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© 2014 Pacific Crest
25
Step
Explanation
7. Quick Read
Complete a quick reading, largely skimming the content for the author’s
purpose, intended audience, type of writing and key emphasis areas
(diagrams and pictures) to prepare for developing initial questions. Note any
questions you have as you begin to read.
8. Comprehensive
Read
Read carefully using your initial questions, taking notes and highlighting
important passages, annotating in the margins and marking difficult
passages to answer your questions, formulate new questions, and support
your ideas.
9. Inquiry Questions
Elevate the inquiry to higher levels of learning, so more significant issues
can be addressed by applying this knowledge.
10. Synthesis
Think about what you’ve read, combine the parts, sections, or ideas into a
whole and produce learning around your learning objectives.
11. Integration
Integrate new information you’ve learned with your existing knowledge base
to find new ways to apply this knowledge in your life.
12. Assessment
Assess your progress. Did you meet your learning objectives? How long
did the reading take? How could you improve your reading performance in
future?
Scenario:
Jennifer wanted to learn more about Process Education, the philosophy behind the
design of
Quantitative Reasoning and Problem Solving
, and asked her instructor
for an article about it. Her instructor knew of an article in the
International Journal
of Process Education
that would give Jennifer a bit more information
.
What
follows is an excerpt from that article as well as Jennifer’s use of the Reading
Methodology. (The full article is available at the companion website.)
... Process Education also shares many components with problem-based learning, or PBL. (www.pbl.
org). PBL was introduced as a term at McMaster University and was written on extensively by Barrows
and Tamblyn, who applied it to medical education. In medical education, faculty were frustrated with the
effectiveness of traditional teaching methods. They found that graduates in their internships after medical
school were often not able to apply what they had learned to the challenges they faced in the hospital.
Through PBL, students are presented with an ill-defined problem. They work cooperatively to solve the
problem and access resources as needed. An important component of PBL is that it is student-centered
with the students, rather than the instructor, managing the problem-solving process. The faculty member
in PBL serves as a facilitator of that learning.
Central to the methods described previously is the role of the faculty member as a facilitator of the learning
process. There are many strategies for facilitative learning with the main goal of moving the teacher
away from the center and locus of control. Many have written about the use of cooperative learning in
education. As Wong and Wong stated in 1998, “Cooperative learning is not so much learning to cooperate
as it is cooperating to learn.” As they and others have indicated, cooperative learning extends far deeper
than just placing students in groups. According to proponents of cooperative learning, two elements are
key: positive interdependence and group and individual accountability.
1.3 Learning to Read Mathematics