***You can turn these captions on and off using the CC button below Quit squawking and leave! How am I still living? I mean, you hit me right in my face! Hit him again! Dang it, Ricky! Hold up, you know Ricky? He’s a demon machine and if he keeps shooting me- Shut up! I will end you, demon! This morning I wanted a frappe and they wouldn’t make it Every time I come here you’re buying a frappe It’s not important to get a frappe But it makes me happy Big fat deal Seriously, there must be something that makes you happy Not really A pickle? Mmm-mm The zoo? Never. A sassy vagrant? Six kittens in a bag of water? Uhhh Poop on a stick? That’s disgusting. Are you serious? You’re so freaking weird. I like monkey You’re the monkey That’s nice Your chest is very hairy Yeah, you like that? You better believe it babe We oughta hang out tonight I get off in one hour Okay, I’ll be over there at the bar just being hairy No! Nuh-uh! Come on! Come on – just – Man, he cut my jacket with his nail! You know I’ll turn this ship around! He’s always touching on me! No I’m not! I licked your fries HAAAaannnn! He licked my fries! I’m coming back! Yes, destroy them both! music plays: “don’t fight the warmth, you’ll just wear yourself out…” Can I buy you a drink? Whatever, weird girl, but it would be great if we could play with my kissy bits I always have real funky breath I wonder what you smell like…
I guess like cinnamon and something “It puts the lotion on its skin…” You get it? I guess not… Myah, myah, myah, myah, myuh, myuh, myah Learn how to speak Myah, myah, myah, myah, myuh, myuh, myah Huhhhh? Does anybody understand what he says? He’s got some kind of stupid accent I think An accent…. I shot a clown! I feel like that’s not related. I don’t know! myuh, myuh, myah, myuh, myuh, myah Yeah, we can hear you I think robbers stole his sister’s trinkets and he’s embarrassed He’s an idiot myuh, myuh, myah, myuh, myuh, myah Actually, I think he said tomorrow is his birthday Oh, happy birthday, Bill. I don’t mean that. What do we got there? Ninjas Did you say ninja? Yeah They have karate and can snap your shins clean! Serious? I’m scared now, all right? They’ll pluck out our eyelids Wait, could you still fall asleep? How are those your first words?? I doubt you could Oh really? No? You know what, I tried to make chocolate shoes Why? Because the guy’s a tool and he most likely sleeps in an L-position Listen baby, you know I need that puppet bird I think you’d better run along before it gets dark You know, I can see your nads Uh ohhh They have a gift shop? Yeah Be right back Did that shop have any food? Or a hat? Or like a cool belt buckle? Or maybe a bacon flute? Yesss No, but try this Why is your neck wet? I don’t want to relive it They got a sick blouse – on sale! You’ve been really bad company I made you a bird It’s a finger puppet As you can see I never painted it I would have given it to you but you’ve never trusted birds Quit looking at me like that Okay, yeah, I think I’ll just go home and have celery Look, he likes it! Uh oh! This bird pecked out your eyes That’s something different! No, no, I’m a vulcan VULCAN MY A-
One, two, three, four! Rev up your engines! It’s time for the Scotty Kilmer Channel if your speedometer isn’t working, then stay tuned, because today I’m going to show how to fix the speedometer that stuck on zero, now cars used to be simple, the speedometers had a cable that went inside the speedometer head, and it’s spun and made the speedometer move, but modern cars stopped using speedometer cables over 20 years ago, modern cars are all computerized, this is a speed sensor that bolts in the transmission, and it sends electrical impulses to the dash to make the speedometer work, with such computerized systems, you use another computer, a scan tool, to analyze what’s going wrong with the system, in the case of the Honda, we plug it into under the cigarette lighter where the data port is, right down in here, in it goes, then we put the scan tool on data and watch the speed as we drive, in this case, the speed stayed at zero even though we’re going at least thirty, so we all the sensor isn’t giving any information to the computer, so in this case, we’ll replace the speed sensor, but if the scan tool was giving the miles an hour in the correct speed while we are driving, that would mean the speed sensors working, and probably the speedometer inside the dash was bad, now in the case of the Honda, the speed sensors hidden on the transmission, way under here, so we got to take all this air duct work out of the way to even see it, we’ll just pull this all out the way, wiggle it and get off, and there’s a sensor hiding down inside the engine right there, I’ve unplugged the plug on the top of it, so you can see it better, here’s a new one, it just has two little bolts you take off and pull it out, and out comes the old dirty one, be sure to make sure they’re the same, they got the same bottom and the same connector so it looks like the right part, then you just get their old ten millimeter socket ratchet, bolt it back in, put the electrical connection in until it snaps, well in this case, it didn’t snap it so old, but it is on, then we put all the place a duct work back on, now we’ll close the hood and take it for a drive, off we go and there goes the speedometer, it’s working now, so the next time your speedometer breaks, why not fix it yourself, it’s not that hard, and remember if your car has any problems just visit the Scotty Kilmer channel, before it’s too late!
I’m Geri Markel. I’m an educational psychologist and my focus is on learning and performance. So in that capacity, I help students with time management, organization, and other study skills. And today’s topic is going to be reading efficiency. And reading efficiency and effectiveness, is something that is frequently not taught as a separate category as students increase in the complexity of the responsibilities that they have. And so if you ask many people when is the last time you had some reading instruction? They say oh sixth or seventh grade. And so we can imagine the kinds of pressures that are put on even extraordinarily bright students, those who are very competent, but who don’t really have the strategies and maybe the attitude to look at effective reading. And so for example this cartoon is talking about blocking everything out except the important parts and goes to the idea that people frequently underline.
