Level III
Chapter 4
Reading
Language Section
IC3, IT, TOEFL, Best Answer
English | Vietnamese | Persian | Spanish
Assessment
Topic: Health/ Sức Khoẻ
Guiding Question: How do you acquire and use knowledge in your culture? |
Câu hỏi hướng dẫn: Làm thế nào để tiếp thu và sử dụng tri thức trong nền văn hoá của bạn? |
Introductory Motivation and Focus: Reading and/or activity for motivation:
In this chapter we focus on two things: 1) teaching the concept of a culture of peace and 2) teaching the skill of understanding critical thinking. That is, can we teach peace to children and adults and can we teach people to use critical thinking in an environment that traditionally has used a lot of rote learning and teacher-centered approaches?
How are peace education and critical thinking linked? Consider the following:
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Critical Thinking and Active Non-violence The theme of this unit is critical thinking and active non-violence. Peace education began as a response to violence and war. As stated in the preamble of the Constitution of UNESCO (the United Nations Educational, Scientific and Cultural Organisation), "Since wars began in the minds of men, it is in the minds of men [and women] that the defenses of peace must be constructed." The knowledge, skills and attitudes needed to prevent violence and promote the non-violent resolution of conflict are central to the process of educating for a culture of peace. As summarized by one organisation:
Peacemaking, peacekeeping, and peace-building are complex and important responses to the proliferation of violent conflict. The root of these approaches lies in the basic knowledge and commitment to the practice of non-violence and critical thinking. When we eliminate violence as an option for resolving conflicts, we make room for creative alternatives. Co-operation, critical thinking, communication and problem-solving become essential tools. Conflict itself can be viewed as an opportunity for growth and expanded communication rather than a precursor to violence and a threat to dignity, security and life. Peace educators are developing tools to help transform the current "culture of violence" in which hurt and harm are advocated and glorified to a "culture of peace" in which the preservation of life and human dignity are the central guiding principles for living together in a secure world. |
Let us first begin by reading a story:
The Kite
by Anna Kurtycz
http://www3.unesco.org/iycp/uk/uk_sum_newsletter.htm
When Gru was born every body said that she had the most beautiful green hair and green skin. Everybody was very pleased with that, because Gru came from a green family. When Rod was born everybody admired his orange eyes and orange hands. Everybody was pleased with that, because Rod came from an orange family. Even if they were different colours Gru and Rod became best friends.
They saw each other very often because they were neighbors. They went to the same school and their families went on a lot of picnics together. Rod and Gru lived opposite each other in the town of One Hundred Colours.
They liked to do many things together, like playing ball, reading, looking at the clouds, singing and drawing. They were very happy because they knew they could trust and rely on one another--because life was full of beautiful colours when they were together. It is always nice to have a best friend.
But one day an orange man in the town got very angry with a green man, he yelled at him and decided that all green people were his enemies. His anger was so strong that other angers arose with it and in a few months many orange people were fighting against green people in the streets, in the banks, in the parks. Children did not agree with those conflicts. They were happy to have friends of all colours. It was difficult to do anything to change the situation. They were kept at home because it was dangerous to be outside.
The tension between orange and green people was so strong that they decided they couldn't live together anymore. They cut the town of One Hundred Colours in two and built a big wall between them, just in the middle of the street of Gru and Rod.
Many people were forced to leave their houses in order to move to the other side of the wall. Many lost their jobs and their friends through that decision.
Gru was very sad. The wall was so tall and so grey, her city was only green now and her best friend was on the other side… Her parents were very sad too. They liked their neighbors very much and other orange people in the town and now they were forced to be separated.
Like other children Gru was often outside looking at the birds just flying from one city to the other. If we could fly, she was thinking, we would be able to cross the wall and play with our friends on the other side... It was then when that Gru had a wonderful idea. Why not build a kite to communicate with Rod on the other side of the wall? Even if she was not able to fly like a bird, she would be able to say to her friend how much she loved him and play together in the sky.
