Effective Collaboration, Close Reading & Learning Secrets

Linking new information to what you're already familiar with helps create ___________ in your brain, making the material more memorable and understandable.

Answer explanation

The brain literally is all about connections - whether you are ENCODING a new idea, Retrieving it or in the process of consolidating all the ideas that are related - it's all about CONNECTING neurons. The same thing is true when you study - when you learn something new you must CONNECT it to something you already know and when you retrieve it in your mind, you need to use that connection to find it for recall. So, when you are working in a group - try not to fall into the trap of just listening to what others say - instead - listen with the intent to connect what they are saying to what your thinking. Being active with the connection making process - even if your off a bit is much better than not be engaged and not trying to connect what your thinking to what someone else in your group is saying OR with what a source is trying to help you understand.

What is the key advice for effective note-taking during lectures, and why is it important?

• You should only make notes when the teacher is leading the class - don't waste time making notes when your in groups.

• Taking good notes means that you should write a lot of them. This is why typing notes is better than writing them by hand - you can type faster.

• During any class activity make notes, but avoid transcribing everything said. Instead, focus on keywords, phrases, and important concepts and connect them to what you know. "Head up and Pen Down. "

• Students should ONLY make notes when something is written down on the board or when the teacher say's "Write this down".

Answer explanation

One of the MOST important skills you can develop in any class is becoming more active and engaged with what your learning. Note-making is a way to do this. You don't have to write everything down either - you should only write down what you find important or what the teacher or your group is suggesting is important - and even then - put it in your own words or draw images, representations, diagrams, metaphors, etc based on the connections your making.

In the "Head Squeeze" video we watched at the start of the year (that was also shared one classroom for anyone who may have been absent) the author's identified three parts to the memory creation process. The first part is called ​(starts with E) (a)   while the second part was referred to as ​ (starts with a C) (b)   with the final part defined as how we actually make memories stronger called ​ (c)   .

• Encoding
• Consolidation
• Retrieval
• Categorization
• Review
• Expectationary segment

Answer explanation

The three parts that neuroscientists think make up the memory creating process are Encoding, Consolidation and Retrieval.

As a special representative from this class you've been tasked to share with another Freshman class what the 'Eight Secrets of Learning' are. Which of the following would best represent what the research suggests is a practice that will help student learn and create stronger memories?

• Adopt the role of a quiz master and continually test yourself on the knowledge your practicing from material supplied.

• Morph into a memory machine and repeatedly review your notes to enhance your memory.

• Play the role of a detective and request a study guide from your teacher for the test.

• Enlist a tutor as your ally to assist you in mastering the information.

Answer explanation

"Psychological studies have revealed many secrets about learning. The secrets we are about to share with you are real and work in scientific labs as well as in high schools and universities. If we had to summarize the secrets of learning in just one sentence, it would go something like this: The secret of learning is to test yourself repeatedly on what you have studied.

When we close read, which of the following are we in the act of doing?

• Slowly and methodically reading something one or two time through to understand all the facts and ideas within the reading.

• Reading a source multiple times for various purposes to unpack the intention of the author and identify which facts and concepts are most important to understanding the author's intent.

• Reading a source to memorize all the important facts so that we can demonstrate how well we know the facts exposed in the source.

• Reading a source over and over again because that is what the teacher tells me I must do to be a historical thinker and earn and A in their class.

Answer explanation

As we move forward this week into our first "BIG READING" - remember to apply close reading, listening and viewing strategies to your examination of the sources provided you. Being sure that you understand what a source is trying to "do to you" with their information is more important that just understanding what the words say. All authors are trying to "do" more than just inform you - they are trying to get you to understand something important about history. Close reading/viewing/listening is the historical thinking skill that will enable you to "get" what an author is trying to share with you. Be sure that you are using your close reading habits (1. Scan for general understanding, 2. zoom in and think about vocab, phrases, images, structure of the reading, etc) and then 3. zoom out to think about who the author is, why they are developing what they are sharing, are they credible?)

What is one of the problems with McNeil's 1960's version of the 'Rise of the West' narrative?

• The Rise of the West narrative does not take into account China, the Middle East's and India's prominence in history.

• The importance of Europe in the development of World History

• The spread of Western innovations

• It tends to place too much weight in the importance of North and South America on World History.

Mason, Nora, and Ava are part of a school project team. They are given a reading to master together - what is ONE MISTAKE they might make in a less than effective team?

• Letting everyone just figure out how they will read the reading before assigning roles and setting goals.

• Assigning clear roles for each team member

• Taking time to go over the lesson goals together so that everyone understands how to attack the reading.

• Taking into account the time provided so that the strategy the team develops fits the time parameter's provided.

Answer explanation

This question assesses how well you understand the importance of planning goals and setting roles before you begin. Taking a few moments to do this as a team makes your efforts more efficient and effective. Especially if you take into consideration the time and the general objectives the teacher has set out for you.

What do less than effective teams believe about school?

• Just doing stuff is what school is all about

• Having a clear goal and strategy is important

• Assigning clear roles is crucial

• Valuing different opinions is necessary

Answer explanation

Remember, becoming an effective learner who understands that growth is just as important (probably more) than performance means that getting work done is generally a "fixed" mindset that less effective learners commit themselves too. The same can be true for groups - when a group just works to get their "stuff done" they become less than effective collaborators.

What is the difference between responsibilities and roles?

• Responsibilities are more about making the group work fairly while Roles are really a waste of time if a group is made up of responsible people.

• Roles help the group work effectively, use time well and avoid the ill effects of group think. Responsibilities are how the group learns together.

• There is no difference between responsibilities and roles

• Responsibilities are clearly more effective than roles. Getting work done is what collaboration is all about. Roles are just what idealistic teachers preach.

Answer explanation

Roles are the essential positions filled by your team members, while responsibilities are the minute to minute, day-to-day tasks and functions of each role in your company. It's important to note that you will have BOTH roles and responsibilities in an effective group - but roles are generally overlooked and underused.

What is the goal of effective collaboration?

• To have a clear understanding of who will work hard and who will not work hard.

• To assign clear roles instead of responsibilities.

• To value dissent over arriving at a plan.

• To have every person in the group have a voice and share in achieving success.