Advanced Strategies

This chapter authors often use visual aids to help their readers better understand the information they are presenting. Visual information reinforces and supplements reading material. Types of visual aids include mind maps, outlines, charts, diagrams, graphs, illustrations, photographs, and time lines. The type of information being conveyed determines what type of visual aid an author will use. Learning how to read visuals will help understand and remember the textual information they illustrate.
An effective reading and study strategy is to make own visual aids. To create an effective visual aid, you have to recognize the important elements in what reading and be able to prioritize and organize them in a logical and useful format. It will quickly obvious how well know the material, you can’t draw a diagram or devise a table if you don’t understand what you have read or heard. In many instances, an effective visual will save from taking as many as many notes from notes from text or lectures.

When reading about a confusing subject of being taught about a confusing subject just words won’t always get the point across. Visual aids play such a huge role in the learning process and when making presentations. An example when a visual aid makes learning easier is when learning about the digestive system one can first explain in words but you can only get so much from words, but seeing a picture of the digestive tract it makes the word so much more clear and easier to understand. When presenting in a front of colleagues or in front of your peers’ visual aid proves to be extremely helpful in either getting your argument across or your point across.



Use this textbook’s table of contents to answer the following questions.

1. What information is being presented in this outline?

An overview of the textbook – the types of information to be taught

2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”

1) What is efficient reading?
2) Becoming a more efficient reader

Inductive Reasoning

This chapter discusses a number of the methods that have traditionally been used to learn about the whole from a study of its parts. They include sensory observation, enumeration, analogical reasoning, pattern recognition, causal reasoning, and statistical reasoning.

Induction is a major kind of reasoning process in which a conclusion is drawn from particular cases. And a preliminary conclusion derived from inductive reasoning is called a hypothesis. All of the “conclusions” given in the preceding examples were prematurely drawn; their sampling was insufficient to warrant their conclusions. For example, a preschooler might conclude that dolphins are fish because they live in water and swim as fish do. After that we have to be continually willing to modify and refine our hypotheses depending on the feedback we receive. Perhaps, Adolescents might have heard that dolphins are mammals. They could test this hypothesis by identifying the definition of mammal and testing whether it applies to dolphins.

Fallacies

Textbook Marking

An important skill to have while studying or writing a report is the ability to find the main points in any type of text. Textbook marking is a systematic way of marking, highlighting, and labeling ideas to show how they are related to each other and which are most important. It also helps you to remember what you had read.

At the end of the study-reading stage of textbook reading, you should look for and mark these items: main ideas, major supporting details, and new vocabulary. Beyond these three basic elements of textbook marking, you should use your experience in lecture and lab to decide if you need to mark more. Always mark information that is unclear; to remind yourself to find out what it means before you are tested on the material. The benefit of doing this is, you have six books that you have collected and it would be a waste of time to go back through them again, when highlighted you can just go to where you have previously marked and pull out what you need.

A personalized system will work well as long as it is consistent, makes sense to you and achieves the main goal of textbook marking; showing the relationships between ideas in what you read.