Slightly updated version- original replaced. When slightly rearranging pagination I found that I had erroneously given two pages the same number and had jumbled the sequence of some text so have corrected; however actuall content vitually identical.
I placed this here for 2 reasons:
1. To make accessible some idea from SAFEWARE that people may have difficulty accessing otherwise
2. To demonstrate the idea that when reading an item of reference material, a student should not just purely read, but do something to focus attention onto what they discerne as key messages. This can be by notes in margin, underlining, highlighting etc if you own the original book. Alternatively make own list of bullet points, take some salient quotes etc. Obviously the scale of what you should "capture" is determined by what is new to you or challenges your pre-held view; generally waste of time summarising that which is already part of your understanding and experience. In this case of course, I did this to summarise for others, rather than myself so have hopefully given a reasonable overview of content.
The reasons why a student should do this when studying are:
a) makes the person really READ and concentrate to determine what needs to be captured by the filter; otherwise it is alltoo easy to skim, turn the pages with mind only half on the task
b) the act of doing something helps incorporate into memory
c) the end result can be filedd to be reviewed in the month before the exam and thse prompts should cause more of the content to come flooding back; have probably reduced content to between 5-10 percent of the original which makes it quick for skim reading just what has already been selected to be the really important stuff.
Hence hope this is useful not only for the content itself, but to give an example of the sort of thing that a student should be doing dutring their initial stages of exam preparation- i.e. absorbing relevant content.
I placed this here for 2 reasons:
1. To make accessible some idea from SAFEWARE that people may have difficulty accessing otherwise
2. To demonstrate the idea that when reading an item of reference material, a student should not just purely read, but do something to focus attention onto what they discerne as key messages. This can be by notes in margin, underlining, highlighting etc if you own the original book. Alternatively make own list of bullet points, take some salient quotes etc. Obviously the scale of what you should "capture" is determined by what is new to you or challenges your pre-held view; generally waste of time summarising that which is already part of your understanding and experience. In this case of course, I did this to summarise for others, rather than myself so have hopefully given a reasonable overview of content.
The reasons why a student should do this when studying are:
a) makes the person really READ and concentrate to determine what needs to be captured by the filter; otherwise it is alltoo easy to skim, turn the pages with mind only half on the task
b) the act of doing something helps incorporate into memory
c) the end result can be filedd to be reviewed in the month before the exam and thse prompts should cause more of the content to come flooding back; have probably reduced content to between 5-10 percent of the original which makes it quick for skim reading just what has already been selected to be the really important stuff.
Hence hope this is useful not only for the content itself, but to give an example of the sort of thing that a student should be doing dutring their initial stages of exam preparation- i.e. absorbing relevant content.
(06-01-2013, 01:37 PM)PJW Wrote: Attached is presentation relevant to this topic.
PJW
