Active Learning - tutor2u

Active Learning - tutor2u

Learning how to learn ACTIVE LEARNING AND EFFECTIVE NOTE MAKING Groundhog Day lessons Groundhog Day: a film where Bill Murray relives the same day over and over again Groundhog lesson: where a teacher teaches the same topic over and over again Why: students have failed to learn how to learn

Have we done this before Sir? Why do goldfish never get bored in a bowl They cannot remember We humans can but Sights, sounds, sensations exist in short term memory for 30 seconds Memory: our ability to learn something, then store it, retain it and recall it when needed Without a conscious effort

we will forget How to acquire memories Your memory is like a wheat field Memories brain pathway Long term memory is made by creating synaptic pathways connecting neurons in the brain Memory is a path of brain cells We remember by re-treading that path So you want to remember? Creating academic

memories requires activity There are three simple steps to better remember things 1. 2. 3. Active listening in the first place to create a path Effective note taking to create beaten down pathway Revisit past learning by rereading class notes, regularly ie at least fortnightly

Passive v Active listening Learning first requires listening What happens if your mind is switched off in the classroom Active listening requires 1. 2. Silence: to allow the other person to speak and be heard. Concentration: bringing all your mind to hear and understand what the other

person is really saying Active listening is made easier by adopting effective note making tactics. What did I just say Passive note taking Traditional note taking Copying words off the board is passive and almost pointless class PowerPoints can be downloaded

Most people can copy and think about something completely different at the same time Far better to opt for active note making Cornell method ( adapted) 2 Questions and keywords Cornell method: widely used in Ivy League colleges Divide a page into three areas 1 Notes: key points made in lesson

3 Summary of key points Notes area Topic Key points in this area. Use Headings Short sharp simple phrases Abbreviations and symbols Date

In the notes area add a topic and date for reference key ideas made during a lesson Notes Have headings Are clear and concise Add underlining and colour after a lesson for emphasis Experiment with colour and underlining Use colour for emphasis eg Underlining adds emphasis

red for a disadvantage or weakness green for an advantage or strength strengths and weaknesses strengths and weaknesses strengths and weaknesses Add keywords, points to follow up and notes for further reading here Questions and keywords area Use the left-hand column to record: Key words and their definition Questions raised by the talk, for follow-up

Notes from research undertaken after the lesson Summary area After class, use the bottom column to write a brief summary of the notes on the page Taking quicker notes: use symbols > Change in

Greater than < Leads to Less than Decrea

se Sum or total Increase % percentage Therefore Good

x Becaus e Bad Taking quick notes: use abbreviations Common abbreviations Cf: compare Eg: for example Min: minimum Max: maximum Etc: and so forth Specialist abbreviations

BoE: Bank of England PED: Price elasticity of demand DD: demand SS: supply EMP: equilibrium market price Govt: government Cet par: all other things being equal So what Creating long-term memories is a process Step one: active listening and note making during lessons step two: additional notes and

annotations after lessons Step three: persistent and consistent rereading of notes Standing homework: add extra notes add colour and underlining create a summary Reread last lessons notes before class He read notes taken in all lessons at least fortnightly

Recently Viewed Presentations

  • Forming Political Opinions

    Forming Political Opinions

    Forming Political Opinions. Demographic Characteristics. Family, Peers, and School. The Mass Media. Cues from Leaders or Opinion Makers. Political Knowledge. 10.4. The first step in forming opinions occurs through a process known as political socialization.
  • Wstęp do prawa UE

    Wstęp do prawa UE

    Sprawa 43/75 Defrenne (5/13) Defrenne postępowanie toczące się pomiędzy stewardesą a jej pracodawcą w sprawie odszkodowania z tytułu dyskryminacji ze względu na płeć, której powódka doświadczyła ze strony pracodawcy w okresie od 15.2.1963 r. do 1.2.1966 r., otrzymując niższe wynagrodzenie...
  • ECU103 - Weebly

    ECU103 - Weebly

    Individually draw a mental map of the path from the post office to the classroom. Remember to include physical and human features (landmarks), scale and if possible direction. Go for a walk to follow your map, are there any significant...
  • Building trees - University of Northern Iowa

    Building trees - University of Northern Iowa

    Long, long ago, in a place far, far away, eight runners (A-H) met in the woods for a foot race. All the runners began the race at a single starting point, but, at various points, the course forked. Each series...
  • Back to school night - lcps.org

    Back to school night - lcps.org

    This PowerPoint can be found on my LCPS webpage! Back to school night. Potomac Falls HS 2018 - 2019. Conceptual & Academic Physics - Dylan Mercer. Team Teacher (2. nd & 3. rd) - Chris Parks. Notecard (Optional) Student Name....
  • League Operations Nora Mitchell Executive Director My Many

    League Operations Nora Mitchell Executive Director My Many

    Nora Mitchell Executive Director My Many Hats Local Volunteer Lacrosse Parent My Day Job NorCal Volunteer US Lacrosse National Volunteer My Team Kristine Love, Girls Director Jason Moore, Boys Director Dan Miller, Webmaster Communication Chain Communication Chain The Board Executive...
  • Proton beams - University of Surrey

    Proton beams - University of Surrey

    The IAEA Intercomparison of IBA codes Joint ICTP/IAEA Workshop on Advanced Simulation and Modelling for Ion Beam Analysis 23 - 27 February 2009, Miramare - Trieste, Italy
  • Educational Stability for Children in Foster Care Collaboratively

    Educational Stability for Children in Foster Care Collaboratively

    Personal safety, attendance, academic strengths and weaknesses, instructional needs, and social involvement of child in current school. Impact transferring child to new school may have on child's needs and progress academically, emotionally, socially and physically.