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THREAD. On writing, note-taking, reading, and synthesizing information. This fall, I taught Research Design at the doctoral level, and a Masters' Research (Thesis) Seminar.
Because of the way I like teaching (research design, research methods and mechanics of research), ....
Because of the way I like teaching (research design, research methods and mechanics of research), ....
... I quickly realized that teaching Note-Taking Techniques, Reading Strategies, and Synthesis Methods was complicated. It's kind of a chicken and egg problem. What do students need to learn first, reading or taking notes? Teaching strategies for both is hard to do simultaneously
I tried the following sequence:
- Reading Strategies
- Note-Taking Techniques
- Synthesis Methods
- Writing Tips
Turns out that students are thrust into the "you need to read a lot to understand what I am teaching" model quite early during their programmes. This poses challenges
- Reading Strategies
- Note-Taking Techniques
- Synthesis Methods
- Writing Tips
Turns out that students are thrust into the "you need to read a lot to understand what I am teaching" model quite early during their programmes. This poses challenges
Normally, I would assign Adler and Van Doren's "How to Read a Book" http://www.raulpacheco.org/2019/08/how-to-read-a-book-the-classic-guide-to-intelligent-reading-adler-van-doren-my-reading-notes/ so that my students can learn various levels of reading.
Only problem? A&VD is a massive 350 pages' book. Just imagine the amount of time it's going to take them to even *skim it*.
Only problem? A&VD is a massive 350 pages' book. Just imagine the amount of time it's going to take them to even *skim it*.
After teaching this class over the summer at ITAM and this fall at CIDE and FLACSO, at the Masters and PhD levels, and after decades of teaching undergraduates, I am convinced now that
(a) students need a range (repertoire) of reading strategies http://www.raulpacheco.org/2019/08/developing-a-repertoire-of-reading-strategies-is-extremely-important/
(a) students need a range (repertoire) of reading strategies http://www.raulpacheco.org/2019/08/developing-a-repertoire-of-reading-strategies-is-extremely-important/
(b) students need a "quick read" strategy before anything else (I teach my AIC method)
http://www.raulpacheco.org/2017/01/finding-the-most-relevant-information-in-a-paper-when-reading-a-three-step-method/
(c) once they learn how to skim, they NEED to learn how to take notes (whichever you want, Cornell Notes, Everything Notebook, Index Cards) http://www.raulpacheco.org/resources/note-taking-techniques/
http://www.raulpacheco.org/2017/01/finding-the-most-relevant-information-in-a-paper-when-reading-a-three-step-method/
(c) once they learn how to skim, they NEED to learn how to take notes (whichever you want, Cornell Notes, Everything Notebook, Index Cards) http://www.raulpacheco.org/resources/note-taking-techniques/
(d) once they learn the basics of note-taking, they need to dump those notes into an organizational system (I teach my Conceptual Synthesis Excel Dump, CSED) http://www.raulpacheco.org/2016/06/synthesizing-different-bodies-of-work-in-your-literature-review-the-conceptual-synthesis-excel-dump-technique/
(e) once they learn this "quick read-quick notes-quick summary/synthesis/organization" strategy, students need to develop routines (I teach #AICCSED) http://www.raulpacheco.org/2017/12/carving-time-to-read-the-aic-and-conceptual-synthesis-excel-dump-combination-method/
These "Read-Annotate-Dump Notes-Organize" routines help them develop a system of their own. That way...
These "Read-Annotate-Dump Notes-Organize" routines help them develop a system of their own. That way...
... they can then move to more advanced reading, note-taking, systematizing routines/techniques/strategies. Once they've developed these routines and systems, THEN they can get into the habit of writing (and developing a writing practice).
You can teach writing earlier, surely.
You can teach writing earlier, surely.
But from experience, I can tell you that what my students have developed, a reading-note-taking-systematizing-writing practice, is driven by my pushing them to READ FIRST, and then TAKING NOTES, and only after having read broadly and deeply, THEN writing.
Reading should be a priority. Before you even send them on the field, or ask them to choose a model and download a dataset and run regressions, you (or your program, somehow) need to teach them this Reading-Taking Notes-Systematizing sequence first and foremost.
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