FBLA 2023-2024 Learning Strategies_ Notes.pdf

FBLA 2023-2024 Learning Strategies: Notes Summarizing - Identifying the main idea and most important facts - Brief overview with only key details and ideas - Short and to the point - Somebody Wanted But So Then - SAAC Method - State: the name o...

FBLA 2023-2024 Learning Strategies: Notes Summarizing - Identifying the main idea and most important facts - Brief overview with only key details and ideas - Short and to the point - Somebody Wanted But So Then - SAAC Method - State: the name of the article, book, or story - Assign: the name of the author - Action: what the author is doing (example: tells, explains) - Complete: complete the sentence or summary with keywords and important details - 5 W's, 1 H - First Then Finally - Most important parts of a text, in your own words, in a much shorter way - Discern the essential ideas in a text - Ignore irrelevant information - Meaningfully integrate central ideas - Improves their memory for what they read - Acts as comprehension check - Only the most essential and relevant information - Pairing writers with emergent-writers and asking the writers to take dictation - Use main idea/thesis - A good summary should be comprehensive, concise, coherent, and independent - Enforce positive habits during reading - Improve your memory, comprehension, critical thinking, and creativity. - Retain and apply new information - Ensures you are producing something - Learners who can condense, combine or categorize new information have the ability to separate relevant from irrelevant information https://quizlet.com/66079697/summarizing-flash-cards/ https://quizlet.com/760724219/competency-a-summarizing-flash-cards/ Note Taking - Listen Actively - Increase understanding and retention of information - Focus on speaker or lecturer and avoid distractions - Take note of the emphasized main points and supporting details - Develop essential communication and critical thinking skills - Use Mnemonics - Mnemonics; aids in memory retention - Makes notes concise - Allows you to quickly capture important information - Abbreviations and symbols should be consistent and easy to understand - Summarize The Information - Important to be able to condense large amounts of information into a more manageable form - Beneficial in the long run; Improves ability to analyze - Be Selective - Reviewing notes - Identifying key points - Create a concise summary that highlights most important information - Helps stay organized - Makes studying more efficient - Review Your Notes Regularly - Most effective ways to summarize and retain information - Helps refresh memory and keep important details fresh in mind - Adequately prepared for exams - Dedicate a set amount of time each day to review the material - Focus on the most important details and concepts - Improves recall - Increases understanding of the topic - Better prepared to apply topics - Be prepared before lecture - Concentrate and pay attention - Don’t try to write down everything being said - Use color and symbols to mark structure and emphasis - Highlight major sections, main points and diagrams. - Use different colors to emphasize main points, classify different topics and link concepts or information - Enables You to Capture Every Point - Develops creativity - Supports reflection - Brains works by encoding, storage and retrieval - Stimulate your cognitive functioning - Easily store, retrieve, and share - Taking notes systematically and methodically is essential for work, growth and learning - Note taking demands active participation during lectures or meetings - Listen attentively - Identify key points - Distill complex ideas into concise notes - Facilitates deeper comprehension and critical thinking - More likely to elaborate on the material by processing and interpreting information - Organizes thoughts - Provides structured overview of ideas - Easier to connect concepts and generate new insights - Facilitates effective review - Helps you track progress and stay organized - Leads to better performance - Minimizes distractions - Captures nuances - REAP Method: Read, Encode, Annotate, and Ponder - Reflection - Tailor material to preferred way of understanding - Develops communication skills (convey in clear and organized manner) - Productivity - Cultivates active learning habits - Absorb, process, and apply knowledge - Write phrases, not full sentences - Use own words - Structure notes with headings, subheadings and numbered lists - Code using color, symbols, abbreviations, etc. - Discipline-Specific codes: frequently used in field of study - Use concept maps and diagrams - Trigger own thoughts - Use method that suits preference - Concept Mapping: Ideas that branch out from a central theme - Sentence: Write every thought on a separate line, numbering each line - Charting: Use of charts (tables, etc.) - Keep record of information (external storage function in note taking) - Easier to test understanding of material - Acts as study guide - Don’t write facts, write conclusions - Make connections - Active recall: retrieve information from memory - Review notes as soon as possible after class - Label, number, and date all notes - Use one side of paper for notes and other for reflection - Listen for emphasis and body language - Leave space for reflection between ideas - Keep thoughts and facts separate - Write a summary of notes - Keep notes organized and easily locatable - Handwritten notes proven to be more efficient - Annotating, highlighting and commenting - Preview chapter ahead of time - Create an essential question - Chunk content - Develop and emoji and symbol key - Cornell Method - Left is “cue” column (questions/main idea) - Right is notes column - Bottom is summary - Pros: - Record and review notes in one place - Faster identification of main topics - Encourages active learning (reflection while writing) - Cons: - Summarizing and creating questions takes extra effort - Handwritten notes section has limited area - Difficult to arrange high volume of notes - Record, recite, reflect, recapitulate, review - Visual Method - Also known as sketchnoting - Combines text and visuals - Pros: - Personalized - Makes complex communication easier to understand - Improved creativity - Enhanced memory retention - Cons: - Time consuming - Skill requirement - Cannot be used by visually impaired people - Effort required to make notes encodes information into terms; create new pathways to store the information in brain’s long-term memory - Actively engage with material - Important to listen, think, and take notes at the same time; improves active listening, comprehension, and retention - Standard Format Notes - Also known as linear format - Written in lines down the page - Use sequences of numbers and letters to show relationship between items - Show different levels of indenting - Split Page Format - Useful for broad and detailed information - Cornell without summary - Pattern Notes - Understand text structure at a glance - Distinctive pattern - Easily memorable - Ex: spidergram, table, flowchart and tree diagram - Start/End: oval, start or finish - Process: rectangle, particular activity or operation - Decision: diamond, question posed - Input/Output: parallelogram, entry/exit of data - Connector: circle, various flowcharts join - Flow Arrows: arrows, direction of flow - Note Taking Advantages: - Helps remember material - Assists with attention during class/lecture - Requires more thought - Note Taking Disadvantages: - Extra time needed for efficient notes - Lose track  - Might not be able to keep up with speed of lecturer - - Outline Method - Simple note writing system for storing information in a clear hierarchy - Pros: - Suited for structured lectures - Organized - Main ideas are easily identifiable - Good for conceptual learning (necessary understanding of important concepts - the basics) - Hierarchical structure - Breaks down complex topics - Cons: - Difficult to use in fats and unstructured lessons - Must maintain thorough organization - Requires more thought for accurate information - Not ideal for some STEM classes (math - formulas, equations, etc.) - Skeleton Method - Also known as guided notes - Pros: - Good for dyslexic students - Helps maintain organized and well structured notes - Cons: - Spoonfed - Minimal thinking needed - May not completely understand topic - 5 Rs of Note Taking - Record: Take notes - Reduce: Summarize notes. - Recite: Test understanding using notes  - Reflect: Related or connected to other notes or ideas - Review: Regularly revisit to ensure maximum retention Cooperative Learning - Structuring classes around small groups that work together with utmost success - Each group member's success is dependent on the group's success - Learn more, remember it longer, and develop better critical-thinking skills - Enhance teamwork skills - Favoring the natural need of students for social interaction - Implementing short active breaks during lessons improves health and wellbeing of students - Think Pair Share - Engage introspective and slower students - Peer tutoring has proven to be very effective - Timed Pair Share makes shy and less talkative students speak up - Learn academic material and social skills - Positive interdependence (responsible for own work and group's success) - Face-to-face interaction - Individual and group accountability (individual assignment) - Group behaviors (interpersonal skills) - Group processing (assess effectiveness and collaboration) - Higher achievement - Stronger relationships - Prepare for future career - Increased motivation - Learn to debate without hurting feelings - Cooperative learning groups will have disagreements; can practice resolving issues in a kind manner - Teamwork: - Developing problem solving - Communication - Critical thinking skills - Opportunity to work with and learn from peers - Skills gained through cooperative learning: - Social skills - Personal responsibility - Self awareness - Improve thinking skills - Self management - Leadership - Teamwork - Exposure to diverse opinions - Preparation for real life experiences - Decision making - Skills of successful collaborators and project managers: - Communication - Leadership - Reliability - Collaboration - Efficiency - Problem solving - Open mindedness - Organization - Adaptability - Brainstorming - Creative thinking technique for coming up with new ideas and solving problems - Encourage new ways of thinking and collectively generate solutions - All ideas to be voiced without judgment - Fosters open environment - Vary of skill development in groups will lead to broad ideas while brainstorming - Students with higher development explain their understanding to their peers; mastering the topic - Students with lower development are taught the topic again by peers - Predefined; students are assigned roles - Closely watched by teacher - Effective collaborators must be committed and enthused - Willing to invest necessary time and energy