Gru built a big blue kite and wrote “hello” on it. Every day, after school, she went out to fly her kite and other children began to do the same. Three days passed and Gru didn't receive any answer from Rod. Even though a lot of green girls and boys joined her, she was a little disappointed. When her father saw Gru like that, he told her to be patient. Probably Rod was making a wonderful kite to surprise her. So she kept her kite flying all week long.
On Saturday morning Gru's mother came to wake her up with a big smile, and sent her out to see what was happening. There it was--not only one, but thousands of kites of all colours saying “hello” to her and to all the other green boys and girls. A one-thousand colour friendship covering the sky, higher than the grey walls, the angers and the conflicts.
Answer the following questions: You may wish to be in small groups to answer the questions.
Knowledge
- What was the name of the town in which Gru lived?
- Why did the town build a wall?
- What did Gru write on her kite?
Understanding
- At the beginning of the story, describe Gru’s town.
- What happened between the orange and green communities?
- How did the wall make Gru feel?
- What action did Gru take and what was the result?
Application
- Of course, this town is a story of fantasy, but can you describe similar tensions rising in your community or in some place in the world?
- Why did Gkru fly a kite? Why did she write “hello” on it?
- what emotion(s) do(es) the wall symbolize?
- Why did Gru’s kite stimulate the response from the children on the other side of the wall?
Analysis
- What kind of intervention could have taken place that would have de-escalated the conflicted situation? In other words, could someone have changed the course of the conflict if the quarrel between the orange and green man had been resolved?
- Give an example where simple conflicts have escalated to the equivalent of building walls between communities or worse.
- What examples of people in conflict can you identify in which people found ways to avoid the conflict or transformed the conflict.
Synthesis
- What would have happened if none of the other children responded to Gru’s kite-flying?
- How do you think the story continues?
- What advice would you give to the town leaders of how to proceed from the end of the story? What action should the town now take?
Evaluation
- Do you think that this story teaches us anything about the human condition today?
- do you identify with any of the characters in the story? What role would you have played in this conflict?
- Do the children have a basic understanding of life that is different and distinct from the adults? Can adults learn from children? If yes, what is that they have to learn from the children?
For Discussion: Look at the questions above to discuss the following questions.
- Which questions are the easiest to answer? Why are they the easiest? Where do you find the answers?
- Which questions are the most difficult to answer? Why are they more difficult? Where do you find the answers to these more difficult questions?
- If you were a teacher, which questions would you use to test the abilities of your students for what they have learned from reading the story? Why?
Vocabulary Words & Exercises:
Exercise 1: Brainstorm. Look at the words in the boxes below. What other words come to mind when you think about these words. Write all words that come to mind around the word in the box. If you do not know what the word means, there is a glossary of words related to peace and conflict in the appendix at the end of this chapter.
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conflict |
respect |
violence |
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harmony |
fanatic |
mediator |
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protest |
diversity |
fear |
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cooperate |
stereotype |
defense |
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non-violence |
conflict transformation |
peace |
In small groups or with your class, make lists of words generated by the group or class. Some examples are provied.
conflict _______ war______ ____ opposition____ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
respect ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
violence ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
harmony ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
fanatic _ intense convictions ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
mediator __ problem solver__ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
protest ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
diversity ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
fear ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
cooperate ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
stereotype ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
defense ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
non-violence ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
conflict transformation ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
peace ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ |
Explanation of Reading Study Skill A (Academic Reading Skill):
Critical Thinking
Throughout IC3, you have read and heard reference to “critical thinking” and “critical thinking skills.” The reason for this is that American and western goals for student learning requires that students are able to apply what it is they are learning to their lives. No student can study in higher education in North America and other western nations without having to submit to the concept of critical thinking. Teaching methodology in the West is based on critical thinking and when people from these places come to your country to teach the latest in teaching methodology, the pedagogy is based in critical thinking. In foreign language methodology, for example, the communicative approach requires critical thinking.
Some believe that critical thinking methodology is not compatible with Eastern methods of learning. The spectrum of opinion on that issue is very wide. Nonetheless, in this chapter IC3 will help you understand what critical thinking is. Hopefully, through this understanding you will understand more about North American endeavors in education. You will also have a better understanding for why reading, writing, and listening/speaking are taught in IC3 as you find them presented. Read through the following explanation of Bloom’s Taxonomy. Understanding the taxonomy will be the first step to understanding critical thinking.