But we’ll be talking about that later, but underlining without thinking doesn’t bring good memory and retention. So we want to have strategies that ensure that when a student is finished with an assignment they can understand it, talk about it, and then retain it so they can integrate it later with other information. And so the goals of today are to make students aware and counselors aware of the kind of strategies that do exist to enhance reading, comprehension, and retention, and integration with other sources, maybe multiple sources, and to read, relieve the stress that comes with inadequate reading kinds of things. And it’s very important for students to start looking more deeply of, at the kinds of things that tend to be barriers. And so we’ve included a little self check, which looks at what a student might be experiencing when they’re reading. And so a student or a counselor, advisor, could use a checklist like this and just see if they could identify some of the problems.
For example, some students read rapidly, but they don’t remember. Some students read slowly, but they read so slowly they don’t remember and they get distracted. Some people can read and understand, but not remember. And so we want to really start focusing on the kinds of barriers that exist and the kinds of strengths that students might have. When we talk about attitude and perception, we want to look at reading as information processing so that the words trigger ideas, concepts, help us understand the definitions of terms, and later create a scaffolding so that we can integrate information from different sources.
And frequently, because people have not looked at reading as a set of specific strategies, strategies that they can use to self regulate the kinds of information that they need to read and remember, they don’t really get, get efficient. So one of the myths is that you can read everything at the same rate and in the same way. And as course work becomes more complex, content areas become more differentiated, we need to have a set of strategies that depend on the purpose for which we’re reading. And so we’re looking at reading as a basic building block and vocabulary as a critical variable.
And too often people don’t spend enough time in new fields learning the jargon, learning the nuances perhaps of different vocabulary words and without that basic block of learning, they fail to really comprehend well. This is an idea slide looking at a ladder of learning, which is applied to most parts of learning. And when students look at this in terms of general academic performance, reading, note taking, test taking, it helps to clarify what they need to do for particular situations. For example, these learning objectives are set up so that the lowest level revolves around knowledge, which would be some basic vocabulary, perhaps a map, some calculations, the very basic building blocks of knowledge. At the next level, comprehension, we want students to be able in their own words to be able to explain a term, a topic, a definition, a concept. At the next level, application, the student maybe has to do a problem.
So if you were doing a word problem that would depend on basic reading, basic calculations, understanding the difference between multiplication and division, and then being able to solve a problem. When you look at these three levels, we can look at what is necessary when you’re reading. Do I, am I reading this first time through for some basic definitions and main ideas or am I going more in depth and going to the next level, am I needing to analyze, am I needing to breakdown the components, or the next level synthesize, synthesis if I could say it, synthesis.
Am I required to combine a bunch of topics or concepts so I can do relationships? At the top is the more creative, the evaluative type of thinking in which you might do a critical analysis or create your own design. So when students are looking at assignments, they might want to look at a chart like this and decide, am I reading this perhaps for the first time to get some main ideas and vocabulary? Can once I do that, can I describe things in my own words and then how am I going to apply this to the basic problems and principles that I have to do for assignments or projects? And so the idea that we have different strategies, different rates, depending on what we read, is sometimes a foreign concept for many, many students. So if for example you were reading poetry or trying to get through something you didn’t know anything about, you might slow down because you were looking at particular critical keywords, vocabulary, trying to piece together what the main ideas were. If you’re sort of familiar with something, you might be moving through the material a little bit more quickly. If you were reading a James Bond book or some kind of novel where you knew the characters, understood the style, then you would ratchet it up a little more quickly, perhaps if the book was boring skipping over some boring parts, and then over 350 words a minutes where you’re rapidly locating information.
Your eyes don’t move probably more quickly than 600 words a minute from the old studies that we did in rate of eye movement. And you might be doing that when you’re looking at a glossary, an index, a table of contents, a telephone book, a series of tables, where you really know what you’re looking for and you’re really sort of scanning and you have in your mind an idea of what you’re doing. So looking at this and combining it with the levels of learning, students begin to see how they can modulate what they’re doing and how they’re doing it. Another kind of thing that helps students is to begin analyzing what a text is like. Is this is a text that’s probably just listing terms and it’s really quite scientific or specific? Is it a text that’s describing a con, a concept or a topic, and it has lots of increasingly detailed information? Is it a passage or a chapter that’s doing contrast or pro/con? Is it looking at cause and effect? Is it looking at sequence? Frequently, when you ask students how you read something, they say oh, well I open the book and I start to read.
They don’t do anything to look at what kind of text it is and then adjust the kind of strategy they might use. Sometimes students begin to do this spontaneously, but depending on one’s personality and style you, you might be used to reading everything, learning everything, being able to memorize everything in a book, but not really being able to integrate it.
And at the undergrad level, by the time one gets to their major area or the graduate level, the mass of information that needs to be read has to be handled with a little bit more finesse. Students frequently again spontaneously, but maybe unconsciously because they are so familiar with the language, begin to look for keywords and signal words. One way of making reading more effective is to become increasingly aware of the signal words and be looking at sentences when you read in terms of clauses and where does particular kinds of words come, come in. So if it was perhaps a pro/con and an argument, the student would be looking for words like ‘although’, ‘however’, ‘on the other hand.’ And it doesn’t take much practice for students to begin to look for these kinds of words.
They can practice in newspapers, they can practice in magazines, and they can also practice in the kinds of articles. But this is a separate kind of activity. It’s one where you are trying to analyze what the text and what the writing style is. And this becomes particularly important when students are reading multiple kinds of articles. When you used to have a textbook, you would have a traditional organization. You might have lots of bold headings and separations of chapters or topics. That’s not necessarily true in some of the research articles or literature that students are reading and so they have to have this internal framework or structure upon which to build their comprehension.
