Evaluation assignments in science

First, get a side

• Review the task in the syllabus and any assistance (1-2 minutes)
  possibly you are not necessary to read some sections
• Survey the chapter (5-10 minutes)
  for how the satisfied is organized; get the “big picture”
  This is not to entirely understand, rather develop opening relatives of bits of information that later will help you identify
  hastily page through the opening, the summary, vocabulary list, self-test questions, headings, boldfaced material, major graphics, etc.
  observe the major concepts, definitions, descriptions, causes, effects and arguments.
• Check out the media, the CD and website (if available)
  to see what they contain
• Take no notes, and mark no text in this phase

First reading

Create the main reason of your first reading simply to read and get a good idea of the material: what you understand, and what you do not
A science text presents new and compound material which may be tricky to understand. One piece builds on another to help you build your thoughtful.
The text can provide the basis for understanding, and bring together information in lectures, labs and hands-on experiments, field trips, and media.

• Read sentences, paragraphs and short passages with 1-second pause.
  Read and pause, read and pause. Let your brains collect the parts you just read to give you the sense of the whole unit. This meeting of meaning happens fairly routinely as long as you are purposely looking for meaning and paying attention to the meanings
• Appear back and forth between words and related graphics
  awaiting you can see/tell yourself how they are showing/saying alike things.
  A set of text passages that is related to graphics is very useful to understanding. There are many kinds of graphics: pictures, diagrams, maps, charts, tables, graphs
• From time to time, ask yourself if you are “on track” to understanding
  If you locate yourself reading without thoughtful, stop and ask why.
  Is it a question of complexity or distraction? of preparation or terms?
  If you think it is serious, ask your tutor, teacher or academic adviser for help
• When you take in that the author is using comparisons and examples,
  link them to their imagery and explanations
• If you are tired and meanings come very slowly into your mind, take a beak
  If a break is not possible, vary your study activity. For example, sketch a picture fairly than write, walk in its place of sit, read aloud rather than mutely
• If you revisit to analysis after an absence,
  check the text and your notes over before appraisal to cue relations

Appraisal of first analysis

Return to what you do not understand, or want to reinforce
this is not the stage for memorization, but understanding

• Mark or emphasize what you think is important
  In the margin, use or build up a system;use letters as
  “D” for a definition, “F” for a evocative fact,
  “C” for a cause-and-effect statement, “A” for a scientific argument
  “?” for what you do not understand
  Other codes you invent for yourself.

• New terms
  Write new terms and concepts down
  along with a short meaning and/or cues
  Keep a list close by or in your pad
• Create your own visual pictures or images, or concept maps
• Create sensory cues
  as heat, brightness, movements
• Read a passage aloudto yourself with regular informal intonation. Your version of printed text into spoken words may set off meanings.
  If you can’t read aloud, imagine appraisal aloud and hearing your own voice
• Work out your own explanations of hard-to-recognize passages
  Go in short units (a few words at a time), explain their meaning, think of relations, relate them to other parts of the passage, make inferences and try to make your mind model of the import match the writer’s cerebral model.
• Mark passageswith a problem mark that you still do not recognize

A second evaluation

• Only read the material again to understand it.
  If you are comfortable with what you understand, proceed to other tasks, like solving problems, exercises, material on the CD or website, and so on
• In this second reading, if you find you are still having difficulty try
  The CD, video, or website
  The files and find other texts that may clarify it better
  Ask the teaching repair or teacher for help
  Ask a study group about the stuff and their skill with it

Appraise your notes for what you:

• Require to review before any test
• Must remember
• Need to absolute exercises or solve harms

§  Need for labs, experiments, prospect lectures, etc.

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