|
Reading II: Strategies for Independent Reading
|
|
Being a Self-directed Learner
|
|
|
|
Overview
|
|
Title
|
Being a Self-directed Learner
|
|
Developer(s)
|
Jeffries, Shafel
|
|
Date
|
6/30/1998
|
|
|
|
Purpose
|
|
With your instructor, review the competency, learning objectives, and activities below. Select activities which will strengthen your reading skills. (The learning objective addressed is listed in parenthesis after each learning activity.) Take care to select activities that include reading and study materials along with computer-assisted instruction and application. Check those activitie that you plan to do. On the record sheet following these competencies record the outcomes of these activities as you complete them.
|
|
|
|
|
|
Target Competency
|
|
1.
|
Develop responsibility for self-directed learning.
|
Linked Core Abilities
|
|
#1
|
Communicate effectively
|
|
#2
|
Demonstrate critical thinking
|
|
#3
|
Develop a sense of personal, social, professional, and work ethics
|
|
#4
|
Develop global awareness
|
|
#5
|
Use mathematics effectively
|
|
#6
|
Use science and technology
|
|
#7
|
Develop self-awareness
|
|
#8
|
Learn effective social interaction
|
|
|
|
|
|
|
|
Performance Standards
|
|
Competence will be demonstrated:
|
|
o
|
individually, collaboratively, or in small groups.
|
|
o
|
through oral, written, computerized, and/ordemonstration formats
|
|
|
|
|
Criteria - Performance will be satisfactory when:
|
|
o
|
learner identifies personal learning style.
|
|
o
|
learner develops academic and/or personal goal plan.
|
|
|
|
|
|
|
|
|
Learning Objectives
|
|
This learning plan addresses the following learning objectives to help you master the competency:
|
|
a.
|
Use personal learning style.
|
|
b.
|
Develop time and resource management skills.
|
|
c.
|
Adjust academic goals.
|
|
|
|
|
|
|
|
Learning Activities
|
|
_____1.
|
|
COMPLETE "What's Your Learning Style?," pp. 68-72, READING IN THE CONTENT AREAS SOCIAL STUDIES (New Readers Press) or some other learning style inventory. (a.)
|
|
|
|
_____2.
|
|
READ "Notes on Left Brain/Right Brain" (1a. handout) and COMPLETE "Left Brain/Right Brain Learning" inventory (1a. handout). (a.)
|
|
|
|
_____3.
|
|
READ and COMPLETE the exercise "Multiple Intelligences" (1a. handout). (a.)
|
|
|
|
_____4.
|
|
COMPLETE "Identifying Your Strongest Intelligence" (1a. handout). (a.)
|
|
|
|
_____5.
|
|
REVIEW the inventories above. CREATE a mapping of yourself or write a summary of your personal qualities. (a.)
|
|
|
|
_____6.
|
|
OTHER______________________________________________
|
|
|
|
_____7.
|
|
DISCUSS time management with your instructor. (b.)
|
|
|
|
_____8.
|
|
READ "Timing is Everything," MAKING YOUR MARK (LDF Publishing, Inc.). (b.)
|
|
|
|
_____9.
|
|
READ "How to Enhance the Chance for Success in College" (1b. handout). (b.)
|
|
|
|
_____10.
|
|
READ and COMPLETE the exercises for "What's Your Prime Time?" (1b. handout) and COMPLETE "Best Study Time" inventory (1b. handout). (b.)
|
|
|
|
_____11.
|
|
READ "Why Bother with a Time Schedule," COMPLETE "Personal Scheduling," and FILL IN your personal Time Scheduling Chart for one week. At the end of the week REFLECT on your time management. COMPLETE "Where has the Week Gone?" With a colored pen SHOW how your schedule "really" went. WRITE a short paragraph explaining the differences in the proposed week schedule and the actual schedule (1b. handout). (b.)