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. The classification appears in the diagram with the most simple on the bottom to the most complex on the top—Knowledge, Understanding, Application, Analysis, Synthesis, and Evaluation (see what each category entails by looking at the chart below). The diagram takes on a pyramid shape that represents the number of test questions asked students. Bloom found that over 95 percent of the test questions students encounter require them to think only at the lowest possible level—the recall of information. (source: http://www.officeport.com/edu/blooms.htm)
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Bloom identified six levels within the cognitive domain, from the simple recall as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here. In the right column are examples of questions that may be asked at each level in a class that is participating in a Water Puppet Lesson. |
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Blooms Taxonomy |
Using Bloom’s Taxonomy in a Water Puppet Lesson: http://web.ceo.adl.catholic.edu.au/ CES/StudiesOfAsia/Catholic/CES/puppets.html#blooms The students could be asked questions: |
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KNOWLEDGE
Who, what, when, where, how..? Describe, arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state. |
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UNDERSTANDING
Retell... classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate. |
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APPLICATION
How is...an example of...? How is...related to...? Why is...significant? apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. |
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ANALYSIS
What are the parts or features of...? Classify...according to... Outline/diagram... How does...compare/contrast with...? What evidence can you list for...? analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. |
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SYNTHESIS
What would you predict/infer from...? What ideas can you add to...? How would you create/design a new...? What might happen if you combined...? What solutions would you suggest for...? arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. |
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EVALUATION
Do you agree...? What do you think about...? What is the most important ...? Place the following in order of priority... How would you decide about...? What criteria would you use to assess...? appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate |
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Exercises and Activities for Skill A:
Exercise 2: The Warm Fuzzies Story—Creating Questions
Read the story below. After the story, appears a chart in which you will create questions according to Bloom’s Taxonomy.
The story that you will work with is a story that was printed on the back of a menu at a restaurant that was called Orlando’s in the years of 1978 to 1980. When people read the story, they would ask the restaurant for copies of the menu to take home in order to keep the story. This is an example of a story spread by grassroots methods—that is, people telling other people. The story became very popular across America. Today it can be found online at the website of the man who created the story: Claude M. Steiner, Ph.D., http://www.igc.org/emlit/fuzzy.htm
A FAIRYTALE
Once upon a time, a long time ago, there lived two very happy people called Tim and Maggie with two children called John and Lucy. To understand how happy they were, you have to understand how things were in those days. You see, in those happy days everyone was given at birth a small, soft Fuzzy Bag. Anytime a person reached into this bag he was able to pull out a Warm Fuzzy. Warm Fuzzies were very much in demand because whenever somebody was given a Warm Fuzzy it made him feel warm and fuzzy all over. People who didn’t get Warm Fuzzies regularly were in danger of developing a sickness in their back which caused them to shrivel up and die.
In those days it was very easy to get Warm Fuzzies. Anytime that somebody felt like it, he might walk up to you and say, “I’d like to have a Warm Fuzzy.” You would then reach into your bag and pull out a Fuzzy the size of a little girl’s hand. As soon as the Fuzzy saw the light of day it would smile and blossom into a large, shaggy, Warm Fuzzy. You then would lay it on the person’s shoulder or head or lap and it would snuggle up and melt right against their skin and make them feel good all over. People were always asking each other for Warm Fuzzies, and since they were always given freely, getting enough of them was never a problem. There were always plenty to go around and as a consequence everyone was happy and felt warm and fuzzy most of the time.
One day a bad witch became angry because everyone was so happy and no one was buying her potions and salves. This witch was very clever and she devised a very wicked plan. One beautiful morning she crept up to Tim while Maggie was playing with their daughter and whispered in his ear, “See here, Tim, look at all the Fuzzies that Maggie is giving to Lucy. You know, if she keeps it up, eventually she is going to run out and then there won’t be any left for you.”
