2.  Understanding an assignment through ‘Close Reading’  Strategies for ‘Active Reading’  The science of ‘Improved Learning’  Quick Quiz  Group Exercise  References

3. Read the assignment outline at least three times before starting it. You should engage in a ‘close reading’ of the assignment outline. Ask yourself these questions:  When is it due?  What is the title? What does the title mean?  How much is it worth?  What parts are provided in the outline? How is the outline structured?  How long is the assignment expected to be? Does the outline already break down the expected assignment structure for you?

4.  What terminology is used to define the requirements?  What kind of writing style is expected?  Why is your instructor asking you to do this assignment? Let us look at the assignment outline for the NSE 11 Annotated Bibliography assignment and answer these questions.

5.  Parts of the Assignment Outline: Title Due date Purposes Process Rubric  Parts of the assignment itself: Formatting Summary/Description Evaluation/Analysis Connecting/Reflection

6. Key Terms (from purpose and process):  Annotated Bibliography  Combined annotation  Determine  Relevance  Accuracy  Quality  Concise Exposition  Succinct Analysis  Critical Evaluation  Rubric

7. Key terms (from Rubric):  APA format  Summarize  Describe  Evaluate  Analyze  Connect  Reflect

8. What is an annotated bibliography ? Example of an annotated bibliography What is a combined annotation ?  APA Reference  Para 1: Summary  Para 2-3: Evaluation  Para 4: Reflection

9. Determine : Identify and state specific information in your own words. Relevance, Accuracy, Quality : Different criteria for evaluating an article. Concise Exposition : To-the-point, investigative and argumentative (Expository Essay).Expository Essay Succinct Analysis : No wasted words, breaking down the complexity of a text. Critical Evaluation : In-depth measurement of the article’s quality. Rubric : Detailed outline of the expectations for an assignment.

10. We will explore the meaning of the remaining key terms in more detail as we break down the assignment in upcoming weeks. For now it is important to understand the general differences between these 3 levels of reading: 1) Summary/Description (literal) 2) Evaluation/Analysis (critical) 3) Connection/Reflection (reflective)

11. The working definitions for these three modes of reading can be found in the rubric for this assignment.

12.  What kind of writing style is expected?  Why is your instructor asking you to complete this assignment?

13. Critical Thinking Critical Reading Close Reading Active Reading Critical Writing

14.  Active reading involves strategies:  Pre-reading  Notating  Identifying Patterns  Summarizing  Active Listening and Attendance

15.  Tips:  Find the readings, make a weekly ‘pile’ and/or list  Read introductory information  Read questions at end  Skim subheadings and topic sentences  Preview and Predict!  Read conclusion first  Get to know author  Find out text’s original purpose and context  Ask yourself ‘why are you having to read this text’?  Ask questions and engage in inner dialogue with the author

16.  Notation tools: pencil, dictionary, highlighter, or computer  Underline or highlight :  Thesis statement  Key points and supports  Key summary  Key terms  Write comments, summary, questions (in margins)  Identify patterns: predict arguments, follow logic  Chronological order  Thematic order  Classification  Claim/Support  Problem/Solution  Statement/Response  Cause/Effect or Effect/Cause  Comparison/Contrast

17.  Tips:  Identify thesis/main point(s)  Identify support for main point(s)  Include occasional short quotes  Use your own words  Use a structure that makes sense to you

18.  Create visual representations of the ideas presented in the text Communication is essential to nursing Prescriptive Descriptive Evaluative

19.  The process you establish is up to you. The key is to find your own ways of becoming an active reader. In general, the process should involve the following:  Finding the right place to read – free from distraction  Previewing the reading for main ideas and concepts  Formulating questions about the reading  Taking notes as you read  Engaging with your notes out loud  Reviewing your notes regularly

20.  Taking Notes While in Lecture  Involves multiple skills: listening, decoding and writing  Pre-Lecture Strategies  Check your syllabus to see the content of the lecture  Read your reading before class  Fill in knowledge in lecture  Learn about more examples and concepts in lecture  Review at home

21.  Taking Notes  Lecture notes should reflect both what the professor is saying and how you understand it.  Downloading PPT slides is not enough! PowerPoint offers you a way of organizing ideas and key ideas, but it is not a replacement for notes

22. Strategies for Note Taking  Develop your own short forms  Listen for cues:  Breaks and transitions  changes of tone (esp. digression)  Opinion vs. info from the text  Recognize summary and repetition  Use the ppt to your advantage:  Create headings in your notes  Draw any diagrams  Take the time to make the info make sense to you

23.  Come to each class with at least one good question from the readings.  And/or, come up with at least one good question for the instructor while listening to the lecture.  Participate in class activities.

24.  How can we understand the processes of learning whether we are attempting to absorb information from an article, book, website, or lecture?  Cognitive Foundations  Previous Knowledge  Inquisitive Tenacity

25.  Cognitive Foundations In a meta-analysis, Gary Stix (2011), explores the neurological foundations for improving reading, writing, arithmetic, and social skills. He reports that the cognitive foundations of good learning depend on EXECUTIVE FUNCTION.

26. What are the cognitive attributes of EXECUTIVE FUNCTION? 1) Attentiveness (active reading and listening) 2) Memory (ability to hold what you have just seen, heard, or read “in the mental scratch pad of working memory” (Stix, 2011, p.55) ) 3) Delayed Gratification (say no to the marshmallow)

27. What does PREVIOUS KNOWLEDGE have to do with the processes of learning?  bell hooks (1994) discusses the merging of critical thinking in everyday life with book- knowledge and suggests that our primary method of learning is to use “everything we already know to know more” (p.2).  Association and ‘ disciplinary crossings ’

28. What is the power of INQUISTIVE TENACITY?  Children get it.  Use question variation.

29. 1) What are the 4 parts of the ‘ combined annotation ’ as required by your Annotated Bibliography assignment? 2) What does ‘ exposition ’ mean? 3) Differentiate between ‘ close reading ’ and ‘ active reading.’

30. 4) Describe the hierarchical visual of ‘ critical thinking ’ as used in the presentation. 5) When summarizing an article or reading, what do you want to include? 6) What are the three attributes of ‘ executive function ’?

31.  In your CL groups, create a ‘ mind map ’ of this week’s reading.  Create a side-bar list of all the key terms from the reading.  Share with class.

32. Stix, G. (2011). How to build a better learner: Brain studies suggest new ways to improve reading, writing and arithmetic-and even socials skills. Scientific American, 305 (2), 55. hooks, b. (1994). Outlaw Culture. New York: Routledge.