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Evaluation
assignments in science
First, get a side
§ Review the task in the syllabus and any assistance (1-2 minutes)
possibly you are not necessary to read some sections
possibly you are not necessary to read some sections
§ Survey the chapter (5-10 minutes)
for how the satisfied is organized; get the "big picture"
This is not to entirely understand, rather develop opening relatives of bits of information that later will help you identify
hastily page through the opening, the summary, vocabulary list, self-test questions, headings, boldfaced material, major graphics, etc.
observe the major concepts, definitions, descriptions, causes, effects and arguments.
for how the satisfied is organized; get the "big picture"
This is not to entirely understand, rather develop opening relatives of bits of information that later will help you identify
hastily page through the opening, the summary, vocabulary list, self-test questions, headings, boldfaced material, major graphics, etc.
observe the major concepts, definitions, descriptions, causes, effects and arguments.
§ Check out the media, the CD and website (if available)
to see what they contain
to see what they contain
§ Take no notes, and mark no text in this phase
First reading
Create the main reason of your first reading simply to read and
get a good idea of the material: what you understand, and what you do not
A science text presents new and compound material which may be tricky to understand. One piece builds on another to help you build your thoughtful.
The text can provide the basis for understanding, and bring together information in lectures, labs and hands-on experiments, field trips, and media.
A science text presents new and compound material which may be tricky to understand. One piece builds on another to help you build your thoughtful.
The text can provide the basis for understanding, and bring together information in lectures, labs and hands-on experiments, field trips, and media.
§ Read sentences, paragraphs and short passages with 1-second pause.
Read and pause, read and pause. Let your brains collect the parts you just read to give you the sense of the whole unit. This meeting of meaning happens fairly routinely as long as you are purposely looking for meaning and paying attention to the meanings
Read and pause, read and pause. Let your brains collect the parts you just read to give you the sense of the whole unit. This meeting of meaning happens fairly routinely as long as you are purposely looking for meaning and paying attention to the meanings
§ Appear back and forth between words and related graphics
awaiting you can see/tell yourself how they are showing/saying alike things.
A set of text passages that is related to graphics is very useful to understanding. There are many kinds of graphics: pictures, diagrams, maps, charts, tables, graphs
awaiting you can see/tell yourself how they are showing/saying alike things.
A set of text passages that is related to graphics is very useful to understanding. There are many kinds of graphics: pictures, diagrams, maps, charts, tables, graphs
§ From time to time, ask yourself if you are "on track" to
understanding
If you locate yourself reading without thoughtful, stop and ask why.
Is it a question of complexity or distraction? of preparation or terms?
If you think it is serious, ask your tutor, teacher or academic adviser for help
If you locate yourself reading without thoughtful, stop and ask why.
Is it a question of complexity or distraction? of preparation or terms?
If you think it is serious, ask your tutor, teacher or academic adviser for help
§ When you take in that the author is using comparisons and
examples,
link them to their imagery and explanations
link them to their imagery and explanations
§ If you are tired and meanings come very slowly into your mind,
take a beak
If a break is not possible, vary your study activity. For example, sketch a picture fairly than write, walk in its place of sit, read aloud rather than mutely
If a break is not possible, vary your study activity. For example, sketch a picture fairly than write, walk in its place of sit, read aloud rather than mutely
§ If you revisit to analysis after an absence,
check the text and your notes over before appraisal to cue relations
check the text and your notes over before appraisal to cue relations
Appraisal of first analysis
Return to what you do not understand, or want to reinforce
this is not the stage for memorization, but understanding
this is not the stage for memorization, but understanding
§ Mark or emphasize what you think is important
In the margin, use or build up a system; use letters as
"D" for a definition, "F" for a evocative fact,
"C" for a cause-and-effect statement, "A" for a scientific argument
"?" for what you do not understand
Other codes you invent for yourself.
In the margin, use or build up a system; use letters as
"D" for a definition, "F" for a evocative fact,
"C" for a cause-and-effect statement, "A" for a scientific argument
"?" for what you do not understand
Other codes you invent for yourself.
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§ New terms
Write new terms and concepts down
along with a short meaning and/or cues
Keep a list close by or in your pad
Write new terms and concepts down
along with a short meaning and/or cues
Keep a list close by or in your pad
§ Create your own visual pictures or images, or concept maps
§ Create sensory cues
as heat, brightness, movements
as heat, brightness, movements
§ Read a passage aloud to yourself with regular informal intonation. Your version
of printed text into spoken words may set off meanings.
If you can't read aloud, imagine appraisal aloud and hearing your own voice
If you can't read aloud, imagine appraisal aloud and hearing your own voice
§ Work out your own explanations of hard-to-recognize passages
Go in short units (a few words at a time), explain their meaning, think of relations, relate them to other parts of the passage, make inferences and try to make your mind model of the import match the writer’s cerebral model.
Go in short units (a few words at a time), explain their meaning, think of relations, relate them to other parts of the passage, make inferences and try to make your mind model of the import match the writer’s cerebral model.
§ Mark passages with
a problem mark that you still do not recognize
A second evaluation
§ Only read the material again to understand it.
If you are comfortable with what you understand, proceed to other tasks, like solving problems, exercises, material on the CD or website, and so on
If you are comfortable with what you understand, proceed to other tasks, like solving problems, exercises, material on the CD or website, and so on
§ In this second reading, if you find you are still having
difficulty try
The CD, video, or website
The files and find other texts that may clarify it better
Ask the teaching repair or teacher for help
Ask a study group about the stuff and their skill with it
The CD, video, or website
The files and find other texts that may clarify it better
Ask the teaching repair or teacher for help
Ask a study group about the stuff and their skill with it
Appraise your notes for what you:
§ Require to review before any test
§ Must remember
§ Need to absolute exercises or solve harms
§ Need for labs, experiments, prospect lectures,
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