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“I cannot remember the books I have read any more than the meals I have Active readers learn to differentiate good arguments and structures from bad For books written in an unfamiliar country, try to understand the cultural . sense of the infinity of choices that were made in that text until you start trying . Now what?
Table of contents
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- How To Retain 90% Of Everything You Learn
- Reader Interactions
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When students attain deep understanding of a text, they:.
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Apply ideas from the text in new ways such as by writing an original essay or creating a project based on ideas from the text. There are three key roadblocks that prevent students from achieving depth in their reading:. The skills and discipline that expert readers use to navigate a text are far from easy or natural.
Reading for depth requires focused attention, the willingness to slow down and re-read certain passages, and a critical perspective that questions, evaluates, and engages in a discourse with the text. This way of thinking is not obvious and often will not happen without guidance and structure.
How To Retain 90% Of Everything You Learn
Gaps in content knowledge, language barriers, or reading impairments make comprehension a struggle. Even with the best of intentions, students who cannot make sense of what they read will not achieve depth. They may be putting in a high level of effort, but the cognitive skills are still unfamiliar to them.
Because their thinking is invisible, they continue to repeat the same mistakes, rely on misconceptions, and may ultimately stop trying. If recall is solid, have the student read on. Moving Students From Basic Recall to Analytical Comprehension You can move students beyond basic recall to analyzing texts by using the three strategies that follow: determine importance, make logical inferences, and identify themes.
Determine Importance This strategy applies to fiction and informational texts. Classroom Snapshot: Mikel Paul Green gives a group of fourth graders a short article on the Amazon Rainforest and asks them to set purposes for reading by studying the two photographs and captions and by reading section headings. Scaffolding Suggestions for Determining Importance Help students set a purpose for reading for informational texts.
Help students set a purpose for reading fiction. Ensure that students understand the diverse subgenres of fiction. For example, a purpose for reading The Giver by Lois Lowery might be to explore what makes the book a dystopian novel. Model how you set purposes by reading aloud. First, set a purpose: To determine the structure of folk tales. Then, as you read, think aloud and pinpoint the essential details that help you meet your purpose.
Make Logical Inferences To infer from text, students first have to understand what an inference is: an unstated or implied meaning. The teacher gradually released responsibility for inferring to Sam until he could apply the strategy on his own Scaffolding Suggestion for Making Logical inferences Invite students to make inferences based on events in their daily lives. For example, they can infer the temperament of a dog from its behavior or the mood of a friend or sibling from his or her words and actions.
Think aloud and share your inferring process using a read aloud text. Have students make inferences based on photographs and illustrations in books. Help students transfer inferring from events in daily life, photographs, and illustrations to inferring from text details by first providing them with target words and phrases and asking them to infer. Identifying Themes Themes are tough for readers to identify because, like inferences, they are unstated.
In fiction, explore what characters do and say that relate to that big idea or general topic. In nonfiction, explore information and details that relate to that big idea or general topic. An effective theme statement applies to people, characters, and ideas across texts, not just the text in hand.
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Scaffolding Suggestions for Identifying Themes Have students watch a video and identify its theme. Then ask them to talk about how the same strategy can be applied to a text. Give students the details from a text that they need to identify a theme and have them compose a theme statement. Show students how you pinpoint a general topic in fiction and link it to what characters do and say. Think back to the example of a child trying to get something that's out of reach. By simply scaffolding the child's critical-thinking process during this challenge moment, you're encouraging math by comparing heights, science by encouraging experimentation, technology by helping her think about tool use, creativity in imagining a solution, and engineering by letting her make her imagined solution into a physical reality.
And, on top of all of this, you're giving her great practice in executive functioning skills such as self-control and sustained attention. It's STEM and so much more.
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Adults can encourage children's STEM engagement by noticing when it's already taking place, realizing that the child is not only capable of attaining the goal getting the object but also of meeting the challenge solving the problem with your support, and then taking advantage of that opportunity by engaging the child in an interaction that encourages their scientific inquiry. STEM learning moments aren't only for special activities; they happen all the time, everywhere.
Our job is to draw out that inner scientist, give them the tools they need to make important connections, and encourage them to keep trying and not give up. A common misconception is that "real" learning happens in the classroom, as opposed to informal settings such as museums, libraries, and summer camps. However, the research shows that just as people need to be immersed in a language to become fluent, children, too, need to be given many opportunities in many different settings to become fluent in STEM subjects.
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You can think of STEM learning opportunities like charging stations that power up kids' learning. Our current system is patchy; this explains why some children never develop STEM fluency, which has significant consequences for their overall learning. To bridge informal and formal learning, educators can encourage parent and family engagement in STEM learning.
Parents, as long-term influences in children's lives, can help them make connections between in-school and out-of-school STEM learning, as well as among their learning experiences over time. Parents can activate a child's in-school learning by engaging in related activities at home or outside the home, such as taking trips to a STEM museum or to a library with STEM resources or enrolling the child in STEM-relevant after-school activities e. This kind of parental support has a strong, positive effect on children's participation in math and science activities. Teachers can encourage this involvement by sharing local STEM resources -- library events, museum experiences, and educational technologies -- with parents and encouraging them to charge up their children's STEM batteries at multiple locations outside school.
Communicate to parents what supporting their children's STEM learning really looks like: They don't need to do massive science fair projects at home every night or be experts in STEM topics. They can radically support their children's STEM development by connecting STEM throughout their lives, by engaging in these out-of-school experiences or simply by showing curiosity in daily situations by asking their children the "wh" questions: who, what, when, where, why? Almost one-third of parents, for example, do not feel confident enough in their own scientific knowledge to support hands-on science activities at home.
But parents' and teachers' beliefs about STEM have a profound effect on young children.
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When they believe that it's too hard or it isn't as important as other topics, children pick up on this and come to believe it themselves. The good news is that supporting children's STEM development doesn't mean you have to be an expert. In fact, one of the most important things adults can do is model genuine engagement and curiosity about the world around them. By asking questions and demonstrating wonder, by taking the role of co-learner and guide, and by encouraging children's own curiosity, you are instilling in them the motivation to explore and experiment.