One of the tried and true strategies is called the SQ4R method. It’s a method of thinking and processing information, first talked about by Robinson in the ’40s and then embellished upon by Don Smith in the ’50s and ’60s, and it talks about using multiple modalities in going through a reading, passage, textbook, or taking notes, or studying for tests, using the same strategy for multiple uses and emphasizing one or two of the steps depending on what’s going on. So at the first level, you want to survey what it is you’re going to read and what the purpose is for reading. Is it for review? It is for new knowledge? It is for collecting more detailed information? The next reason is that when you’re using different modalities at the simplest level, if you are looking at something one part of your brain is sort of lighting up and active, if you’re writing, another part, and the more activity you have, you seem to reinforce the integration of knowledge and the awareness and the discrimination of various kinds of ideas. And so what we’re looking at is not just a reader who is efficient reading one source, but at the more sophisticated level, a reader who can integrate information from multiple sources and be, do some critical analysis and then application of the information to new kinds of problems.
The steps in the SQ4R are first to survey, to look at a chapter or a book or an article, to see what the components are, perhaps see if you can identify the main idea. The next step would be asking questions. And the kind of questions you ask can be at the grossest level such as who, what, why, where, when, or it can depend on what the assignment is and the focus that lectures have taken. And so frequently a student might have 200 pages to read, the lecture or the PowerPoint notes that are given ahead, only focus on one-third of the chapter. If a student is pressed for time, a slow reader, inefficient reader, hates reading, then they might focus on the aspects that are covered in the text that will be covered in the lecture and just cutdown on the amount.
So surveying and questioning provide an avenue in a way to approach reading. The next step in reading is a very specific, targeted, interactive process, so that you have a question in mind and you are seeking and searching information that answers the question. The next part is that you’re reciting. Perhaps the material is so difficult that when you’re actually reading it you sort of talk it out to yourself as it’s, as if it’s a foreign language, because you’re not really clear about the terms. The next part would be to say it in your own words. If you can’t say it or do the next step, write it in terms of writing keywords or diagrams, if you can’t say it, write it, draw it, you don’t know it, and you’re certainly not going to remember it. So the important part is to really have a step-by-step procedure, which guides you into learning and processing the information so it can be understood and retained and then later applied. And then the next step is a step that’s frequently forgot.
Read it and forget it. I read it. Put it away. But the idea that you’re working in short-term or working memory when you’re actually reading something and perhaps writing it, means that when you put it away after an hour or a day you take out a blank piece of paper and see if you can write the notes from memory. See what you remember and then go back and fill it in. That way you’re not just reading and reading, which tends to be boring and not particularly productive. So if we look in depth at what a survey does, it’s sometimes looked at as a waste of time. I don’t have time! I just got to get into it! I just got to get into it! Well, what happens is you’ve really going over it. You’re really not understanding it. And the survey ensures that you really understand what the whole picture is. A perfect example of this in that, in some, in some courses a student will get an article that describes a study.
Their assignment is to look at how the study was done, the parts of the study. It wasn’t necessarily to understand the concepts of the study and what the study proved. Now if you don’t understand that you might with lack of knowledge about the content be struggling through this to understand what the content was rather than looking at the methodology, the reliability, the validity, and the kind of sampling they used. And so another thing that the survey does is help a student identify the useful reading aids that might be attached to a textbook or a particular resource. And too frequently, especially naïve students, maybe students who are great listeners who didn’t really have to do too much reading to get the good grades, forget to look at these illustrations and pictures and graphs and diagrams. And for many people, especially those who are visual learners and don’t like reading or don’t want to take the time, they can benefit greatly in a survey by knowing what pictures are there, because usually pictures, illustrations, reflect the main points of a chapter or an article. And so just by looking at that, people begin to become much more aware of what the critical aspects of the material is.
Then, we want to arouse our curiosity. We want to look at previous knowledge. We just don’t want to get stuff coming in as a blank slate. The more you question, the more curious, the better your questions are, and are aligned to what you have to learn, the better your reading will be. So even if you take 10 or 15 minutes to survey and 5 minutes to get good questions, you will make up that time by being a more efficient reader. Now where to the questions come from? First, they come from the syllabus. So usually, every class session has a name. Turn that name into a question. The title of an article, turn it into a question.
Any of the bold headings, turn them into questions. Look at the last lecture, turn into questions about how does the last lecture reflect upon the next lecture, so you get some integration. And then again you want to ask what illustrations are there, are any of these provided ahead of time in the, in the PowerPoint. If there’s a problem with somebody raising questions, that’s the perfect kind of thing to talk to at office hours or after class. So we’re always talking about reaching out and going to experts if you just have barriers in reading or you hate books. Oh, don’t give me that it’s, it’s too thick, it’s too wide, the print’s no good. And I think one of the difficulties occurs when you’re talking about surveying and questioning, when the material is on a computer and you’re scrolling up and down, it’s very difficult to keep a focus on the whole thing.
So you’re scrolling up and down, scrolling up and down. Sometimes you can see a couple of pages at once on your computer. Sometimes you can refer to the book, but looking at the big picture prior to reading is critical and many of the things that are on the computer preclude anybody even thinking about looking at the whole thing. Then when you’re reading, one of the critical things that happens is the ability to paraphrase what it is you’re reading. You don’t necessarily do that with every sentence or paragraph. But you, if textbooks are written in a certain way, it’s usually that the main idea opens a paragraph, and the first paragraph or second paragraph of the section contains the most important information with more detailed information.