Tim was astonished. He turned to the witch and said, “Do you mean to tell me that there isn’t a Warm Fuzzy in our bag every time we reach into it?”
And the witch said, “No, absolutely not, and once you run out, that’s it. You don’t have any more.” With this she flew away on her broom, laughing and. cackling hysterically.
Tim took this to heart and began to notice every time Maggie gave up a Warm Fuzzy to somebody else. Eventually he got very worried and upset because he liked Maggie’s Warm Fuzzies very much and did not want to give them up. He certainly did not think it was right for Maggie to be spending all her Warm Fuzzies on the children and on other people. He began to complain every time he saw Maggie giving a Warm Fuzzy to somebody else, and because Maggie liked him very much, she stopped giving Warm Fuzzies to other people as often, and reserved them for him.
The children watched this and soon began to get the idea that it was wrong t o give up Warm Fuzzies any time you were asked or felt like it. They too became very careful. They would watch their parents closely and whenever they felt that one of their parents was giving too many Fuzzies to others, they also began to object. They began to feel worried whenever they gave away too many Warm Fuzzies. Even though they found a Warm Fuzzy every time they reached into their bag, they reached in less and less and became more and more stingy. Soon people began to notice the lack of Warm Fuzzies, and they began to feel less and less fuzzy. They began to shrivel up and occasionally, people would die from lack of Warm Fuzzies. More and more people went to the witch to buy her potions and salves even though they didn ’t seem to work.
Well, the situation was getting very serious indeed. The bad witch who had been watching all of this didn’t really want the people to die so she devised a new plan. She gave everyone a bag that was very similar to the Fuzzy Bag except that this one was cold while the Fuzzy Bag was warm. Inside of the Witch’s bag were Cold Pricklies. These Cold Pricklies did not make people feel warm and fuzzy, but made them feel cold and prickly instead. But, they did prevent peoples’ backs from shriveling up. So from then on, every time somebody said, “I want a Warm Fuzzy,” people who were worried about depleting their supply would say, “I can’t give you a Warm Fuzzy, but would you like a Cold Prickly?” Sometimes, two people would walk up to each other, thinking they could get a Warm Fuzzy, but one or the other of them would change his mind and they would wind up giving each other Cold Pricklies. So, the end result was that while very few people were dying, a lot of people were still unhappy and feeling very cold and prickly.
The situation got very complicated because, since the coming of the witch, there were less and less Warm Fuzzies around, so Warm Fuzzies, which used to be thought of as free as air, became extremely valuable. This caused people to do all sorts of things in order to obtain them. Before the witch had appeared, people used to gather in groups of three or four or five, never caring too much who was giving Warm Fuzzies to whom. After the coming of the witch, people began to pair off and to reserve all their Warm Fuzzies for each other exclusively. If ever one of the two persons forgot himself and gave a Warm Fuzzy to someone else, he would immediately feel guilty about it because he knew that his partner would probably resent the loss of a Warm Fuzzy.
People who could not find a generous partner had to buy their Warm Fuzzies and had to work long hours to earn the money. Another thing which happened was that some people would take Cold Pricklies which were limitless and freely available - make them white and fluffy and pass them on as Warm Fuzzies. These counterfeit Warm Fuzzies were really Plastic Fuzzies, and they caused additional difficulties. For instance, two people would get together and freely exchange Plastic Fuzzies, which presumably should make them feel good but they came away feeling bad instead. Since they thought they had been exchanging Warm Fuzzies, people grew very confused about this, never realizing that their cold prickly feelings were really the result of the fact they had been given a lot of Plastic Fuzzies.
So the situation was very, very dismal and it all started because of the coming of the witch who made people believe that some day, when least expected, they might reach into their Warm Fuzzy Bag and find no more.
Not long ago a young woman with big hips born under the sign of Aquarius came to this unhappy land. She had not heard about the bad witch and was not worried about running out of Warm Fuzzies. She gave them out freely, even when not asked. They called her the Hip Woman and disapproved of her because she was giving the children the idea that they should not worry about running out of Warm Fuzzies. The children liked her very much because they felt good around her and they too began to give out Warm Fuzzies whenever they felt like it.
The grown-ups became concerned and decided to pass a law to protect the children from depleting their supplies of Warm Fuzzies. The law made it a criminal offense to give out Warm Fuzzies in a reckless manner. The children, however, seemed not to care, and in spite of the law they continued to give each other Warm Fuzzies whenever they felt like it and always when asked. Because there were many, many children, almost as many as grown-ups, it began to look as if maybe they would have their way.
As of now it is hard to say what will happen. Will the grown-up forces of law and order stop the recklessness of the children? Are the grown-ups going to join with the Hip Woman and the children in taking a chance that there will always be as many Warm Fuzzies as needed? Will they remember the days their children are trying to bring back when Warm Fuzzies were abundant because people gave them away freely?
Fill in the chart below. In each box you will find the level of the taxonomy and brief guidelines for creating questions about the story you have just read.
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KNOWLEDGE
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Who, what, when, where, how..? Describe, arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state. |
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Knowledge Questions: Create five Knowledge questions in the spaces provided. Example: In the fairy tale, what did each person receive when he/she was born?
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UNDERSTANDING
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Retell... classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate. |
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Understanding Questions: Create five Understanding questions in the spaces provided. Example: What are warm fuzzies?
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APPLICATION
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How is...an example of...? How is...related to...? Why is...significant? apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. |
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Application Questions: Create five Application questions in the spaces provided. Example: What are examples of warm fuzzies in your life? Why would you characterize them as warm fuzzies?
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ANALYSIS
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What are the parts or features of...? Classify...according to... Outline/diagram... How does...compare/contrast with...? What evidence can you list for...? analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. |
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Analysis Questions: Create five Analysis questions in the spaces provided. Example: What are the characteristics of a warm fuzzy?
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SYNTHESIS
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What would you predict/infer from...? What ideas can you add to...? How would you create/design a new...? What might happen if you combined...? What solutions would you suggest for...? arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. |
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Synthesis Questions: Create five Synthesis questions in the spaces provided. Example: This concept of warm fuzzies, does it fit into the Asian lifestyles, or is it predominantly an idea understood in the West?
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EVALUATION
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Do you agree...? What do you think about...? What is the most important...? Place the following in order of priority... How would you decide about...? What criteria would you use to assess...? appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate |
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Synthesis Questions: Create five Synthesis questions in the spaces provided. Example: In your opinion, is there any “truth” to this story?
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Exercise 3: Pre-Reading Ponderings or Discussion
Discuss or Write answers to the following questions:
- What is peace and non-violence?
- Are peace and violence behaviors that are taught?
- If it can be taught, who should teach peace?
- How is peace taught?
Reading :
Peace Education
There is no question that today’s youth are growing up in a world with both globalizing and polarizing influences. We are being drawn both together and pushed apart at the same time. We can see the ways that lived experiences in other parts of the world affect our own communities and vice versa. And, we can see the ways in which our misunderstandings, disconnection and mistrust can breed the seeds of conflict, within our own communities and across national and ethnic boundaries.
Some young people have unfortunately already chosen negative weapons: hatred, violence and intolerance. But just as many more young people are choosing the path of peace and human rights.
http://www.globalyouthconnect.org/programs.html
Content & Methods
Peace education brings together multiple traditions of pedagogy, theories of education, and international initiatives for the advancement of human development through learning. It is fundamentally dynamic, interdisciplinary, and multicultural and grows out of the work of educators such as John Dewey, Maria Montessori, Paulo Freire, Johan Galtung, Elise and Kenneth Boulding, and many others.
Building on principles and practices that have evolved over time, responding to different historical circumstances, peace education aims to cultivate the knowledge, skills, and attitudes needed to achieve and sustain a global culture of peace. Understanding and transforming violence is central. The following diagram helps visualize the core relationship between violence and peace.
Peace is understood not only as the absence of traditional forms of direct violence, but also as a positive presence. Educating for and about all aspects of peace constitutes peace education.