|
|
|
|
_____12.
|
|
READ "A Guide to Help You Fill Out Your Weekly Schedule" and COMPLETE your weekly schedule. At the end of the week, REFLECT on your time management. COMPLETE "Where has the Week Gone?" With a colored pen SHOW how your schedule "really" went. (1b. handout). (b.)
|
|
|
|
_____13.
|
|
READ and COMPLETE the exercises on "Avoiding Procrastination" (1b. handout). (b.)
|
|
|
|
_____14.
|
|
MAKE a list of 15 things that you need to do today. PRIORITIZE in the order of most important. PRIORITIZE in the order of which comes first in the day. MAKE a third list which INTEGRATES both importance and time order. (b.)
|
|
|
|
_____15.
|
|
DEVELOP a personal study/work/family guide for the semester. INCLUDE a specified time line. (b.)
|
|
|
|
_____16.
|
|
ESTIMATE time required to complete three assignments/activities. COMPARE actual time. EXPLAIN discrepancy. (b.)
|
|
|
|
_____17.
|
|
OTHER____________________________________________
|
|
|
|
_____18.
|
|
LIST potential barrier to goals and possible solutions. (c.)
|
|
|
|
_____19.
|
|
SCHEDULE a meeting with academic counseling staff. (c.)
|
|
|
|
_____20.
|
|
REFLECT on your academic goals and progress each month. REVISE your personal study/work/family guide every month as needed. (c.)
|
|
|
|
_____21.
|
|
OTHER____________________________________________
|
|
|
|
|
|
Assessment Activities
|
|
_____1.
|
|
REFLECT on what you have learned about yourself, take into consideration time management and the need to set and adjust goals. COMPLETE "What I Learned" and DISCUSS with your instructor. (1 P.A. handout).
|
|
|
|
_____2.
|
|
REVIEW and REVISE your personal guide throughout the semester as needed.
|
|
|
|
_____3.
|
|
PRESENT a portfolio of written work.
|
|
|
|
_____4.
|
|
OTHER______________________________________________
|
|
|
|
|
|
Reading II: Strategies for Independent Reading
|
|
Applying Learning Strategies
|
|
|
|
Overview
|
|
Title
|
Applying Learning Strategies
|
|
Developer(s)
|
Jeffries, Shafel
|
|
Date
|
6/30/1998
|
|
|
|
Purpose
|
|
With your instructor, review the competency, learning objectives, and activities below. Select activities which will strengthen your reading skills. (The learning objective addressed is listed in parenthesis after each learning activity.) Take care to select activities that include reading and study materials along with computer-assisted instruction and application. Check those activities that you plan to do. On the record sheet following these competencies record the outcomes of these activites as you complete them.
|
|
|
|
|
|
Target Competency
|
|
2.
|
Use learning strategies to process written material effectively.
|
Linked Core Abilities
|
|
#1
|
Communicate effectively
|
|
#2
|
Demonstrate critical thinking
|
|
#3
|
Develop a sense of personal, social, professional, and work ethics
|
|
#4
|
Develop global awareness
|
|
#5
|
Use mathematics effectively
|
|
#6
|
Use science and technology
|
|
#7
|
Develop self-awareness
|
|
#8
|
Learn effective social interaction
|
|
|
|
|
|
|
|
Performance Standards
|
|
Competence will be demonstrated:
|
|
o
|
individually, collaboratively, or in small groups.
|
|
o
|
through oral, written, computerized and/or demonstration formats.
|
|
|
|
|
Criteria - Performance will be satisfactory when:
|
|
o
|
learner sets purposes for reading.
|
|
o
|
learner activates prior knowledge and constructs questions before reading.
|
|
o
|
learner uses organization of printed materials for comprehension and monitors comprehension while reading.
|
|
o
|
learner paraphrases and summarizes information.
|
|
o
|
learner uses systems to increase retention.
|
|
o
|
learner applies test-taking skills.