So if you’re going to read and paraphrase, you might look at the bold heading of a section, turn it into a question, see if there are any critical definitions that you have to look for, and then read the first and second paragraph, and then stop, take a minute, paraphrase what you’re saying. Can I say it? Even using really brief short-term memory am I integrating this, because if I can’t, then I have to go back and say do I understand the definition. Is there a concept that I have to go back to so that I can learn something new? Another key aspect of reading uses visualization. So that old phrase ‘one picture is worth a thousand words’ is really true in this situation. So for many people they’re just using their verbal skills without any visualization or imagery. They’re not using one part of their brain.
So even if you ratchet up just a little bit by evoking a graph, evoking a chart, writing a chart, seeing if you can visualize a sequence, a process, then you are enhancing your memory and your capacity to retain. Reciting is this, is, is making sure that you get it more into your memory bank and using these pictures. The next thing would be to write things down. I’m not talking about reading and being a scribe, because many students feel that if I just write it down I sort of, I learn by writing. I learn by writing. Well, what’s happening is, my silly analogy is that your eyes are seeing some information, goes to your eye, and what happens is that information just dribbles down your neck, [Audience laughing] out your arm, out of the pen, and onto the page, and it never touches that grey matter.
However, if you have an image of it or you say it to yourself and you write after you read and understand, you then can check back to see how accurate you are. So it’s okay to write notes. It’s okay to outline. It’s okay to highlight or underline, but you only do it after you have said it yourself in your own words. If it’s important enough to underline, it’s important enough to say to yourself. Another thing that you do when you write is to write a test question that might reflect the information. So for many students taking multiple choice tests is very difficult. And so if at the end, and we’ll talk about this when we do note taking, if at the end of what you’re reading, if you see things that are alike and only have one subtle difference, you might make up an objective question. If you see a big idea that’s in contrast to another big idea from another lecture, make up a compare and contrast question.
And by doing that on an ongoing basis, you ensure that you’re ready for that application part, you’re not only doing the reading, the knowledge and the comprehension. And the last thing is that review. Now we know that for many, many decades students had been told review your notes. One, they don’t do it. Two, if they do it, it’s right before the test. And three, if they do it, they just read and reread and reread, and by some miracle of osmosis it’s going to be in their brain. If you’re visual and if you’re smart and have a great memory, sometimes that works. However, when it comes to reviewing, the critical thing is to test yourself and learn as you go. So if you’re reading to process information, then you have to stop, see if you can say it out loud, write it, do that diagram again, maybe an hour after, a day after, or at least every single week. So if you’re going to read and learn and understand and retain, and then integrate and apply, it means that you have to do periodic review.
Reviewing notes or reviewing the reading, preferably doing some previewing before a lecture, and then after the lecture seeing if you can read and review the lecture, and then doing it, making test questions and seeing if you can write it from memory. For many students, there’s a need for learning technical vocabulary, and again it’s really advisable to use a multimodal approach. So one of the things you might do is learn one word at a time. Of course, writing it.
But that visualization, humor in trying to memorize it, and then the next thing is taking another technical term and saying what is a term that’s like this but different, because those are the kinds of issues that crop up on tests. Are there words that sort of, are spelled similar, similarly, do they have the same prefix, are they used in a different kind of context.
So it’s not just memorizing a list of words, it’s memorizing words in context. If students were studying for the GRE or learning particular vocabulary in the humanities or other fields, what you want to do is you want to learn one word and then identify a number of synonyms for that word, so you begin to get shades of meaning. And then get two or three words that are antonyms. That way for one word, you’re getting a family of words and a way to become more precise when you’re writing or when you’re reading, you become a lot more sensitive.
And then of course, quizzing yourself. Learning is correct spelling, how boring. Wish we didn’t have to do it. But the more technical and the more complex the vocabulary, the more important the spelling is, and especially in PowerPoint presentations, so many students have to do projects. Sometimes just spell check isn’t enough, as we all know, but often students are rushed, even faculty are rushed, and we get some very embarrassing words that get through the, get through the spell check, but don’t look very good.
And that’s especially true in writing, so when you’re writing tests you want to make sure that at least most of the vocabulary is spelled well. Okay, so how do you manage this reading process? We got some strategies. You want to use SQ4R. [Audience member coughing] What do you actually do to get yourself revved up to be efficient when you are reading? One of the things is not to think that a person is going to read for two or three hours straight some complex test, text. It’s not going to happen. And if it does, it’s for most people it’s usually not efficient. So the critical thing is to set some small goal, maybe you can read for 20 to 40 minutes. Interspersed with, in that time you’re writing, you’re talking, you’re interacting, you’re not just [Slurs words].
You get so tired that you can’t remember. Another thing is to set a strategy. Is this a place where you just have to scan to look at what’s going on, you have to pick up some details? Is this a place where you have to do some deep reading, because you don’t understand the content? Is this where you need main ideas or is this a time where you have to get examples and specific details? And then what are the positive conditions that you need to use or create for yourself? If you are a student who really needs quiet, then you need to go and be in a place that’s quiet.
You might have to have some white noise. If you’re able to study in a room, but it’s too quiet, you might want to put on a fan. For some students, classical music works. If students want to know should I use music, should I have other things on, all you have to do is set up two different conditions. Condition one is what’s thought as the optimal, non-distracting, quiet situation, and then go in a coffee shop where it’s noisy and see which works. For some students, it’s easier to read in a coffee shop if they’re reading humanities. But if they’re doing math or science, they have to be quiet. So as the course work becomes more complex, it’s more important for students to understand what are the conditions that are going to be most helpful. In addition, because we’re so frantic and harried, it’s more important before you start to read to just take a minute to relax. Just spend a few minutes breathing deeply, in, out, get a visual image that’s positive, and then set a small goal. Perhaps you’re a person who is just has do a little warm up, maybe you want to review what you read before just to get you going, okay.
