1. Preparation -- Question Things
1.1. What do I already know about the subject?
1.2. What do I want to get out of it?
2. WRITE notes about both - Get overall idea; see where you are going
3. 1. Survey/Skim
3.1. Survey/Skim Practices
3.1.1. If you need to know your Textbook For professors & students guide
3.1.1.1. Look at the front
3.1.1.1.1. Read & think about Table of Contents
3.1.1.1.2. Glance at preface/foreword
3.1.1.1.3. Consider title of book
3.1.1.2. Look at the back
3.1.1.2.1. Glance at Index
3.1.1.2.2. Glance at glossary
3.1.1.2.3. Determine other useful materials in back
3.1.1.3. Determine how chapter is constructed
3.1.1.3.1. All chapters have similar structure: if one has a summary/question, they all will
3.1.1.3.2. Use this for reading assignments
3.1.2. If you need to know your Chapter
3.1.2.1. Read Topical & sub-topical headings/sentences
3.1.2.2. Look out for special words
3.1.2.2.1. Italicized
3.1.2.2.2. Lists
3.1.2.2.3. Redundancy & repetition
3.1.2.3. Look at diagrams & illustrations
3.1.2.4. Read Summary(ies)
3.1.2.4.1. What is this selection about?
4. 0. Prep/Getting started
4.1. Pick your enviroment Environment
4.1.1. Habits
4.1.2. Check for
4.1.2.1. Lighting: Balance; Natural light is best
4.1.2.2. Ventilation: Stuffy rooms = zzz; Fresh air :)
4.1.2.3. Reading position
4.1.2.4. Focal Distance - 18 inches
4.1.2.5. Distractions
4.1.2.5.1. What can you hear?
4.1.2.5.2. What can you see?
4.2. Know your Purpose
4.2.1. What do I want to get out of this reading?
4.3. Determine if Primary or Secondary Sources
4.3.1. Primary: Constructed by people at the time & place of the event
4.3.1.1. No roadmap/highlight of what's important; reader has to extract this.
4.3.1.2. Letters. journals; magazine, newspapers; laws, statues, regulations; memos, reports, records within organization; physical artificats
