Reading beyond the words

Reading beyond the words

The knowledge level of thinking: most literal, opening when you recall facts or recognize the correct answer; comprehension level of thinking: thinking over paraphrase, making conclusion from, and prediction about your reading material, the application level of thinking requires you to solve problems by selecting and utilizing the appropriate concepts, principles, or theory; analysis level of thinking: you take a different or complex concept, such as democracy, mitosis, or phonics from your textbooks, and break it apart into the smaller ideas or parts it is made of; the synthesis level of thinking: requires you to arrive at an understanding of the “bigger picture” by combining the individual elements that contribute to it; evaluation level of thinking involves making value judgment based on specific criteria rather that one’s on own options.
There are two alternative approaches to providing accessibility advice for mobile learning. A technology based approach looks at the functions available on devices with particular accessibility benefits. Bloom's taxonomy triangle illustrates how the same functions can be used in different ways to provide different benefits – and indeed barriers.

reading understanding and creating visual aids

The primary purpose of visual aids is to make data easy for the audience to understand. Is should support project data and make talk more interesting. Visual aids should be more than words printed large enough for everyone to see. They should be used to portray concepts that are better explained graphically than verbally. It is much easier to see a profit pattern in a bar graph rather than a list of data.
The presenter should take center stage during a business presentation. Visual aids should be used to reiterate and reinforce core ideas the presenter is delivering. Too much detail, or flashy graphics and transitions, can command the audience's attention and cause the presenter to become a secondary concern. Help focus the audience on the presenter and use visual aids to reiterate, clarify, or simplify your ideas.
Preview visual information: 1 read title and explanation so you know what idea of the text the visual illustrates, 2 check information, is it provided and reliable, 3 look for clues to purpose of visual in the headings and label used, 4 circle key words in title and associated text, 5 answer 3 questions in your journal: What is purpose of the visuals? What info is being presented? What is the main point of the visual?
Types of visual aids: charts and tables, graphs, diagrams, outlines, mind maps, time lines, free-form drawing.

Identifying and evaluating arguments

Argument is the most fundamental concept in our study of critical thinking. Much of this course will be devoted to identifying, developing, and evaluating arguments. We will study valid and invalid forms of arguments, strong and weak arguments, causal arguments, analogical arguments, and arguments based on generalizations. The significance of arguments to critical thinking makes it important for all of us to understand the term, and its relationship to some of the basic language of the critical thinking course.
Argument consists of 2 parts: conclusion (decision opinion you reach after thinking about problem); reason (statement that explain justify and support conclusion). A deductive argument is one in which it is claimed that it is impossible for the premises to be true but the conclusion false. Thus, the conclusion follows necessarily from the premises and inferences. In this way, it is supposed to be a definitive proof of the truth of the claim (conclusion). An inductive argument is one in which the premises are supposed to support the conclusion in such a way that if the premises are true, it is improbable that the conclusion would be false. Thus, the conclusion follows probably from the premises and inferences.
Determining dependability in arguments: check date of publication, check source of publication, check authorship (author experience in this field, author reputation for accuracy, objectivity of author, firsthand or not). A list of Fallacious arguments (http://en.wikipedia.org/wiki/List_of_fallacies): red herring, false cause, slippery slope, ad hominem, circular reasoning.

Textbook Marking

Textbook Marking

Textbook Marking - marking in your textbook can aid in the learning process. A convenient way of making this happen is to change headings into questions and then attempt to answer the question while reading. This technique will help you become more realistic and even increase your speed.
Steps of marking – preview: skim your reading material that have been assigned (ask questions to yourself, identify unfamiliar words), study and read: read chapter using study-reading and sectional reading (before you mark any thing), mark or highlight text: mark text which answered the main idea and the major supportive details, write margin cues: write a symbols to indicate what you marked and why.
Deciding what else to mark depends on 3 factors: 1additional information provided in lecture 2 parts of reading you find unclear 3 your own particular experience in home assignment.
Develop a marking system that does not interfere with your textbook reading. Both pencils and highlighters can be used to signify important information. The advantage of using a pencil is that additional written information or questions can be included on the page. A highlighter will illuminate information for later review. The markings in your textbook should be easily followed and should serve as a summary of the chapter material.

chapter 9

Preview study-read review

Benefits to questioning to yourself during reading: you established purpose for reading, which gets your brain ready to learn; you make a mental framework that holds in information in an organized way; you give yourself the opportunity to react to what you read and not just accept what an author is saying; you read more closely because you are looking for your answers to your questions.
Steps for previewing reading – 1 skim the reading (skim the amount you plan to read in one episode of reading); 2 develop questions (6 questions to the title: who what when where how why); 3 predict content.
Study-reading – asking and answering the questions you developed in the preview stage, and relating with information you already know.
Steps for study-reading – read and ask questions (start reading at the first heading and ask questions); understand sections (read one complete part at a time); monitor your reading (1 what do I understand 2 where did I lose concentration 3 what questions do I still have); determine main idea.
Review stage – ask yourself questions in order to understand what you have read in relations of what you already know about subject.
Steps for reviewing – assess your understanding of entire reading assignment (summarize what you have read, attach new information to old, comprehension check); clarify confusion parts.
PSR should help me to understand material on my own or alert me to the fact that I need to ask and what should I ask, also it helps to remember text more quickly.