The following diagram illustrates the relationships among the central knowledge, skills, and attitudes of peace education. They are drawn from educational initiatives all over the world and form the basis of the learning objectives in the Teaching Units of the Learner as Teacher section.
In the classroom, peace education aims to develop skills, attitudes, and knowledge with co-operative and participatory learning methods and an environment of tolerance, care, and respect. Through dialogue and exploration, teachers and students engage in a journey of shared learning. Students are nurtured and empowered to take responsibility for their own growth and achievement while teachers care for the wellbeing of all students. The practice of peace education is an opportunity to promote the total welfare of students, advocate for their just and equitable treatment of youth, and promote individual and social responsibility for both educators and learners. Through pedagogy and social action, peace educators demonstrate that there are alternatives to violence.
Challenges & Opportunities
Peace Education does not teach students what to think, but rather how to think critically. In the process, its holistic and participatory approach may conflict with more traditional curriculum design or strict standards-based schooling. Peace education aims not to reproduce but to transform. It consists of people "consciously striving to educate their successors not for the existing state of affairs but so as to make possible a future better humanity." (John Dewey, Democracy and Education) And with this task comes significant challenges and opportunities for all involved.
One way to meet the challenges of peace education is to build bridges of support among key participants. Just as learning takes place in a broader social context and not exclusively in schools or classrooms, so peace education relies on families, communities, and social networks to affect positive and lasting change. The notion "think globally, act locally" is central to educating for a culture of peace in that it links theory with practice, international issues to individual efforts. As a peace educator, you need not work alone. The international peace education community is active and growing through networks, publications, global campaigns, national initiatives, and international programs. Concerned citizens, educators and activists of all ages around the world are promoting and building peace through education.
http://www.un.org/cyberschoolbus/peace/frame.htm
Exercises and Activities for Skill A:
Exercise 4: The following sentence was taken from the reading: “The notion ‘think globally, act locally’ is central to educating for a culture of peace in that it links theory with practice, international issues to individual efforts.” Explain what this sentence means.
After you have explained, what kind of question have you answered—knowledge, understanding, application, analysis, synthesis or evaluation? Why?
Explanation of Reading Study Skill B:
5 Methods for Taking Notes from Reading and Lectures
Taking notes from reading can serve several purposes:
- Notetaking condenses information so that with a quick glance you can remember what you have read;
- Notetaking helps to organize great quantities of information and can be readily available for you when you need them;
- Notetaking may serve as a mnemonic device—a way of remembering what you have read;
- Notetaking may be a way for you to formulate your own ideas and keep track of them;
- And many more...
The way in which you take notes is a matter of personal preference. One method may be very helpful for one person, but do nothing for another. Most likely, you have developed your own method of notetaking that helps you with your own ways of thinking.
In this chapter, we have explained Critical Thinking. If this is a new concept, chances are that you will have to modify your notetaking methods to accommodate a new way to think. If, for example, your notetaking is developed in a way that enhances memorizing materials, this type of notetaking may not be very useful when you are thinking more critically. You may need places in your notetaking that allows you to think beyond the reading—to jot down ideas and questions that come to you that need further thought and exploration.
Below are 5 methods of notetaking that are common in university settings in the U.S. Perhaps one of them may be helpful for you. Feel free to modify or create notetaking methods that serve your own purposes and thinking processes.
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The Cornell Method The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or "cue." Method - Rule your paper with a 2 ½ inch margin on the left leaving a six-inch area on the right in which to make notes. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines. After class, complete phrases and sentences as much as possible. For every significant bit of information, write a cue in the left margin. To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written. If you can say it, you know it. Advantages - Organized and systematic for recording and reviewing notes. Easy format for pulling out major concept and ideas. Simple and efficient. Saves time and effort. "Do-it-right-in-the-first-place" system. Disadvantages – None When to Use - In any lecture situation. |
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The Outlining Method Dash or indented outlining is usually best except for some science classes such as physics or math.
