Strategies for Deep Learning and High-Level Thinking Karwan H. Sherwani Academic Life Skills I

Objectives Stages in the learning and memory process Learning strategies from listening to lectures and making notes. Reading strategically to comprehend and retain textbook information Using self-questioning to promote your critical and creative thinking

Stages in the learning and memory process Sensory input (perception): taking information into a brain Memory storage: saving information in the brain Memory retrieval: retrieving it when it’s needed.

Learning strategies from listening to lectures and making notes. Students with a good set of notes have a written record of that information, which can be reread, reflected on, and studied later. When students write down information presented in lectures, rather than just listen to it, you are more likely to remember that information. Studies shows that information delivered during the lecture is the number one source of test questions and answers on college exam.

Pre-lecture Strategies Check the syllabus to see where you are on the course and determine how the upcoming class fits into the total course picture. If possible, get to class ahead of time. Adopt a seating location that maximizes your focus of attention and minimizes sources of distraction. (Front-line and center). Affects negatively on your lecturer’s memory when you are in favor of back seats and when writing recommendation letters. When you ask a question.

Pre-lecture Strategies CONT. Be aware of how your social seating position affects our academic performance in the classroom.

During Lecture Take your own notes to class. (Your own notes, in your own words, ensures they make sense and have personal meaning to you. Unless, you want to compare. Focus your attention on important information Pay attention to information your instructor puts in writing. Pay attention to information presented the first and last few minutes of class. Use your instructor’s verbal and nonverbal cues to detect important information. (“The point is”, “Is that clear?”, and etc.) (Facial, body movement, eye contact, etc)

During Lecture CONT. Take organized notes. (Paragraphs or note-taking system by Cornell) If you don’t immediately understand what your instructor is saying, don’t stop taking notes. Because this will at least leave you will a record of the information that you can review later when you have more time to think about it and grasp it.

After Lecture As soon as class ends, quickly check your notes for missing information or incomplete thoughts, as the information is fresh in your mind. Before the next class session meets, reflect on and review your notes to make sense of them.

Reading strategically to comprehend and retain textbook information College professors often expect you to relate or connect what they are lecturing about in class with materials that you’ve been assigned to read.

Strategies to use while reading Read selectively to find important information. No need to read (cover to cover). Look up the meaning of unfamiliar words you encounter while reading. Take written notes on what you’re reading. Pause periodically to summarize and paraphrase what you’re reading in your own words. Use the visual aids included in your textbook or search in youtube.com/learning platforms ex.(coursera.org).