{"id":4524,"date":"2018-08-29T15:02:14","date_gmt":"2018-08-29T15:02:14","guid":{"rendered":"https:\/\/affiliate.wcu.edu\/cfc\/?p=4524"},"modified":"2021-05-17T11:48:35","modified_gmt":"2021-05-17T15:48:35","slug":"secret-reading-weapon-your-textbooks-toc","status":"publish","type":"post","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2018\/08\/29\/secret-reading-weapon-your-textbooks-toc\/","title":{"rendered":"Secret Reading Weapon: Your Textbook\u2019s TOC"},"content":{"rendered":"
\"The<\/a>

The New Science of Learning: How to Learn in Harmony with Your Brain, Available from Stylus Publishers<\/p><\/div>\n

Terry Doyle, author of The New Science of Learning: How to Learn in Harmony with Your Brain,\u00a0<\/em>encourages teachers to think about the conversations we have with students related to student reading.<\/span><\/p>\n

For example, when asking students to read for homework, do we ask them to simply \u201cread the chapter\u201d? Or do we discuss reading strategies that can help make reading a more active process?<\/span><\/p>\n

Mr. Doyle emphasizes practices such as questioning and annotation. Questioning involves students writing questions about the headlines they see in the passage, before\u00a0<\/em>they read the passage.<\/span><\/p>\n

One way to facilitate this kind of active reading is for us to consider our textbook\u2019s Table of Contents, assuming we rely on our text for a substantial portion of our teaching.<\/span><\/p>\n

 <\/p>\n

 <\/p>\n

Here are some steps the CFC identified to help create a formative assignment related to reading and comprehension:<\/span><\/p>\n

\n
    \n
  1. Search Google for your textbook\u2019s table of contents.<\/span><\/li>\n
  2. If you are able to find them on the web, copy and paste them into a Word document.<\/span><\/li>\n
  3. Create smaller Word documents from the large document, such as a separate document for each chapter you\u2019ll ask them to read.<\/span><\/li>\n
  4. Post the documents to your course in the LMS:<\/span><\/li>\n<\/ol>\n

    a) as a discussion board prompt<\/strong>. Ask them to discuss the topics you post. What do they know about the topic, if anything? Where\/how did they learn it? (Then assign the reading).<\/span><\/p>\n

    b) as an online assignment<\/strong>. If you want the reading to count for a more significant portion of their grade, a more substantial activity\/assignment could be developed.<\/span><\/p>\n<\/blockquote>\n

    You might have seen this kind of practice in a textbook you use or have used before. Have you ever seen a short set of discussion questions in the opening pages of a chapter? They might have been written as reflective questions or questions intended to stimulate prior knowledge.<\/span><\/p>\n

    Creating minor, formative assignments centered around reading supports several principles for improving student learning, namely activating prior knowledge, and an opportunity to clarify prior misconceptions that students hold, which can be a barrier to them applying what they’ve learned in later stages of the course. \u00a0<\/span><\/p>\n

    The stepsheet Encourage Active Reading<\/a><\/strong><\/span>\u00a0can walk you through the process for a course you teach.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

