOARD OFEDUCATION, SO ARE WE. SINCERELY, STUDENTS
- 35. Print eBooks Solutions Overnow we’remigrated to eBooks And time, we introducing a highly We have created integrated We started with leading textbook and other digital products, making our innovative new system that applications, customized and franchises, encyclopedias, and assets available online and in delivers personalized learning focused on improving educational primary source documents portable forms experiences outcomes, bundled with services
- 37. For more information: ContactGail Malone, Ph.D. South Plains College, Library 310 Levelland, TX 79336 (806) 716-2240 gmalone@southplainscollege.edu © 2012
- 38.
- 39. References Academic Skills Center.(2001. Dartmouth College available at http://www.dartmouth.edu/~acskills/docs/using_your_textbook.doc Chew, Stephen. (2012). How to get the most out of studying [Available at http://www.youtube.com/playlist?list=PL85708E6EA236E3DB]. Davis, Stephen. (2007). Brain-based pedagogy. (available at http://www.hocking.edu/~aaffairs/FacDev_files/brain_based_pedagogy.htm ) Dweck, C. (2011). Mindsets [available at http://mindsetonline.com/]. National Research Council (2000). How people learn: Brain, mind, experience and school. Washington, DC: NRC. [Often referred to as Bransford, et al.] Pelley, J. (2012). Success types [available at http://www.ttuhsc.edu/som/success/]. Smilkstein, Rita. (2007). Promising practices in education, Starlink telecast, March 27, 2007 (for more information, see http://www.starlinktraining.org). Willis, J. (2006). Research based strategies to ignite student learning. Alexandria, VA: ASCD. Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing.