What non-intellectual traits do you think equal success

(high GPA) in college?

1.Brainstorm five traits (think)

2.Share with a partner (pair)

3.Come back to the group to discuss (share)

Richardson, Abraham, & Bond, 2012

Academically Adrift by Arum & Roska (2011)– encourage faculty to foster self-

efficacy by:

1.Communicating high expectations

2.Defining success

Would you read all these texts the same way?

• an introductory chemistry textbook

• an essay by a prominent social theorist

• a first-hand account of a historical event

• a brief lyric poem

• a magazine advertisement

• a novel, for pleasure

• a novel, for literary analysis

• an update on Facebook or Twitter

How

“considerate”

is the text of

you, the

reader?

Draw logical inferences, implications

Keep track of personal reactions (marginal or

separate notes)

Learn facts and definitions

Build to concepts, generalizations (inductive

thinking)

"Translate" abstract formulas

Identify and contrast new theorems and

formulas

Read for common patterns

Analyze sample problems

Vary your

reading to

match the

purpose of the

text.

• Question

• Learn the vocab and restate the

meanings

• Annotate with margin notes

• Generate examples

• Create a concept map showing the

relationship among aspects

• Create a flow chart

• Compare class notes to text notes

• Outline

• Make predictions

• Summarize

• Make power point slides

• Construct tables/graphs

• Predict test questions/problem posing

• Find web based resources

• Make a web page

• Create a multimedia presentation

• Teach what you know to someone

else

I C

AN

’T

I C

AN

This text is too hard for me to understand.

When I get frustrated I stop reading.

I don’t care anymore.

This text is too long.

I don’t know anything about this subject.

I don’t understand the assignment.

Annotations can help me understand.

Annotations can make me push on.

Annotations can motivate.

Annotations can break it down.

Annotations give me a purpose.

Annotations can ask questions to know what to do.

Modeling

Group practice

Discussion

Metacognitive analysis

Self-questioning and self-testing

• Highlight text that is

important to revisit later.

› Only highlight about 10% or less of the text on a page.

• Write questions/comments

in the margins of readings.

One method we use to increase reading motivation and processing time is the “gummy bear method”!

Place 1 gummy bear at the end of each paragraph in your reading. When you come to the end of the paragraph, reward yourself with a treat which will also let you stop and process what you just read.

Choose a team leader

Group read once (WITH GUMMY BEARS)

Group negotiation as you read again and decide what to highlight (only 10% of page- phrases, words (not whole sentences)

Read third time- annotate each highlighted piece. › Turn each heading into a question

› Circle words that you do not know the definition of

› Use your own words when annotating

› Don’t forget any charts or graphs

Display

Assess peers

15

Step-by-Step Really good Good Enough Not Good Enough

Questions next to each

heading

Highlighting of main ideas

Highlighting of supporting

details

Margin notes that reword the

information

Key vocabulary identified –

circled and/or highlighted

Key vocabulary definitions

reworded in the margin

Pictures/charts/graphs

explained with margin note

Comments – be specific

What have you learned by reviewing the work of others?

Explain how highlighting and writing margin notes together can affect your comprehension and

your memory? From Kellner, D.J. (2012). Reading Strategies for College and Beyond. San Diego, CA: Cognella.

• Take time to summarize what you just read.

• Choose the most important pieces to write down – these can be what will trigger your memory later to remember the section.

› Idea: place a post-it note at the end of every page/section to summarize the main points.

How did the

gummy

bears aid in

this?

Kellner, D. J. (2012). Reading Strategies for College and Beyond, San Diego, CA: Cognella.

Johnson, T. E., Archibald, T.N., Tenenbaum, G. (2010). Individual and team annotation effects on students’ reading comprehension, critical thinking, and meta-cognitive skills. Computers in Human Behavior, 26, 1496-1507.

Porter-O’Donnell, C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve comprehension. English Journal , 93 (5), 82-89.

Razon, S., Turner, J., Johnson, T. E., Arsal, G., Tenenbaum, G. (2012). Effects of a collaborative annotation method on students’ learning and learning-related motivation and affect. Computers in Human Behavior, 28, 350-359.

Simpson, S.L., & Nist, S.L. (1990). Textbook annotation: An effective and efficient study strategy for college students. Journal of Reading, 34 (2), 122-129.

Zywica, J. & Gomez, K. (2008). Annotating to support learning in the content areas: teaching and learning science. Journal of Adolescent & Adult Literacy, 52 (2), 155-165.

Melissa Thomas

thomasmm1@cofc.edu