    When asking students to read for homework, do we ask them to simply \u201cread the chapter\u201d? Or do we discuss reading strategies that can help make reading a more active process?<\/p>\n","protected":false},"author":462,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[57,201,210],"tags":[],"class_list":["post-4524","post","type-post","status-publish","format-standard","hentry","category-blog","category-help-your-students","category-read"],"jetpack_featured_media_url":"","jetpack-related-posts":[{"id":12184,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2019\/11\/23\/qr-step-sheet-reading-guide-learn-more\/","url_meta":{"origin":4524,"position":0},"title":"Reading Guide Launch Sheet","author":"Terry Pollard","date":"November 23, 2019","format":false,"excerpt":"With the Reading Guide, students see you--the content expert--in conversation with another content expert. \u00a0Some tips to remember: Be conversational. Write as you if you were speaking to your students in class. Avoid commenting on every paragraph. Be strategic in the content and text you want to annotate. What do\u2026","rel":"","context":"In "Blog"","block_context":{"text":"Blog","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/blog\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":20785,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2022\/04\/21\/small-teaching-predicting\/","url_meta":{"origin":4524,"position":1},"title":"Small Teaching: Predicting","author":"John Hawes","date":"April 21, 2022","format":false,"excerpt":"2nd post of 9 in the Small Teaching Series Small Teaching by J.M. Lang presents methods for making small changes in your teaching practices (hence the name) that can significantly improve your students\u2019 learning.\u00a0 Each chapter provides the research-based evidence behind the practices Lang proposes so you can have confidence\u2026","rel":"","context":"In "Active Learning"","block_context":{"text":"Active Learning","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/active-learning\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2022\/04\/Predicting-1-300x181.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":20381,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2021\/11\/11\/halting-plagiarism-before-it-starts-teaching-strategies\/","url_meta":{"origin":4524,"position":2},"title":"Halting Plagiarism before it Starts: Teaching Strategies","author":"Jonathan Bradshaw","date":"November 11, 2021","format":false,"excerpt":"In a previous blog post, I made a brief case for not using plagiarism detection software. I also argued that we could partially resolve some of our concerns about plagiarism by designing writing assignments that offer authentic writing challenges related to our fields of study. In this blog, I want\u2026","rel":"","context":"In "Blog"","block_context":{"text":"Blog","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/blog\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":4611,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2018\/09\/08\/what-does-student-engagement-mean-in-your-discipline-2\/","url_meta":{"origin":4524,"position":3},"title":"What Does Student Engagement Mean in your Discipline?","author":"Terry Pollard","date":"September 8, 2018","format":false,"excerpt":"A summer 2018 volume of New Directions for Teaching and Learning\u00a0focuses on student engagement. Ten chapters worth! One interesting chapter, Students Engaged in Learning, is worth a close read. (the link to the full article can be found at the bottom of this post). The authors, Emad Ismail and James\u2026","rel":"","context":"In "Active Learning"","block_context":{"text":"Active Learning","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/active-learning\/"},"img":{"alt_text":"Journal - New Directions for Teaching and Learning Journal","src":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2018\/07\/New-Directions-Journal.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":20424,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2021\/11\/16\/to-flip-or-not-to-flip-that-is-the-question\/","url_meta":{"origin":4524,"position":4},"title":"To Flip or Not to Flip? That is the Question.","author":"John Hawes","date":"November 16, 2021","format":false,"excerpt":" Whether you call it inverted instruction, classroom flipping, or some other term, the concept behind this kind of instruction is basic. Students get the foundational knowledge they need outside the classroom\u2026","rel":"","context":"In "Active Learning"","block_context":{"text":"Active Learning","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/active-learning\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2021\/11\/flipped-classroom-g08f0d90c4_640-300x141.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":20749,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2022\/03\/30\/small-teaching-chapter-1-retrieving\/","url_meta":{"origin":4524,"position":5},"title":"Small Teaching: Retrieving","author":"John Hawes","date":"March 30, 2022","format":false,"excerpt":"Small Teaching\u00a0by J.M. Lang presents methods for making small changes in your teaching practices (hence the name) that can significantly improve your students\u2019 learning. Each chapter provides the research-based evidence behind the practices Lang proposes\u2026","rel":"","context":"In "Active Learning"","block_context":{"text":"Active Learning","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/active-learning\/"},"img":{"alt_text":"Summer Institute for Teaching and Learning Post Card","src":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2022\/03\/SITL22-232x300.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/posts\/4524","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/users\/462"}],"replies":[{"embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/comments?post=4524"}],"version-history":[{"count":11,"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/posts\/4524\/revisions"}],"predecessor-version":[{"id":19590,"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/posts\/4524\/revisions\/19590"}],"wp:attachment":[{"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/media?parent=4524"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/categories?post=4524"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/cfc\/wp-json\/wp\/v2\/tags?post=4524"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}