Method - Listening and then write in points in an organized pattern based on space indention. Place major points farthest to the left. Indent each more specific point to the right. Levels of importance will be indicated by distance away from the major point. Indention can be as simple as or as complex as labeling the indentations with Roman numerals or decimals. Markings are not necessary as space relationships will indicate the major/minor points. Advantages - Well-organized system if done right. Outlining records content as well as relationships. It also reduces editing and is easy to review by turning main points into questions. Disadvantages - Requires more thought in class for accurate organization. This system may not show relationships by sequence when needed. It doesn't lend to diversity of a review attach for maximum learning and question application. This system cannot be used if the lecture is too fast. When to Use - The outline format can be used if the lecture is presented in outline organization. This may be either deductive (regular outline) or inductive (reverse outline where minor points start building to a major point). Use this format when there is enough time in the lecture to think about and make organization decisions when they are needed. This format can be most effective when your notetaking skills are super sharp and you can handle the outlining regardless of the notetaking situation. Example –
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The Mapping Method Mapping is a method that uses comprehension/concentration skills and evolves in a notetaking form which relates each fact or idea to every other fact or idea. Mapping is a graphic representation of the content of a lecture. It is a method that maximizes active participation, affords immediate knowledge as to its understanding, and emphasizes critical thinking. Advantages - This format helps you to visually track your lecture regardless of conditions. Little thinking is needed and relationships can easily be seen. It is also easy to edit your notes by adding numbers, marks, and color coding. Review will call for you to restructure thought processes which will force you to check understanding. Review by covering lines for memory drill and relationships. Main points can be written on flash or note cards and pieced together into a table or larger structure at a later date. Disadvantages - You may not hear changes in content from major points to facts. When to Use - Use when the lecture content is heavy and well-organized. May also be used effectively when you have a guest lecturer and have no idea how the lecture is going to be presented. Example -
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Charting Method If the lecture format is distinct (such as chronological), you may set up your paper by drawing columns and labeling appropriate headings in a table. Method - Determine the categories to be covered in the lecture. Set up your paper in advance by columns headed by these categories. As you listen to the lecture, record information (words, phrases, main ideas, etc.) into the appropriate category. Advantages - Helps you track conversation and dialogues where you would normally be confused and lose out on relevant content. Reduces amount of writing necessary. Provides easy review mechanism for both memorization of facts and study of comparisons and relationships. Disadvantages - few disadvantages except learning how to use the system and locating the appropriate categories. You must be able to understand what's happening in the lecture When to Use - Test will focus on both facts and relationships. Content is heavy and presented fast. You want to reduce the amount of time you spend editing and reviewing at test time. You want to get an overview of the whole course on one big paper sequence. Example - Chart format for a history class:
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The Sentence Method Method - Write every new thought, fact or topic on a separate line, numbering as you progress. Advantages - Slightly more organized than the paragraph. Gets more or all of the information. Thinking to tract content is still limited. Disadvantages - Can't determine major/minor points from the numbered sequence. Difficult to edit without having to rewrite by clustering points which are related. Difficult to review unless editing cleans up relationship. When to Use - Use when the lecture is somewhat organized, but heavy with content which comes fast. You can hear the different points, but you don't know how they fit together. The instructor tends to present in point fashion, but not in grouping such as "three related points." Three Examples
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Bibliography:
Deese, James and Ellin K. Deese. How To Study (3rd ed). |
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New York : McGraw-Hill, Inc., 1979. |
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Johnson, Sue. The 4 T's: Teacher/You, Text, Talk, Test - |
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A Systematic Approach To Learning Success. California Polytechnic State University, San Luis Obispo. |
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Pauk, Walter. How To Study In College (2nd ed). |
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Boston : Houghton Mifflin Co., 1974. |
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Raygor, Alton L. and David Wark. Systems For Study. |
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New York : McGraw- Hill, Inc, 1970. |
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http://www.sas.calpoly.edu/asc/ssl/notetaking.systems.html
Exercises and Activities for Reading Study Skill B:
Exercise 5: Which one of the 5 methods for notetaking is preferable for you? Read the reading passage again and use one of the 5 methods for taking notes. Find a way to keep track of your own ideas and questions as you read.
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