But we can’t think of running and rushing, and then I [Inaudible]. That usually does not contribute. Okay, and then doing the reading you are focused. You’re not answering the phone. You’re not looking at the Internet. You’re not perhaps even eating, okay. You want to be focused. So you want to think of yourself as a sprinter. Ask a question, find the answer, think about it, take two minutes of a break, find another question, okay. Relate, okay. Whatever you know of a strategy that works for athletics or music or dance performance, works for studying. Okay? So even if there’s hours of practice, there’s breaks, there’s mass practice. So it may be that for some portion of time you’re just looking for main ideas, and then you’re looking for evidence for the main ideas, and then you’re looking for some details, and then you’re looking for some examples, and then you’re looking for some comparisons. So when you mass practice this, you begin to get more control. Strategies give you control. Control gives you efficiency. Efficiency gives you lower stress and greater motivation. So you have a nice cycle that goes.
And so taking breaks, not two hour breaks, but five or ten minutes breaks, and the breaks mean you stand, you walk around, you get a healthy drink or snack, you stretch, maybe listen to music, hear something humorous. You want to get your mind in a relaxed state. It doesn’t necessarily mean checking Facebook, looking at the Internet, because you’re still focusing those eyes when you’re doing that, and we want to give your body, your mind, a break. After reading, you have to think. I know this is a foreign concept. But we want reading to reflect thinking. If there is no thinking in reading, there’s no learning. So we want to really be able to sit down and review in our head what we read, why it was important. Can I write a summary in my own words? Can I make up a self-quiz and what is the goal for the next assignment? Many people never really learn to read quickly enough. There’s, although they may be bright and competent, they’re stuck at the word-by-word level.
Sometimes it’s just reading, sometimes it’s fear of missing something, sometimes you always did it that way and it’s fine. And so you may need to have some exercises not with your schoolwork, but to practice reading rapidly with a newspaper or a magazine. And so frequently I ask people to just take the front page of a newspaper, turn the title of the article, the headline into a question, and then just read for a minute to see if they can pick out who, what, why, where, when. Do that with magazines, articles, you can do it with blogs, they’re a little bit more difficult. But wherever the information is really stable, so a newspaper is required to say who, what, why, where, when, and the vocabulary is usually one in which you, you’re aware of and also the concepts are not very difficult.
And in addition, you have some background information. So when you’re reading the newspaper or a magazine, you might be looking at what information don’t I have, what is new that I need to put, put in my memory bank? If you’re asking a question, you can say do I know anything about it? And then read for a minute. So that kind of thing helps just with one minute reading. For 10 or 15 minutes, take a book that you like and that you’re interested in, and read for 10 or 20 minutes and keep a graph of how many pages you read, trying to increase your rate as you understand the author’s style, the character development, the information.
The more familiar you are with the information, the more rapidly you can read it, because you have information in your head. The words just trigger a remembrance of the information or a question that you need to answer. So reading again is interactive and looking for information, processing the information. And also I think it’s very useful and helpful in social interactions just to do some of this with a friend, just meet for 15 minutes, each reading you know one or two paper articles and then summarize them to each other, because frequently when we talk about doing things for one minute or two minutes, it seems so inane that we don’t do it, but really it helps.
And for many people, talking information out with another people is a primary way of learning. So reviewing textbook summaries is critical. We’ve talked about using visualization and so when you’re looking at an image you’re more focused. You can look at one part at time, you know for many science, PowerPoint presentations the visuals are very complex. It might be that the person preparing the plot, slide has studied this for 20 years. And this slide is so laden with information that it has to be looked at in sections.
So for some visual images, it’s necessary to print them out in a large size, perhaps fold them or cut them so you only look at one part at a time, then see if you can make a reproduction of it. Compare, so the real learning comes from looking at things and seeing what you know and you don’t know. The use of visuals really increases retention and memory. If you’re in a test, if you can evoke an image, a flowchart, you can more easily set things down. If you have a blue book, if you have a visual in mind, you can open the blue book, put down what you remember in the forms of a chart or some kind of visual, and then refer to it as you’re writing your essay questions.
Therefore, the visual helps you organize and get more clarity into your answers. So here’s just a few simple visuals that can be used to help you with your reading. So if you know you’re reading something that has a pro/con argument, you can set these up and just do the bullet points and it brings a clarity and a purpose to your readings, so that you feel more comfortable. The cause and effect is caused a fishbone diagram, came from the quality work within the auto industry, because it might be that you had an effect, you assumed there was a certain cause, you went to solve that problem, but it wasn’t the root cause.
So for many students in difficult complex situations, if you can list all the causes for a particular effect, then you can go through the notes and say what, how could I prioritize these, or if I have a cause that’s political, can I then talk about the three options that were political. So these kinds of things allow you to consolidate information and provide a framework that helps you process the information. So in terms of a roadmap to efficient reading, we want to preview and plan, that’s a strategy to get you to be more efficient, more effective, lower stress and increase, increase control. So you want to know what information do I need? What is the assignment? How is the information going to be used? Under what conditions is the information going to be used? It’s really a different thing if you’re moving toward multiple choice, moving toward giving a presentation or a project, or taking an essay test.
So in summarizing to look to improve comprehension, you want to look at interaction, your mind and questioning what you’re reading, understanding the purpose, understanding the depth of information that you need, paraphrasing it in your own words, perhaps writing it out, and then comparing it with the lecture or the reading that you’ve done, and summarizing using charts. One of the things to do is that if you make a chart, then two or three days later you take a blank piece of paper, this is called the blank page exercise. You take a blank piece of paper and you try to recreate it. And it’s such a funny thing. There’s so many blank holes that you’ll find. And that’s where the real learning and retention comes. And I, I saw this with several medical students who made, read and made wonderful charts and bring in the charts say, well I summarized the chapter.
