授课PPT-1-Reading-Strategies

[e-mail]•1.KeystoEffectiveReading•2.StrategiesforEffectiveReadingKeystoEffectiveReadingThispresentationwilladdressthefollowingquestionsandissuesconcerningReading:•Cananyonebecomeaneffectivereader?•AretheretechniquesandmethodsthatIcanimplementtohelpmereadmoreactivelyandeffectively,tobetterretainwhatIread,andtocomprehendwhatIread?•CanIimprovemyReadingComprehension?Question1:CanIbecomeaneffectivereader?•Yes,youcan!!!!•Aswithanysubjectmatter,Readingrequiresworkanddisciplineespeciallyifitisnotyourstrongarea.Question2:Aretheretechniquesandmethodsthatcanhelpmebeamoreeffectivereader?•Beforewelookatthedifferentmethodsandtechniquesforbeinganeffectivereader,youmustaskyourselfthefollowingquestions:Assessment:•DoIskimor“preview”achapterbeforeIbeginreading?•DoIconcentratewhilereadingatext?•DoIwaittounderline,highlight,orannotatethetextuntilafterIreadapageorsection?•DoItakenoteswhileIread?Assessmentcontinued•DoIpauseattheendofeachsectionorpagetoreviewwhatIhaveread?•Afterreading,doIrecitekeyideastomyselforwithastudypartner?•DoIrevieweverythingthatIhavereadforaclassatleastonceperweek?•DoIlookforaconnectionbetweenthetextandclasslecturesordiscussions?•DoIsetreadinggoalsforeachstudyperiodandtakeashortbreakwhenIhavereachedmygoal?MethodsandTechniques:Afteransweringtheassessmentquestionswecanbegintolearnandimplementvarioustechniques:•Therearethreemethodsthatwewilllookat:•Mapping•KWLCharts•SQ3RMapping•Mappingthechapterasyoupreviewitprovidesavisualguidetohowdifferentchapterideasfittogether.•75%ofstudentsarevisuallearners,thereforeputtingcontentinamoregraphicstylecanimprovecomprehensionformanyreaders.Howdoyoumap?•Whileyouarepreviewing,useyourmapordiagramtoshowthecentralormainidea.•Drawlinesawayfromthecentralideaonwhichtowritedownyoursecondaryideasorsupportingideas.•AlsoallowforKeyIdeasorTermswhichshouldbefoundinthechapter.ExamplesofReadingMaps:MainorCentralIdeaSecondaryIdeaSecondaryIdeaSecondaryIdeaExamplescontinuedSecondaryIdeasorKeyElementsSecondaryIdeasorKeyElementsSecondaryIdeasorKeyElementsTitleorMainIdeaKWLCharts•ThepurposeofaKWLChartisfigureoutwhatyouknow,whatyouwanttolearn,andultimatelywhatyouhavelearned.•K=WhatdoyouKNOWaboutthesubjectorchapter?(priorknowledge)•W=WhatdoyouWANTtoknow?•L=WhathaveyouLEARNEDaboutthesubjectorchapter?HowdoImakeaKWLChart?•TomakeaKWLChartyouwillneedtoeitherdraworcreateachartwiththreecolumns.•OnecolumnisfortheK,onefortheW,andonefortheL.•IntheKcolumnlistwhatyoualreadyknow,intheWcolumnlistwhatyouwanttoknow,andintheLcolumnlistwhatyouhaveLEARNED.ExampleofaKWLChart:KWLSQ3R•TheSQ3RMethodisverysimilartobothofthepreviouslymentionedmethods.•Thepurposeofthismethodistoencourageyoutopreview,lookatthequestionsthatgoalongwithyourchapter,andthentofocusonthedetailedreadingofyourchapter.SQ3R•S=Survey•Q=Question•Read•Re-read•Review(threeRs)•Eachofthesemethodspromotepreviewingthetext,findingthemainandsupportingideas,andpreviewingthequestionsforeachchapterorsubject.•Otheractionstoconsiderwouldbe:-Readingtheendofchapterquestionsfirstcanhelpyoutorecognizeimportantandrelevantwordsinthechapter.-Eliminateotherdistractionsunlessyouareapersonwholearnsbetterandmorewithanoisybackground.•Continued,-FindthelocationsandmethodsthatarebestforYOUanddisciplineyourselfaccordingly.-Reading,ifyoudonotenjoyit,willrequireextremeattentiononyourpart.-Implementthesemethodsandwatchyourreadingability,retention,andcomprehensionimprove.Question3:CanIimprovemyReadingComprehension?•YES•Ifyoufollowanyofthemethodsexplainedinthischapterorseekoutmethodsofyourowntoimplement;youWILLseedrasticimprovementinwhatyouareabletorememberfromyoureadingandhowwellyouunderstandthecontent!!!StrategiesforEffectiveReadingAimsofthisworkshop•Outlinewaysofcopingwiththereadingload•Outlinewaysofselectingreadingmaterial•Outlinetheprocessofreading•Exploretheconceptofreadingfordifferentpurposes•Lookatwaysofreadingmoreefficiently24IdentifyingandselectingrelevantInformation•Beforeyoustartnewreading,remindyourselfofearlierreading–Re-visitingearlierreadingdoesnottakelong…–Butwillgivevaluablecontextfornewreading•Usereadinglists–inFacultyHandbooks–inDepartment/Schoolliterature–attachedtoseminartopics•PutallyourreadingintocontextUsereadinglistseffectively•Lookatannotations/comments•Talktostaffandfellowstudents•Useselectively•Thinkabout3‘layers’ofreading–Absolutelyessential(Band1)–Important(Band2)–Relevantbutspecialised(Band3)Usereadinglistseffectively•Divideyour‘readingenergies’appropriately–Band140-50%–Band225-30%–Band325-30%•Readahead–withtimetoabsorbideas!•Usearangeofsources•Usethelibraryco-operativelyandinadvance–Don’tleaveittoolatetotakeoutmaterialManagingthereadingload•Readefficiently:SMARTtargets!–specific–manageable–accurate–realistic–time-defined•Planyourreading•Divideyourreadingintomanageablesections•Readeffectively…Strategiesforapproachingreading•Usethe2PointStrategy:–1.WhyamIreadingthis?–2.WhatdoIwanttogetfromit?•Thinkaboutpurposeandcontext•Takeastructuredandsequentialapproachtoreading…Strategiesforapproachingreading•Raisequestionsinadva