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Marking a Text: Marking a Text is an active reading strategy. This module supports students’ ability to think critically while reading. The module reviews tools for students to use in order to understand complex and rigorous texts. The skills included are numbering the paragraphs; circling key terms, cited sources and essential information; underlining information relevant to the reading purpose; bracketing information such as evidence; labeling to identify macro-structure of a selection (2-3 paragraphs); and boxing unfamiliar vocabulary items or other key information or evidence. (3:18)

Annotating a Text: Annotating a Text develops the academic reading strategies explained in the Marking a Text ODM. The ODM clarifies what annotating is and how it looks. The presentation also includes examples of annotating a text. The ODM also introduces “gists” and summaries, and explains how to develop questions as your read a text. (2:05)

Know, Want to Know, Learned (KWL): The KWL module describes this critical thinking strategy that helps students explore, reflect and examine ideas, concepts and issues. The strategy helps students to identify background knowledge they already have and then provides a purpose for further exploration of a topic or concept. It guides students’ continued exploration to predict and evaluate information presented. Finally, the ODM helps students to summarize new information for long-term retention. (3:03)

Setting Up Cornell Notes: Setting Up Cornell Notes provides a foundation for the Cornell Note-taking System developed by Dr. Walter Pauk in 1949. The Cornell Note-taking System takes students though the cycle of learning. The ODM briefly describes the five different sections of the system, explains how the system helps students to analyze the note-taking process and how systematic interaction with the notes is a major part of the learning process. (4:00)

Taking Cornell Notes: Taking Cornell Notes discusses the format for taking notes from a text or lecture. This ODM supports the ODMs on Marking the Text and Annotating a Text, showing how the reading skills are utilized when taking notes from texts. The ODM also focuses on creating and working with Essential Questions to organize thoughts and ideas and how to incorporate the summary of an annotated text into the note-taking process. Skills needed when taking notes during a lecture are outlined. What to listen and look for, and how to insert ideas or questions that need to be clarified, are also explained. (5:37)

Composing a Summary from Cornell Notes: This module continues and builds on the Cornell Note-taking System by identifying the differences between a summary and a reflection, and providing simple steps for writing a summary. These steps include responding to Essential Questions, reviewing chunks of notes and questions, and how to repeat the process for each “chunk” of notes. (3:22)

Steps in the Note-Taking Process: Steps in the Note-Taking Process reviews the seven steps to the learning process supported by the Cornell Note-taking Process. These steps are: 1) create format, 2) organize notes, 3) review and revise, 4) note key ideas, 5) collaborate and exchange ideas, 6) link learning to create a summary, and 7) use as a study tool. This ODM also explains the “curve of forgetting” based on Ebbinghaus’s research supporting the systematic learning process. (6:12)

Developing Study Questions from Cornell Notes: The ODM, Developing Study Questions from Cornell Notes, helps students take the notes, summary and questions from their Cornell notes to form a foundation for their study for test and quizzes, for writing essays, for discussion preparation, and for project completion. Creating Level 2 and 3 questions from lower level questions will help student anticipate instructor’s questions for examinations. (2:30)

Levels of Inquiry: Levels of Inquiry discusses the importance of questioning strategies that support students when synthesizing different points of view, applying new understandings, and moving beyond “chasing the one right answer.” The module discusses Costa’s Levels of Thinking, clarifying for students the differences between a Level 1, 2 or Level 3 question. This ODM also explains how the process of analyzing questions will increases understanding. (5:06)

Philosophical Chairs: Philosophical Chairs is a high-engagement collaborative strategy that guides students to read, make notes and organize thoughts and arguments. This module explains how to conduct a successful Philosophical Chairs including how to analyze a prompt and text, follow the rules of engagement, how to conduct the activity, and methods to conclude the activity. (4:32)

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