into completing tasks on time - Commitment is needed to fulfill expectations of their role within project - Honor commitments - Acknowledge and appreciate  - Enthusiasm is needed to stay on task and be motivated Inquiry-Based Learning - Process of learning that engages learners - Creates real-world connections through high-level questioning and exploration - Triggers curiosity - Problem based learning - Creates excitement and enthusiasm - Explore and discover knowledge independently - Follow methods and practices similar professionals - Encouraged to explore the material, ask questions, and share ideas - Students learn by applying, instead of memorizing - Build knowledge through exploration, experience, and discussion - 5 Steps of Inquiry - Observation/Orientation: Introduces a new concept and explore - Conceptualise/Question: Students hypothesize and predict - Investigation: Conduct research and find evidence to support or disprove hypothesis - Conclusion: Come to conclusions and answers to questions - Discussion: Learn from one another while presenting findings - Teacher guides discussion with questions, debate, and reflection - Answer/acknowledge all questions - 5E Model - Engagement: Motivate the student - Exploration: Discover on their own  - Explanation: Students share discoveries - Elaboration: Create new connections to other concepts or real-world problems - Evaluation: Check for understanding of the concept and reflect - Structured Inquiry Approach: learn how to ask questions - Open-Ended Inquiry Approach: freedom to explore interest - Problem-Based Inquiry Approach: given a real world problem to solve - Guided Inquiry Approach: teacher led - More engaged classroom - Confirmation Inquiry: Students are given a question, its answer and the method of reaching this answer and have to learn how the method works - Structured Inquiry: Students are given open question and investigation method to craft evidence based conclusion - Guided Inquiry: Typically in groups, students are given an open question and investigate methods to reach a conclusion - Open Inquiry: Students come up with own question method and conclusion with time and support - Small group discussions to compare ideas in detail Differentiation - Process of tailoring lessons to meet each student’s individual interests, needs, and strengths - Gives students choice and flexibility in how they learn - Requires defined goals - With little differentiated instruction, student similarities take center stage - In a differentiated classroom, commonalities acknowledged and built upon, - Student differences become important elements in teaching and learning - Students have multiple options to grab information, make sense of ideas, and express what they learn - Provide several learning options or different paths to learning - Content, Process and Product - Content: Curriculum based knowledge, concepts and skills that students need to learn - Process: Student engages to understand and make sense of the content through activities - Products: Students demonstrate what they have come to know, understand and be able to do - Learning Environment: Space where students feel safe and supported - Students can do remarkable things with proper guidance and support - Helps students take in information and make sense of concepts and skills - Student needs (readiness, interest and learning profile) - Successful with flexible grouping and ongoing assessment  - All students are challenged and engaged regardless of skill level or learning style - Motivates teachers to understand their pupils - One strategy may work better for some students, while another works better for others - Engages different types of learners - Everyone is different, each have a way to best learn and accomplish a goal - Based on students’ readiness, interests, or social styles - Increases engagement - Improves outcomes - Student-centered - Promotes inclusivity - Informs teachers - Individually tailor learning - Different approaches and strategies - Personalize learning according to learning abilities, needs, styles, purposes, and preferences Cognitive Skills - Functions your brain uses to think, pay attention, process information, and remember things - Shapes memory, thinking abilities, and attention spans - Highly impact the way brain manages daily tasks, social settings, and professional experiences - Mental processes that allow us to perceive, understand, and analyze information - Learned and developed with practice and training - Executive functions: higher-level cognitive skills - Metacognition is awareness of brain's thoughts and thought processes - Social cognitive theory and cognitive behavioral theory - Cognitive Learning Theory: Knowledge gain occurs when learners actively engage in problem-solving activities - Cognition: Action or process of acquiring knowledge - Rely on memory - Attention - Memory - Logic - Emotion - Processing information - Thinking - Connection between storytelling and cognitive learning  - Engaging with characters of stories; children learn to appreciate others’ points of view, develop finer sensibilities - Begin to appreciate personalities - Ability to listen, comprehend and tell stories is helpful for cognitive processes and personal development - Understanding the narrative requires complex thinking and mental activity - Improves expressive language skills and effective communication - Storytelling and listening to stories enhance skills needed for reading and writing - Enhance