Really? Did you do this from memory? Oh no, I wanted it to be accurate. So there was a chart in the book and they wrote it. Oh, that’s a great idea. Did you then test yourself? Uh, well I didn’t have time. Okay. Here’s a whiteboard or here’s a blank piece of paper, recreate the chart. And it’s very interesting that as you try to recreate it, you are able to put more and more detail in. So what happens is you really are creating information from the core out. You learn the main ideas, get some further explanation, get some details, get some examples. And then to improve retention, again you’re going to summarize, visualize, use charts, talk to other people, write practice questions, and review. So if you’re a student who wants to become more efficient, you could identify one goal and practice that one goal.
It might be that you want to just practice reading faster other kinds of material because it’s too stressful to try and change anything with your course work. I’m just going to read newspapers and magazines. If you need help with, if you think you have a reading problem, you might want to go to Services for Students with Disabilities.
If somebody is looking at your writing and it doesn’t, your writing doesn’t reflect adequate reading and information processing, you might want to go to Sweetland. So there are many places on campus. If you’re very nervous when you read, you seem to be having blockage because of stress or anxiety, depression or whatever, you might then want to go to CAPS. And so you might decide I’m just in one course where I tend to be missing the main idea, I’m going to look at the chapters and use SQ4R and I’m just going to use it to survey and preview and write questions so I’m better ready when the lecture comes. That one step might be your avenue to better reading efficiency.
So that’s it for reading efficiency. I hope this helped you. I have a study tips program. It’s called “A Study Tip A Day Gets You an A”, 365 secrets of study success. It’s a free download. Each study tip is a 140 characters or less. So look under study tips for iPhone, soon to be for Droids too. And the name of my company is Managing Mind located on State Street.
My email is geri@managingyourmind.com, and I’m open for questions or concerns. Thank you very much..
Align:start O’CLOCK. BACK OVER TO YOU GUYS. JUAN: THE VIOLENT END TO A POLICE PURSUIT THIS AFTERNOON. REPORTER: WE WANT TO GET STRAIGHT TO VIDEO A FEW CAN SEE THE WILD PURSUIT AND ACTION. IT STARTED IN SANTA CLARITA. SPEEDS OF 100 MILES PER HOUR. THE DRIVERS ARE GOING CRAZY. WHEN THEY FINALLY GOT HERE THEY FINALLY ENDED UP HITTING AN SUV ON THE FREEWAY CAUSING THAT SUV TO SPEND BEFORE THEY GOT OFF THE FREEWAY THEY DITCHED THEIR PICKUP TRUCK AND THEN RAN INTO THE NEIGHBORHOOD HERE. HERE THEY WERE RUNNING THROUGH THE BACKYARDS AND LEADING POLICE ON A FOOT PURSUIT FOR A LITTLE WHILE BEFORE THE POLICE WERE ABLE TO TAKE THEM INTO CUSTODY.
PURSUIT HAS ENDED AND BOTH SUSPECTS ARE IN CUSTODY..
Align:start hey guys this is Gaurav and today we are going to make you familiar with something that your school teachers never did reading faster technically we learned how to read and kindergarten and since then we haven’t improved on that but that sad isn’t it do we walk out of the same way as we did when we were six then why the hell do we read the same way in this an academy video Roman who is a medical doctor who has read more than 500 books and is just 24 is going to teach us how to read faster with better comprehension hey guys what’s up this is Roman here today I am going to teach you something which has had a drastic impact when it comes to my professional as well as personal growth that is the technique of reading faster and comprehending better at the same time now I am able to apply this knowledge four to five times faster in diverse fields and I want you to do that as well my aim with this particular tutorial is that you at least double your speed or increase it to more than 600 words per minute so before I actually teach you the technique let me resolve some myths first you can quadruple your speed in 15 minutes wrong you may be able to learn the basic principles but it will take you a hell lot of practice before you can actually start to see some consistent improvement if you are a slow reader meaning thereby you are reading at 5200 words per minute it is impossible for you to take it to beyond 600 or more but in reality you can if you would actually believe that somehow if they read at a very fast pace it will destroy their brain or damaged their neuronal connections but being a doctor I know it’s not the case you can always come back to slow reading whenever you want to people think that you need an extremely high IQ to become a speed reader the thing that you need to be son and daughter of Einstein or Tesla but in reality that’s not the case even if you have an average IQ you have an equally good chance of becoming the fastest reader on this planet as your reading speed increases your comprehension will necessarily go on just a little bit of practice your comprehension will either stay the same or it might even go up so it is a nonzero-sum game as a child your teacher might have forced you to sit down and remember 100% of the content but obviously it is impossible to do since you and we are not robots in reality even if you do 60 to 70 percent of it your job is done so before moving forward just try and read this para I am 100% sure that all of you are able to comprehend this paragraph as you must have realized the letters or not in a particular sequence yet your brain filled in the blanks similarly even if you don’t focus on all the words your brain will still fill in the blanks so you don’t need to read the trivial words and you can just focus on the key words so before you actually proceed ahead with the exercises you need to find out your existing speed for that I want you to click on the link in the description below take the test and you will find out exactly how many words you are reading per minute so the rate which you have got is the number of words divided by the time taken that is why it’s called words per minute but more importantly than that you also need to focus on comprehension because comprehension and speed are the two sides of the same coin they go hand-in-hand so if your comprehension is below 55% then your reading speed does not matter at all it should be at least 55% it’s decent if it’s between 60 to 70 it’s awesome if it’s above 70 so it’s very very important that you record your progress otherwise you’ll not be able to understand whether this exercise will help you or not or that I need you to make a graph on x-axis you’ll have the number of attempts for example the first time second time third attempt and so on and on y-axis you will have the reading time how much speed you are generating for example 500 words per minute or 400 words per minute and then you need to plot a curve so that you check your progress so now actually let’s start with the exercises which will make you read faster and comprehend better the first step is called a survey method or the preview method in this you have to resist the urge to read the book word by word from page one itself you need to glance through the contents you need to basically understand the context you need to go through the summary the heading subheadings and you need to go through the key points and phrases so all these steps will give you a holistic and comprehensive picture of what the book is about and this is the point where you decide whether to read the book or not the maximum number of books which were ever read by a human being was by mr.