cr th ch8

Methods of organization

Methods of organization: listening, analysis, effect, comparison, definition, sequence.
Organization word clues are used to indicate the overall organization of a reading passage, journal article, or textbook chapter.

critical reading

Reading

I complete reading for my easiest class first – NO
I currently use the reading plan – NO
I use different reading strategies to help read more efficiently – YES
I know what the best time study are – YES
Each day I complete the reading to my favorite classes and fit reading for my other classes later – NO
Each day I make a list of reading tasks that I need to do – NO
I save time by taking regular breaks when I read – YES
It takes too long to read a chapter – NO
Sticking to a schedule seems too rigid for me; I’m too spontaneous to stick to a regular reading plan –NO
Speed reading is the best strategy for reading effectively – NO

Effective reading can be define as being able to read and comprehend textbook material in appropriate time for me. To become more effective reader you need to judge your reading rate against your prior reading experience and to use other students reading rates only to help you to set appropriate reading goals for yourself. 300 words a minute when you reading for pleasure.
Speed reading consists of visually grouping words together, reading them in chunks instead of separately. Critical reading slow down, takes time to digest an author’s points relate the newly learn information to previous knowledge on the subject, and think about what you are reading.
Types of reading: reading quickly, skimming (only some words on the page), reading or regressing (when you didn’t understand author’s point; use dictionary and read once more), subvocalizing (reading aloud), pacing (reading with using your finger tips).
Comprehension should be your main reading goal, not how fast you read. Choose time to study based on when you are most alert. Track your reading rate so you can create daily reading plans that set realistic goals.

chapter 6

Communication

Use language: it operates at two levels: the logical level (for proposals or offer) and pragmatic (syntax style and semantics).
Use the non verbal communication: make eye contact, adjust body position, nonverbal discourage or encourage what the others say.
Information about alternatives, information about outcomes, social accounts – type of communication that occurs during negotiation consists of the “social accounts” that negotiator use to explain things, communication about process. More information is not always better.
Communication types: passive listening, acknowledgment – more active type than passive listening, when acknowledging receive information maintain eyes contact or interject responses, active listening
Role of reversal – allow negotiator to understand of other party’s perspective, frame, or reference.Special communication considerations at the close of negotiation: avoiding fatal mistake (framing, gathering intelligence, coming to conclusions, learning from feedback), achieving closure.

observing cube

WHAT HAPPANES TO THE CUBE WHEN YOU OBSERVE IT?

A cube became more flat.

HOW DOES OBSERVING FEEL AS YOU DO IT?

I was trying to turn on my imagination but nothing happenes.

inferences

Chapter 4

The word infer means to derive by reasoning, to conclude, to guess. When we infer we use imagination and reasoning to provide explanation for situation in which all the facts are either not available or not determined.
Responsible report writing or descriptive writing lets the facts think themselves as much as possible. Writing that offers specific detailed support for its conclusions makes interesting writing. When we perceive and think clearly we interests both ourselves and others. Responsible inference can be used in descriptive writing to tie facts together. Care must be taken to distinguish facts from inferences nevertheless.
In solving problems inferences can be used as a strategy in planning and choosing alternatives. When we think well we assess all facts derive as many inferences as we can and devise strategies for confirming or obtaining more information. Detectives and consultant of all kind are valued for their ability to examine facts and make the best inferences from them.
Inferences tend to build on inferences in chains of associations. Unless each inference is tested for its support of evidence, a service of inferences can mislead us into flights of imagination, away from reliable knowledge. Facts and inferences are linked together through generalizations. Facts have little significance in themselves until generalizations or laws can be derived from them. The topic sense of paragraph is a generalization that summarize the main idea to be to be demonstrated in the paragraph. When we think we usually arrive at this generalization last, after we have examined all our facts and inferences.

What do I stand for as a foundation of critical thinking?

What do I stand for as a foundation of critical thinking?
Critical thinking – is thinking that analyzes thought, assesses thought, and because that transforms thought for the better.

What upsets me about critical thinking?
I didn’t understand this question. Upsets in the subject or in my critical thinking?

What do I love about critical thinking?
Critical thinking helps a lot to understand your own problems with thinking and understanding the subject you talking about, improve your communicational skills, help you in study and permit to develop more deep understanding of assigned problem.

What do I feel about critical thinking?
Critical thinking provides the conceptual tools for understanding how the mind functions (in its pursuit of meaning and truth).

What do I hear about critical thinking?
I hear critical thinking helps a lot in study education and future career.

What do I see about critical thinking?
I see behaviour of different people in different life situations, and it helps me to make my own decisions. And also I’m reading a lot.

What do I think about critical thinking?
I think that I will become more successful in study and in a future life if I will go deep into critical thinking problems. I will think I will feel myself more confident in conversations and it will be easier to make hard decisions.