their motivation to learn and their receptivity to learning - Help with the 4 C’s: Communication, collaboration, creativity and critical thinking - External Aids - Posters, flowcharts, mnemonics, checklists, note taking, etc. - ATC (Assistive Technology for Cognition): Reminders, Memory aids, etc. - Following a set of tasks - Learn through discovery - Adding information to already existing knowledge - Enhance and evaluate content - How knowledge is received, organizes, stored and retrieved by the mind - Retention and recall - Social learning - Approach to “big picture” - Decoding and comprehending become automatic - Cognitive skills that support decoding must be atomic for successful reading - Reading includes decoding and comprehension - Cognitive Reading Strategy: Mental process used by skilled readers to extract and construct meaning from text, store knowledge in long-term memory - Mental processes: - Perceive: give meaning - Organize and manipulate: instruction giving capacities of our mind - Storing and retrieve: range of memory processes - Important to be aware that cramming too much information in one go has a negative cognitive cost - Increase memory/retention - Repetition - Spaced learning - Explain/teach to others - Write it down - Real world examples - Distributed practice - ​Visualization - Quiz yourself Active Learning - An approach to instruction that involves actively engaging students with the course material - Discussions, problem solving, case studies, role plays, etc. - Place a greater degree of responsibility on the learner than passive approaches - Instructor guidance is crucial in active learning classroom - Helps promote higher order thinking (application, analysis and synthesis - combination of ideas) - Engage students in deep learning - Centered around writing, talking, problem solving, or reflecting - Enables students to discover their own learning style - Encourages students to find ways to strengthen their resilience - recover from difficulties - Increases determination and self awareness - Builders useful skills - More motivated to freely apply knowledge - Improves communication and cognitive functions - Reinforces important material - Provides immediate feedback to students (more one-on-one time to go through thoughts with teacher) - Provides opportunities to think about and talk about material - Addresses different learning styles - Creates connections and reflections - Builds self-esteem and sense of community through conversations - Maintain student concentration - Deepens learning towards the higher-level skills like critical thinking - Engages students who might otherwise struggle - Promotes recall and deeper understanding of material as students engage and practice the material - Self-exploration makes it unavoidable for learners to enhance critical thinking and decision making skills - Active learning in the form of an online practice or assessment; instantly receive results and feedback - Discuss with peers for feedback - Teachers and students get more one-on-one interaction - Peer feedback (Think Pair Share) - Activities such as reading, writing, discussion, or problem solving; Promote analysis, synthesis, and evaluation of content - Work together in groups or partners to discuss what has been taught - Review least clear topics - Compare findings to real world examples - Actively participate in the learning process, as opposed to sitting quietly and listening - Contradictions with peers - Exit ticket and reflection - One minute paper: sums up student’s understanding of the class - Learners who are directly engaged with learning materials develop positive relationship with training - Increased engagement, participation, motivation, interest, and creativity - “Active learning. Active life.” - Students connect new concepts to prior knowledge - Transfer what they have learned to new situations/contexts in their personal life - By working with others, students share ideas, receive feedback, and learn from different perspectives - Improves ability to work effectively with others - Delegate roles and responsibilities - Accountability - Chance to reflect or predict outcomes - Share and discuss ideas with peers Critical Thinking - Coming to the best possible conclusion using what is presently occupying your mind - Question, analyze, interpret, evaluate and judge what you read, hear, say, or write - Making reliable judgements based on reliable information - Able to clarify thinking to break down information, interpret it and arrive at a decision - Attributes which are learnt and improved through practice and application - Critical Thinking Steps - Clarify: Thinking purpose and context - Question: Sources of information - Identify: Arguments - Analyze: Sources and arguments - Evaluate: Arguments of others - Create/Synthesize: Own arguments. - Ability to engage in reflective and independent thinking - Identify, analyze and solve problems systematically rather than by intuition or instinct - Understand links between ideas. - Determine importance and relevance of arguments and ideas. - Recognise, build and appraise arguments - Identify inconsistencies and errors in reasoning - Approach problems in a consistent and systematic way - Reflect on justification of assumptions, beliefs and values. - Logic, reasoning and creativity - Act of deliberately analyzing information so that you can make better judgements and decisions - Be an active learner rather than a passive recipient of information - Reason: think, understand, and form judgments by process of logic - Usee reasoning skills to come to logical conclusion; will determine the best course of action - Need to be able to analyze and understand information - Open to change - Seek to determine whether ideas, arguments, and findings represent the entire picture - Helps gather more information - Clarify thoughts - Challenge assumptions - Stimulate creativity - When students are encouraged to take an active role in their education, they often become better critical thinkers - Active learners spend more time hearing how their peers view a particular topic - Ask more questions - Loo from a different perspective - Opportunities to motivate themselves and others - Learn, collaborate with diversity, receive and give feedback, and reflect on learning - Increase student motivation and engagement - Foster a positive and inclusive learning environment - Enhance student learning outcomes and retention - Open minded - Seek alternative views - Open to new ideas that may not necessarily agree with their previous thoughts - Willing to reassess their views when new evidence is introduced and evaluated - Able to ask penetrating and thought-provoking questions to evaluate ideas - Argumentation fosters: - Ability to analyze and interpret information, - Ability to distinguish fact from opinion - Able to make informed decisions - Identify emotional biases - Recognize, build, and appraise arguments - Offer own interpretation of a concept - Answering questions about how information “works” as opposed to accepting and presenting information that was read - Appraise: evaluate - Recognize argument structure - Evaluate argument validity - Fallacy: faulty reasoning - Compare and contrast arguments - Apply argument criteria and standards - Seek and provide feedback - Logical fallacy: error that renders an argument invalid  - False cause: incorrectly identifies the cause - Correlation does not equal causation - Straw Man: someone takes an argument and misrepresents it so that it's easier to attack - Begging the Question: circular argument where someone includes the conclusion as a part of their reasoning - False Dilemma: logical fallacy where a situation is presented as being an either/or option when, in reality, there are more possible options available than just the chosen two - Develop analytical skills - Evaluate information - Practice reflection - Use 5 W's and H to help come up with solid argument Advanced Organizer - Type of instructional preparation that links previously learned or known material to a new lesson - Use to focus student attention during lectures - Improve retention of course content - Connect new information with prior knowledge - Provide scaffolding (only necessary support) - Help students construct understanding through an exploration of relationships between concepts - Categorize chunks of information - Refined lens to analyze a complex text - Enable students to recognize patterns - Compare perspectives - Unintended consequence of limiting students’ thinking to just filling in boxes and avoid conceptual understanding - Careful design of graphic organizers can provide important guidance to students toward deeper learning - Requires students to make connections between content - Achieve broader understandings - Ask further questions - Helps organize the new information students’ will take in - Gives kids a preview of what’s to come and gets them interested in seeing more  - Key terms: major words and phrases give an overview - Definitions: define the key terms by giving an explanation of its meaning - Images: show an illustration or picture of what is being taught; makes for easier understanding for visual learners - Key concepts: the topics that will be covered in the class content - Repetition of key terms etches the word and its definition in the students’ minds Vocabulary Development - Process of acquiring new words - Vocabulary: collection of words that person knows and uses - Enhances communication skills - Helps develop critical thinking abilities - Words are the building blocks of thought and ideas - Limited vocabulary can hinder one's ability to think and reason effectively - Can think broader with higher level vocabulary - Students’ usually indirectly learn the definitions to new terms - Grow personal dictionary with new vocab and word meanings - Teaching vocabulary - improves reading comprehension - improves writing - aids in decoding - enhances overall intelligence - Explore words through listening, reading, talking, etc. - Stimulates interest by being able to fluently read a book, sustain a conversation, etc. - Word walls - Foster word-consciousness - Provide access to essential vocabulary, concepts and skills - Reinforce sight-word acquisition - Build content literacy  - Help students see relationships between words and ideas - Makes words accessible - Positive student engagement in vocabulary building - Teaching new vocabulary - Describe and Explain - Restate and Explain in own words. - Create a Drawing - Enrich and Explain Knowledge (synonyms, antonyms, prefixes, etc…) - Collaborate with others (partner work, think-pair-share, etc…) - Involve with play (games, word work, etc…) - Pictures and graphics help visualize and understand new words - Related words, synonyms and antonyms can be compared with the vocab word to increase comfortability - Introducing a new word each week gradually increases a student’s vocabulary without making them feel overwhelmed