Kim Peak the mega savant on whose life the movie Rain Man was based he was able to around 12,000 books with recall so it is impossible for you or me to read all the millions of books out there so we have to choose wisely so after the step one you need to develop some questions which you want the text to answer so for developing them this rhyme will help you a lot I keep six honest serving men they taught me all I knew their names are what and why and when and how and where and who for developing questions like what is this chapter about where am I going to apply this knowledge how is it going to be beneficial to me when was this incident happening all this is part of active reading and not passive reading so in this third step we will actually learn to control our eye movements whenever you read your eye attempts to move back and forth this movement is called Socratic movement and it is bad for your comprehension as well as reading speed so for controlling the saccadic movement what I want you to do is just take a pacer it can be either a pencil or a pen or even your fingertip just move across the line smoothly and shift from one line to another and do not give more than a second per line just do it for three minutes pause the video and I’ll be right here so now I want you to focus for half a second per line do it for two to three minutes and come back by now you have finished two exercises and I know you are not comprehending at all please please do not worry about comprehension or understanding at this particular point now once you were able to follow your eye along the pacer now I want you to focus on group of birds this is called as chunking which will help you expand your peripheral vision so despite focusing on me your peripheral vision can still make out this colored background and this object so in the first two exercises we were basically wasting half of our peripheral vision by focusing right from the first word to the last word of the line now I want you to skip those two words that is the first in the last word and you will realize they’re automatically covered in your peripheral vision so do this third exercise for three minutes and get back so for this fourth exercise I want you to expand your peripheral vision even further try to skip the first two and the last two words of the line and don’t stay for more than a second per line do it for two minutes and get back to me so now for the fifth and the final exercise I want you to just skip everything and focus on the middle word so for example if there are seven words in a line just skip the first three and the last three and focus on the center but if there are more than seven words per line you have to focus on two words the basic M is you have to delete the first three and the last three words from your focus while you are doing this fifth and final exercise I want you to focus on one line for just second just half a second and move on I know your comprehension will be absolutely zero but right now that is not our concern right now I am trying to control your eye movements and remove lifetime of bad habits to do this exercise for two minutes and get back so from the above exercises you must have realized the fact that you do not need to read every word for comprehension to be better and through those exercises you have also mastered the art of removing these three bad habits first is vocalization or speaking out loud as you must have realized while doing those exercises it was virtually impossible for you to speak anything please remember that you do not need to speak the word out loud in order to comprehend its meaning so for example if you go to Italian diner you don’t say out loud pasta in order to understand its meaning this is because from our past experience brain has associated various neuronal connections and it now knows that pasta is a concern food item now the second and the most important mistake which each and every one of us make is subbhu collision I know as an adult when we read a book we don’t say it out loud most of the time but we have a tendency to speak it in our head see in order for you to break this speed barrier of 300 words per minute it’s extremely crucial that you eliminate sub bocal ization you can use the techniques like chewing gum or counting from 1 to 10 because the basic idea is you do not say anything while reading the text so after oka lies ation and cervical ization the third most common mistake an average reader makes is regression do you remember the last time you read that biology chapter you always tend to go back to the first line of the or the first line of the paragraph because you tend to forget what was written there see regression is not at all essential the loss of comprehension is not more than 5% and even if you regress you will be able to gain only that 5% on top of that even without regression you can compensate that particular loss and comprehension see whenever you are reading a textbook which is full of jargons in that particular case you might regress but only after finishing a particular topic or a particular page in general please do not revert back please do not regress the only time you are allowed to go back is when you are finishing a particular line and you are starting the next line so reading at a rapid pace keeps your brain interested and hence its focused while I was reading biology in my high school I used to read it at a very slow pace so imagine I am reading cardiac cycle one moment I am imagining this beating heart and the next moment I am imagining diffusing Vaman counter strike it was because I was reading at suboptimal level and I was not able to engage my brain hence it was finding other ways to get entertained so guys although we are done with the exercises here are some tips which will come in handy while you are trying to speed read avoid distractions best reading efficiency for most of the people come when they are in a peaceful and a quiet environment you need to focus on your vocabulary get a notebook write down all the hard words that you encounter write their meaning and try to use them in the form of a sentence subvocalization it is helpful if you want to commit something to memory verbatim that is as it is for example remembering the order of the