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Active reading techniques can help you stay focused and retain more information, but it's a skill that takes time and effort to develop. Here are some strategies to help you get started right away.
Most of us develop a bad habit of glossing over words that are vaguely familiar to us, often not even realizing we are doing so. When you read a difficult passage or book for an assignment, take a few moments to really observe challenging words.
As your reading level increases, the complexity of your material will likely increase as well. The thesis or main idea may no longer be provided in the first sentence; it may instead be located in the second paragraph or even the second page.
Finding the thesis is crucial to comprehension. You’ll need to practice finding the thesis of the text or article each time you're reading.
Before you dive into reading the text of a difficult book or chapter, take some time to scan the pages for subtitles and other indications of the structure. If you don’t see subtitles or chapters, look for transition words between paragraphs.
Using this information, you can craft a preliminary outline of the text. Think of this as the reverse of creating an outline for your essays and research papers. Going backward in this way helps you absorb the information you are reading. Your mind will, therefore, be better able to “plug” the information into the mental framework.
Highlighters can be overrated. Some students commit highlighter overkill and end up with a sloppy multi-colored mess.
Sometimes it’s more effective to use a pencil and sticky notes when you write. Use the pencil to underline, circle, and define words in the margins, or (if you’re using a library book) use sticky notes to mark a page and a pencil to write specific notes to yourself.
No matter what type of information you’re reading, visual learners can always create a mind map, a Venn diagram, a sketch, or a timeline to represent the information.
Start by taking a clean sheet of paper and creating a visual representation of the book or chapter you’re reading. You'll be amazed by the difference this will make for retaining information and remembering details.
A shrinking outline is another useful tool for reinforcing the information that you read in a text or in your class notes. To make a shrinking outline, you need to re-write material you see in your text (or in your notes).
While it is a time-consuming exercise to write out your notes, it is also a very effective one. Writing is a necessary part of active reading.
Once you have written out a few paragraphs of material, read it over and think of one keyword that represents an entire paragraph’s message. Write that keyword in the margin.
Once you have written several keywords for a long text, go down the line of keywords and see if each word will prompt you to remember the full concept of the paragraph it represents. If not, re-read the paragraph and choose a more accurate keyword.
Once every paragraph can be recalled by a keyword, you can begin to create clumps of keywords. If necessary (e.g. if you have a lot of material to memorize) you can reduce the material again so that one word or acronym helps you remember the clumps of keywords.
Science tells us that we all retain more when we repeat a reading. It’s good practice to read once for a basic understanding of the material, and read at least one more time to grasp the information more thoroughly.
Marks will be awarded for answering the following questions and your ability to provide a well-written essay with references. You are advised to support your discussion with at least six sources published during the last ten years.
Students are individuals and not everyone learns in the same way or has the same abilities. Howard Gardner’s Theory of Multiple Intelligences states that people have different intelligences (things they are good at) and this influences how they learn and what they can achieve.
You are advised to support your discussion with at least ten sources published during the last ten years.
Marks will be awarded for answering the following questions and your ability to provide a well-written essay with references.
Assessment Criteria applied - This assessment addresses the following learning outcomes:
Discuss the different intelligences outlined by this theory.
Based on this theory what teaching methods can teachers use to help students learn.
Essay style and academic writing
Formatting And Layout For Assignments:
Work which fulfils all the criteria of the grade below, but at an exceptional standard.
Work of distinguished quality which is based on a rigorous and broad knowledge base, and demonstrating sustained ability to analyse, synthesise, evaluate and interpret concepts, principles and data within field of study, using defined principles, techniques and/or standard formats and applications. This will form the basis for the development of sound arguments and judgements appropriate to the field of study/ assessment task. There will be strong evidence of competence across a range of specialised skills, using them to plan, develop and evaluate problem solving strategies, and of the capability to operate autonomously and self-evaluate with guidance in varied structured contexts. Outputs will be communicated effectively, accurately and reliably.
Work of very good quality which displays most but not all of the criteria for the grade above.
A Distinction Work of highly commendable quality which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.
A very strong Merit Work of commendable quality based on a strong factual/conceptual knowledge base for the field of study, including an assured grasp of concepts and principles, together with effective deployment of skills relevant to the discipline and assessment task. There will be clear evidence of analysis, synthesis, evaluation and application, and the ability to work effectively within defined guidelines to meet defined objectives. There will be consistent evidence of capability in all relevant subject based and key skills, including the ability to self-evaluate and work autonomously under guidance and to use effectively specified standard techniques in appropriate contexts.
Work of sound quality based on a firm factual/ conceptual knowledge base for the field of study, demonstrating a good grasp of relevant principles/concepts, together with the ability to organise and communicate effectively. The work may be rather standard, but will be mostly accurate and provide some evidence of the ability to analyse, synthesise, evaluate and apply standard methods/techniques, under guidance. There will be no serious omissions or inaccuracies. There will be good evidence of ability to take responsibility for own learning, to operate with limited autonomy in predictable defined contexts, selecting and using relevant techniques, and to demonstrate competence in relevant key skills.
Work of capable quality which contains some of the characteristics of grade above.
Work of satisfactory quality demonstrating a reliable knowledge base and evidence of developed key skills and/or subject based skills, but containing limited evidence of analysis, synthesis, evaluation or application.
Work of broadly satisfactory quality covering adequately the factual and/or conceptual knowledge base of the field of study and appropriately presented and organised, but is primarily descriptive or derivative, with only occasional evidence of analysis, synthesis, evaluation or application. There may be some misunderstanding of key concepts/principles and limitations in the ability to select relevant material or techniques and/or in communication or other relevant skills, so that the work may include some errors, omissions or irrelevancies. There will be evidence of ability to operate with limited autonomy in predictable defined contexts, using standard techniques, and to meet threshold standards in relevant key skills.
Work of bare pass standard demonstrating some familiarity with and grasp of a factual/conceptual knowledge base for the field of study, together with evidence of some ability to employ specialist skills to solve problems within area of study, but only just meeting threshold standards in e.g. evaluation and interpretation of data and information, reasoning and soundness of judgment, communication, application, or quality of outputs. Work may be characterised by some significant errors, omissions or problems, but there will be sufficient evidence of development and competence to operate in specified contexts taking responsibility for the nature and quality of outputs.
Work which indicates some evidence of engagement with area of study in relation to acquisition of knowledge and understanding of concepts and principles, and of specialist skills, but which is essentially misinterpreted, and misapplied and/or contains some significant omission or misunderstanding, or otherwise just fails to meet threshold standards in e.g. communication, application or quality of outputs.
Work that falls well short of the threshold standards in relation to one or more area of knowledge, intellectual, subject based or key skills. It may address the assessment task to some extent, or include evidence of successful engagement with some of the subject matter, but such satisfactory characteristics will be clearly outweighed by major deficiencies across remaining areas.
Work of poor quality which is based on only minimal understanding, application or effort. It will offer only very limited evidence of familiarity with knowledge or skills appropriate to the field of study or task and/or demonstrate inadequate capability in key skills essential to the task concerned.
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