Reading to Learn

1. Reading to Learn

2. What is Reading to Learn is Not • Reading to learn is more than memorizing just to be able to answer questions on a test the next day. • Reading to learn is more than reading to understand what is being read.

3. What is Reading to Learn? • Reading to learn is more than reading to understand what is being read. • Reading to learn is more than reading just to be able to answer questions on a test the next day. • Reading to leaning is more than memorizing facts and details to retrieve later. • Reading to Learn is about: • constructing meaning as one reads, then using mental strategies in a way that moves the meaning to long term memory, • understanding facts and ideas in the context of a conceptual framework as one reads, and • enabling the reader to use the information in new situations (transfers to new situations), and learn related information easier.

4. Reading to Learn – Cognitive levels of Learning Memorizing - This is rote learning. The behavior that indicates that this kind of learning has occurred is stating (or "regurgitating"), usually verbatim. Understanding - This is meaningful learning. It entails learners relating a new idea to relevant prior knowledge. The behaviors that indicate that this kind of learning has occurred include comparing and contrasting, making analogies, making inferences, elaborating, and analyzing (as to parts and/or kinds), among others. Application - This is learning to generalize to new situations, or transfer learning. It entails learners identifying critical commonalities across situations. The behavior that indicates that this kind of learning has occurred is successfully applying a generality (the critical commonalities) to a diversity of previously unencountered situations.

5. Cognitive Levels of Learning Memorizing- This is rote learning. The behavior that indicates that this kind of learning has occurred is stating (or "regurgitating"), usually verbatim. This learning is not meaningful nor can it be applied to new situations. Weak connections are made with prior knowledge and are easily forgotten. Dendrites Axon Neuron Ends Cell Body

6. Cognitive Levels of Learning Understanding - This is meaningful learning. It entails learners relating a new idea to relevant prior knowledge. The behaviors that indicate that this kind of learning has occurred include comparing and contrasting, making analogies, making inferences, elaborating, and analyzing (as to parts and/or kinds), among other. Connections are made with prior knowledge, but are are strengthened. Dendrites Axon Neuron Ends Cell Body

7. Forget about Memorizing – Information Memorized is Useless for Later Learning and Application Let’s instead take a quick look at what happens in the brain when the brain understands.

8. When the message (new information the reader is reading) reaches the neuron ends (end buds), the end buds look for other dendrites on other neurons that have related information (prior knowledge). Remember, learning only occurs when the reader interconnects new information with what they already knows (prior knowledge). End Buds – dendrite-like fibers that connect to other neuron dendrites (looking for related information) Cell Body axon synapse neurotransmitters receptors dendrite

9. If the end buds find other dendrites of related knowledge, a new dendrite grows. That new dendrite is learning. Dendrites Axon Neuron Ends Cell Body Rule 1: New dendrites, synapse, and neural networks grow only from what is already there.

10. Understanding is not enough for meaning and useful learning – learning that transfers to new situation and makes learning related information easier. • Meaningful and Useful Learning • When understanding occurs and a new dendrite grows, the reader has the foundation for meaningful and useful learning. • 1. To become useful and meaningful, the reader needs to re-expose themselves to the information using elaborations. (“elaborately” means thinking, talking or writing about what was just read. Any mental activity in which the reader slows down and mentally tries to connect what they are reading to what they already know is elaboration). • 2. The reader also needs to use time intervals for re-exposure for the most effective learning.

11. What Are the Time Intervals for Re-exposing Oneself to New Information for the Most Learning? • 1. As the reader identifies what is important while reading, stop re-expose yourself to the information and elaborate on the it (have an internal dialogue, what do you already know about what you are reading, write about it (take notes in your own words), explain it to yourself out loud. • Note: This time interval is specifically for holding and expanding the time new information has in working memory, which gives you and your brain more time to manipulate the information before it can be forgotten. The human brain can only hold about seven pieces of information for less than 30 seconds! Which means, your brain can only handle a 7-digit phone number. If you want to extend the 30 seconds to a few minutes or even an hour or two, you will need to consistently re-expose yourself to the information. Memories are so volatile that you have to repeat to remember. (Medina) • 2. When you have read a new topic or paragraph, explain to yourself what you have just read; this is re-exposure to the information. • Note: This time interval and the remaining time intervals take advantage of the opportunity to strengthen newly grown dendrites. • 3. When you finish studying, take a few minutes to re-expose yourself to the information and elaborate. • 4. Within 90 minutes to 2 hours, re-expose yourself to the information and elaborate. • 5. Review again the next day as soon as you can. (Handout)

12. Dendrites Myelin Sheath Axon Neuron Ends Cell Body Every human skill is created by chains of nerve fibers carrying a tiny electrical impulse – basically a signal traveling through a circuit. Myelin’s vital role is to wrap those nerve fibers in a fatty insulation the same way that rubber insulation wraps a copper wire, making the signal stronger and faster by preventing the electrical impulses from leaking out.

13. Let’s look at what is going on in the brain when we re-expose ourselves to information being learned, especially using time intervals. We increase fat around the axons. Dendrites Myelin Sheath Axon Neuron Ends Cell Body Every time the reader re-exposes themselves to the information they are learning a new layer of fat (Myelin Sheath) wraps around the axon. Myelin is “the key” to talking, reading, learning skill, being human. It is the key to faster and easier retrieval of information and application to new situations, as well as learning related information easier.

14. Dendrites Myelin Sheath Axon Neuron Ends Cell Body Myelin increases electrical resistance across the cell membrane by a factor of 5,000 and decreases capacitance by a factor of 50.Thus, myelination helps prevent the electrical current from leaving the axon and makes recall terrifically faster. Myelin builds through active and repetitious use of your brain.