planets you cannot speed read that or remembering the phylum or remembering the presidents or the capitals of the states try to read as much as you can while you are in the zone and don’t break your rhythm but also do not read for more than an hour at a stretch take 5 to 10 minutes short break to relax your brain anticipate what the author will write next this will help you in keeping your brain engaging and focused you have to have flexible speeds speed reading is like driving a car on a highway you know you will cruise near top speed for most of the time but you will need to slow down during curves or when hitting a rough road you should have multiple weapons in your arsenal see if the content is information oriented and data rich then you should read at a relatively slower pace well if you are reading a novel you can unleash the true power of your brain it really gives you a lot of flexibility always focus on active reading and please refrain from passive reading please do not read word by word your brain is more than capable of filling in the blanks on its own please do not be disappointed if you are reading at a very low speed it means that you can improve a hell lot from using these techniques find out which technique is working best for you and exploit it after watching this video you have not reached the finish line rather you have just started keep applying these principles and you are short to reach much higher speeds so guys I hope you enjoyed the tutorial containing all the different exercises tips and tricks on how to actually increase your reading speed and improve your reading comprehension do let me know in the comment section if they actually work out for you or not also check out a platform and Academy dot in where we have the top educators and they create educational content our goal at an academy is to make sure that accessible free and quality education reach the masses we will continue making videos on YouTube that’s why please share the video please subscribe to the channel there will be a subscribe link down the bottom and and do visit on Academy lotin thank you and thank you Roman for the brilliant video thank you watching the tutorial Evan awesome day you
WELCOME TO SYSTEM SPOTLIGHT, GIVING YOU AN IN DEPTH LOOK AT SHUTTLEWORTH’S MORE ADVANCED PRODUCT HANDLING SYSTEMS AND CONVEYOR APPLICATIONS. IN THIS VIDEO, WE WILL SHOWCASE A SOLUTION FOR ONE OF OUR CUSTOMERS THAT WANTED TO TRANSPORT, DIVIDE AND ACCUMULATE STACKS OF UNWRAPPED WET WIPES AT A RATE OF 375 PRODUCTS A MINUTE. A CUSTOM DIVERTER WAS CREATED FOR THIS SYSTEM TO ENSURE THE STACKED PRODUCTS COULD BE DIVERTED AND MAINTAIN THE SPECIFIED RATE WITHOUT COMPRIMISING THE STACK INTEGRITY OF THE WET WIPES. THE STACKS ENTER THE SYSTEM ON A MODULAR PLASTIC BELT CONVEYOR WHILE BEING CONTAINED BETWEEN FLEXIBLE GUIDES. AS THE PRODUCTS REACH THE DIVERTING ZONE, SERVO CONTROLLED PADDLES EXTEND ON EITHER SIDE OF THE WIPE STACKS TO GUIDE THE PRODUCT THROUGH THE DIVERTING PROCESS FOR EACH NECESSARY LANE CHANGE.
WHEN THE DIVERT IS COMPLETE, THE PADDLE GUIDES RETRACT TO ITS STARTING POSITION. SENSORS COUNT THE PRODUCT AS THEY PASS THROUGH ONE OF THE 5 LANES. WHEN A GIVEN LANE IS SUPPLIED WITH THE SPECIFIED AMOUNT OF PRODUCT, THE PADDLE GUIDES EXTEND AGAIN TO DIRECT THE LANE CHANGE. THE MODULAR PLASTIC BELT CONVEYOR WAS CHOSEN DUE TO THE EASE OF LATERAL MOVEMENT WHILE BEING CONVEYED WITHOUT DISRUPTING THE UNDERSIDE OF THE STACKS. ALTHOUGH 375 PRODUCTS PER MINUTE WAS THE TARGET RATE, SHUTTLEWORTH DESIGNED THE HIGH-SPEED DIVERTER TO WORK AT SPEEDS UP TO 500 PRODUCTS PER MINUTE. AFTER THE WIPES ARE DIVERTED INTO ONE OF THE 5 LANES, A TABLE TOP CHAIN CONVEYOR TRANSPORTS THE WIPES TO A SERIES OF SPEEDCHANGES TO ACCUMULATE AND INDEX THE PRODUCTS IN PREPARATION FOR WRAPPING. FOR MORE INFORMATION ON SHUTTLEWORTH CAPABILITIES AND SOLUTIONS, PLEASE VISIT OUR WEBSITE AT SHUTTLEWORTH.COM.
In a world where zombie’s have already infected every facet of pop culture comes another zombie movie. But this time… it’s got Brad Pitt! World War Z. Get ready for the big-screen adaptation of the best-selling novel that’s got everything you loved about… the title. And nothing else. A film with so many production problems, people were genuinely surprised when it wasn’t a complete disaster. Meet Gerry Lane, he’s just your average everyday Super attractive Scarf-wearing Spanish-speaking Airplane-piloting Sharp-shooting Skull-bashing Armor-crafting Arm-chopping Prisoner-Interrogating Surgery-doing Slo-mo-vision-having Antidote-making Eagle-eyed Stay-at-home Dad. “All you do is make pancakes in the morning!” “Yeah, but I’m really good at it.” Travel the globe with Brad Pitt and the film’s screenwriters as they stumble from set-piece to set-piece tied together by the flimsiest evidence ever.
“There was a memo sent from this installation that had the word zombie in it. Do you know anything about it?” “It was an email, not a memo.” Come on. Watch Brad Pitt survive an unsurvivable apocalypse thanks to a constant stream of life-saving coincidences like… never hitting traffic in the middle of mass hysteria, finding an RV with the keys and a loaded gun inside, this friendly mugger showing him where to find medicine, this friendly Mexican family taking him in no questions asked, these fast zombies who slow down as soon as they’re about to catch him, this small child head-shotting a zombie on top of him, this plane dropping a ladder down to save him mid-takeoff, this Israeli soldier killing a zombie about to eat him, surviving this car crash, surviving this plane crash, surviving this spike through his stomach, and shooting up with a randomly picked virus that happens to be curable while also serving as zombie camouflage. Wait, is that Matthew Fox? So get ready for a by-the-numbers action movie full of PG-13 violence and none of these awesome things from the book: Man, what a waste of good source material.
Starring these zombie movie cliches: dead car batteries, flickering lights, shakey cam, jump scares, zombies banging on doors, a kid with asthma, accidental noises, and obligatory Inceptions Bwaas. Brad Pitt Zombie Movie. Man, all those reshoots must’ve cost a fortune. How’d they pay for that? Man, that really makes me want a Coke. Thanks for watching! Be sure to subscribe!.
