Learning How to Learn: Quickly, Successfully Part II

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Learning How to LearnQuickly, SuccessfullyPart
II

• Dr. Geri Mohler
• Assistant Professor, Reading/Literacy
• California State University, Bakersfield
• gmohler_at_csub.edu

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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

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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

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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

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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

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VOCABULARY
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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.

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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.

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Vocabulary Work Table--
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Discrepant Event
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Preview/Prediction
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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?

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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?

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K-W-L
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Text Structure and Graphic Organizers
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Table of Norms
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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

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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.

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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.

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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?

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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.

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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?

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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.

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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?

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For another time--

• Assessments
• How do you learn about student abilities?
• How do you evaluate student learning? What are
  some alternatives?