|
|
|
|
|
|
|
|
|
Learning Objectives
|
|
This learning plan addresses the following learning objectives to help you master the competency:
|
|
a.
|
Set purposes for reading.
|
|
b.
|
Activate prior knowledge.
|
|
c.
|
Construct questions before reading.
|
|
d.
|
Use organization of printed materials for comprehension.
|
|
e.
|
Monitor comprehension while reading.
|
|
f.
|
Paraphrase information.
|
|
g.
|
Summarize information.
|
|
h.
|
Use systems to increase retention.
|
|
i.
|
Use test-taking skills.
|
|
|
|
|
|
|
|
Learning Activities
|
|
_____1.
|
|
COMPLETE "The Active Reader" lessons in Part A and "Setting a Purpose," pp. 44-45; Part B, "Setting Your Own Purpose," pp. 151-152, PRE-GED SKILLS FOR LIFE AND LITERATURE (Glencoe). (a.)
|
|
|
|
_____2.
|
|
CREATE a chart or graphic indicating three examples of your personal reading habits as they relate to the following purposes: enjoyment, information, how to do something, opinions and beliefs. (a.)
|
|
|
|
_____3.
|
|
RANK ORDER the following reading tasks according to those you would read more quickly to those you would need to read more slowly: electronics manual; comic strip; letter from brother or sister or other family member; directions for putting together a hot wheel or other toy for a child; memo at work; recipe. PROVIDE rationale for your personal order. (a.)
|
|
|
|
_____4.
|
|
COMPLETE "The Active Reader" lessons in Part A, "Thinking Ahead," p. 20 and "Using What You Know," p. 36, PRE-GED SKILLS FOR LIFE AND LITERATURE (Glencoe). (b. - h.)
|
|
|
|
_____5.
|
|
READ "Ten Tips for Improving Comprehension" adapted from THE COMPLETE THEORY-TO-PRACTICE HANDBOOK OF ADULT LITERACY (Soifer, R., et al) (2b. handout). (b. - h.)
|
|
|
|
_____6.
|
|
COMPLETE a lesson such as "Kids Are a Loan," or "Adjusting to a New Culture" (2b. handouts). (b. - h.)
|
|
|
|
_____7.
|
|
READ/COMPLETE "Concentration and Reading" and/or "What Reading Is" (2b. handouts). (b. - h.)
|
|
|
|
_____8.
|
|
READ the "Speed Reading Techniques" article and APPLY to selected reading materials (2b. handout). (b. - h.)
|
|
|
|
_____9.
|
|
READ the Directed Reading and Thinking Activity (DRTA) and APPLY to selected reading materials (2b. handout). (b. - h.)
|
|
|
|
_____10.
|
|
READ "Know, Want to Know, Learned" strategy and COMPLETE the practice activity (2b. handout). (b. - h.)
|
|
|
|
_____11.
|
|
READ SQ3R and APPLY to selected reading materials (2b. handout). (b. - h.)
|
|
|
|
_____12.
|
|
READ "Application for a Social Security Card" and APPLY the information to the questions in the "Reading to Do" worksheet (2b. handout). (b. - h.)
|
|
|
|
_____13.
|
|
REVIEW lessons on organizational patterns. (See React critically to a range of printed materials.) (b. - h.)
|
|
|
|
_____14.
|
|
COMPLETE Lesson 14 "Reading Quickly for Information" in READING SKILLS THAT WORK, BOOK ONE (Contemporary). (See Demonstrate comprehension of a range of printed materials.) (b. - h.)
|
|
|
|
_____15.
|
|
COMPLETE Unit 1 "Previewing, Scanning, and Predicting" and Unit 2 "Keeping Track of Ideas as You Read" in THE CAMBRIDGE PRE-GED PROGRAM IN READING (Cambridge). (See Demonstrte comprehension of a range of printed materials.) (b. - h.)
|
|
|
| | |