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Learning How to Learn: Quickly, Successfully Part II

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... are predisposed to favor their own kin in government and business dealings. ... decide on 3 that they wanted to deal with in discussions or in writing and ... – PowerPoint PPT presentation

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Title: Learning How to Learn: Quickly, Successfully Part II


1
Learning How to LearnQuickly, SuccessfullyPart
II
  • Dr. Geri Mohler
  • Assistant Professor, Reading/Literacy
  • California State University, Bakersfield
  • gmohler_at_csub.edu

2
Important ideas from 1st session--
  • If a student has made it this far, s/he probably
    has tremendous coping skills and a wide range of
    reading skills
  • You can help students
  • Learn how to learn--know what it takes to be a
    proficient reader
  • Know when they dont know--and what they can do
    about it
  • Learn and understand, not just memorize

3
Motivation and Planning--
  • Generate interest through activities and
    discussions
  • Class time--½ of time discussing the previous
    assignment and ½ preparing for the next
    assignment
  • The 2 should relate--students should be preparing
    for the next days activity/discussion when they
    do the next assignment

4
Team Approach--
  • Sociology--learn how to learn from a text since
    it is not as much knowledge that is necessary to
    memorize
  • Anatomy-- teach memorization and vocabulary
    techniques
  • Ethics--use the writing feedback approach asking
    questions about the students thinking rather
    than picking on errors

5
Activities for--Sociology A Brief Introduction
Chapter 3 Culture
  • Vocabulary
  • Discrepant Event
  • Preview/Predict
  • KWL
  • Text Structure and using graphic organizers
  • In-class reading
  • High level questions
  • End of chapter questions

6
VOCABULARY
7
How to choose words--
  • Bold words and words that are important to the
    subject or used again in other contexts
  • Make students aware of cognates and roots
    (maximization)
  • Make students aware that context clues can often
    help.

8
How to choose words--
  • abhorrent--p. 65 Secretly taping telephone
    conversations is normally considered illegal and
    abhorrent.
  • nepotism--p. 72 In a country in which almost
    half of all peoplemarry a first or second
    cousin, citizens are predisposed to favor their
    own kin in government and business dealings. Why
    trust a stranger from outside the family? What
    Westerners would criticize as nepotism, then, is
    actually an acceptable, even admirable, practice
    to Iraqis.

9
Vocabulary Work Table--
10
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11
Discrepant Event
12
Preview/Prediction
13
Preview--
  • What are the 4 Elements of Culture?
  • Which element are you most/least knowledgeable
    about?
  • What did the map highlight?
  • What did the figure about college students tell
    you?
  • What questions do you have about this section?

14
Turn subheads into questions--
  • Why is language considered an element of culture?
  • What is the Sapir-Whorf Hypothesis?
  • What are some forms of nonverbal communication?
  • What do you think about the figure on p. 67?

15
K-W-L
16
Text Structure and Graphic Organizers
17
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18
Table of Norms
19
(No Transcript)
20
(No Transcript)
21
In-class reading--Reciprocal teaching
  • Instructor models
  • Reads section aloud
  • Asks questions out loud that come to mind
  • Makes a brief summary of section
  • Clarifies out loud anything not clear
  • Predicts next sections information
  • Student repeats w/ instructor or peer group

22
In-class reading--Reciprocal teaching
  • Suggest they continue this while reading on own.
  • They will need to decide how often they will want
    to stop to do the 4 steps--every paragraph, every
    subhead, every section. It will depend on their
    interest, back knowledge, concentration level,
    etc.
  • It might seem to them that it will take them
    longer but they will actually find that they read
    faster and with better comprehension and memory.
  • This is the type of thing that good readers do
    naturally.

23
High Level Questions--
  • As I read through the chapter, I wrote down
    questions that I thought might be used draw out
    discussions and that would help students to
    clarify the information.
  • These questions could be used for class
    discussion, for outside writing assignments, for
    end of unit test questions, for debates.
  • Students could read through the questions and
    decide on 3 that they wanted to deal with in
    discussions or in writing and then share.

24
High Level Questions--
  • What is the difference between the books
    culture and your idea of what culture means?
  • Discuss differences in cultural universals the
    students may be aware of sports, cooking,
    funerals, medicine, marriage, sexual restrictions
  • Think of examples of discovery vs. innovation
  • Does McDonaldization dilute other cultures or
    enhance it?

25
High Level Questions--
  • How are people and animals culturally the same?
    different?
  • p. 61 (sociological imagination) If you grew up
    in your parents generationwithout computers,
    email, the Internet, pagers, and cell phoneshow
    would your daily life be different?
  • How do culture and genetics relate?
  • Explain the Darwinism (evolution) vs. creationism
    problem.

26
High Level Questions--
  • Is the U.S. resistant to invasions of cultural
    characteristics from other societies?
  • What are the pros/cons of globalization?
  • Why would conflict theorists fear for school
    children if a sociobiological approach would
    dominate?
  • Language precedes thought. What does this mean?

27
End-of-chapter questions--
  • Most college level texts use high level
    questions--you may find you need to create more
    literal questions to direct their reading.
  • Show how to turn subheads into questions and read
    to answer questions and use reciprocal teaching 4
    steps while reading.
  • Writing assignments with these questions can ask
    for clarification rather than re-write/edit. Give
    them back points on their grade when they respond
    to your questions.

28
Literal Questions--
  • What is the difference between norms, sanctions,
    and values?
  • Explain the Sapir-Whorf hypothesis in your own
    words.
  • What are the major differences in the 3
    theoretical perspectives regarding culture?
  • What is the perspective on bilingualism presented
    in this chapter?
  • What cultures have you been exposed to? How were
    they different?
  • What subcultures do you belong to?

29
For another time--
  • Assessments
  • How do you learn about student abilities?
  • How do you evaluate student learning? What are
    some alternatives?
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