4.3.1.3. When dealing with Primary sources:
4.3.1.3.1. How to:
4.3.2. Secondary: Compiles, analyses information about event; author is not directly involved in original event
4.3.2.1. Textbooks, many articles in scholastic journals
4.3.2.2. Tells reader what's important to remember; organizes the information.
5. Note & Study Strategies for Lectures
5.1. 1 - Record
5.1.1. Notes during lecture
5.2. 2 - Questions
5.2.1. Write Questions based of notes
5.2.1.1. Helps clarify meaning & Strengthen relationships
5.3. 3 - Recite
5.3.1. Answer Questions without notes
5.4. 4 - Reflect
5.4.1. Ask about facts
5.4.1.1. Significance
5.4.1.2. Application
5.4.1.3. Principle based on
5.4.1.4. What's beyond it?
5.5. 5 - Review
5.5.1. !0 mins every week on past notes
6. Learning = Process of hanging new information on framework of knowledge that already exists.
7. How quickly can you locate facts & ideas that you need? Concentrate on finding them quickly
8. After Reading - Reflect
8.1. Can I repeat ( in a concise way) the main argument and how it's supported?
8.2. Can I extend the argument to other situations/circumstances?
8.3. How does the new information change framework in mind before reading?
8.4. If I were going to start a discussion about reading, what questions should I raise?
8.5. What questions remain?
9. While Reading -- Think Critically
9.1. What is the author saying? What does the author imply? What does the author assume?
9.2. Is the argument valid? How is it supported?
10. 3.Reading/Notes
10.1. Reading Practices
10.1.1. Read to answer questions
10.1.1.1. WRITE notes under questions (skeleton/minimum notes)
10.1.1.1.1. What did the author say in this passage?
10.1.1.2. Devote as little time to reading
10.1.1.2.1. Most time on: Testing/reviewing, organizing/relating, mastering terms & formulas, and thinking of applications
10.1.1.2.2. Spend time learning ideas, not processing words visually
10.1.2. Use Technique & Principles
10.1.2.1. Reccognize Pivotal Words
10.1.2.1.1. Signal words (controversy):
10.1.2.1.2. Keywords:
10.1.2.1.3. Pay attention to transitions & organizational patterns
10.1.2.1.4. ADDITIVE words - "Here's more of the same, it's just as important as what we have said"
10.1.2.1.5. EQUIVALENT words - "It does what I have just said, but it does this too"
10.1.2.1.6. AMPLIFICATION words - "I want to be sure that you understand my idea; so here's a more specific instance"
10.1.2.1.7. ALTERNATIVE words - "Sometimes there is a choice, other times there isn't"
10.1.2.1.8. REPETITIVE words - "I said it once, but I'm going to say it again in case you missed it the first time"
10.1.2.1.9. CONTRAST & CHANGE words - "So far I've given you only one side of the story; now let's take a look at the other"
10.1.2.1.10. CAUSE & EFFECT words - "All this happened; now I'll tell you why"
10.1.2.1.11. QUALIFYING words - "Here is what we can expect. These are the conditions we are working under"
10.1.2.1.12. CONCESSION words - "Ok! We agree on this much"
10.1.2.1.13. EMPHASIZING words - "Wake up and take notice!"
10.1.2.1.14. ORDER words - "You keep your mind on reading; I'll keep the numbers straight"
10.1.2.1.15. TIME words - "Let's keep the record straight on who said what and specially when"
10.1.2.1.16. SUMMARIZING words - "We've said many things so far. Let's stop here and pull them together"
10.1.2.2. Reading Rates & Rapid Read
10.1.2.2.1. Time reading speeds by pages in 15 min intervals
10.1.2.2.2. Reading technique
10.1.2.2.3. Adjusting reading speeds:
10.1.2.3. Skim
10.1.2.3.1. Knowing what passages to skip
10.1.2.3.2. Good comprehension = can you extract & retain information from reading?
10.2. Myths
10.2.1. 1 - Read every word
10.2.2. 2 - Reading once is enough
10.2.3. 3 - Skipping passages is bad
10.2.4. 4 - Machines are necessary to improve reading speed
10.2.5. 5 - Skimming or rapid reading will lower comprehension
10.2.5.1. Research shows little correlation
10.2.6. 6 - Eyes keep me from reading too fast
10.2.6.1. Brain, not the eyes, that slows down reading
10.2.6.1.1. Eyes can take more words than brain is used to
10.2.6.2. Don't look at word parts, focus eyes too narrowly, don't sound out words
11. 4.Recall/Study
11.1. Recall/Study Practices
11.1.1. Use Technique & Principles
11.1.1.1. The Memory Book
11.1.1.2. How to Read a book
11.1.1.3. Quiz yourself on material read & review the unclear
11.1.1.3.1. Use Active recall- using questions to figure out answers
11.1.1.3.2. http://digitalpromise.org/2014/10/15/ask-the-cognitive-scientist-retrieval-practice/
11.1.1.3.3. http://digitalpromise.org/2014/10/15/ask-the-cognitive-scientist-retrieval-practice/
11.1.1.4. Without looking at your book or notes, mentally visualize and sketch, high points of the material immediately upon completing the reading.
11.1.2. Answer Questions
12. 5.Review
12.1. Review Practices
12.1.1. Logical Sequence
12.1.1.1. Entire Idea
12.1.1.2. Concepts
12.1.1.3. Problem
12.1.2. Mental Picture as a whole
12.1.2.1. Look at your questions, answers, notes and book to see how well you did recall. Observe carefully the points stated incorrectly or omitted. Fix carefully in mind
12.1.3. Use Spaced Repetition : http://yourawesomememory.com/content/spaced-repetition-overview
13. 2. Questions
13.1. Questions Practices
13.1.1. Change Headings to questions (hooks)
13.1.1.1. Attempt to answer before reading
14. KNOW YOUR PURPOSE: "Some books are to be tasted, others to be swallowed, and some few to be chewed and digested." - Francis Bacon
15. SPACED LEARNING
15.1. 3 Inputs, separated by 10 min breaks
15.1.1. First Input- Lecture: large body of information, usually powerpoint
15.1.2. Second input - Recall: Missing key words/simple math problems
15.1.3. Third Input - Understanding: Applying concepts. writing a paper/Creating questions and solutions, building models, executing action/plan.