Active Reading
Instructor's Guide

Skills Students Need

This module addresses communications skills, requires active use of writing, speaking, and other forms of self-expression, and provides opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking.

Students should have the following skills prior to using this module:

• ability to send and receive e-mail
• ability to access and use the Penn State Course Management System, ANGEL
• ability to use a network browser and access to the Internet

The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:

• computer labs
• seminars
• periodic training sessions
• peer tutoring

Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.

ANGEL

The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction.   Provide students with the following information:

• Computer resources available, including any constraints such as lab hours, number of computers, etc.
• Who will assist students with technical help (Learning Center tutors, lab attendants, etc.).
• Who will assist students with subject matter help (in most cases this is the instructor).
• A definite completion date, keeping in mind the constraints students must operate under to access the module in ANGEL.
• Lab hours when the instructor will be available to serve as a facilitator.

Quizzes, Reflective Questions and Activities

Each module contains activities designed to help students learn and practice the concepts presented.   Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts.   Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice.   Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.

The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.

To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.

Open the first file in the module folder to begin the lesson.

This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)

The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used.   Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials.   Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.

Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.

Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.

In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.

As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments.   Including this information in your course syllabus will make it readily available to students.

Following are the assignments embedded in the Active Reading module:

Activity 1:   Reflective question - how can you benefit from good active reading skills?

Activity 2:   Reflective questions - what skills do you use when reading?

Activity 3:   Reflective questions - how do you preview a reading assignment?

Activity 4:   Reflective question - why is context important?

Activity 5:   Activity - practice active reading

Activity 6:   Reflective questions - what problems do you have when reading academic assignments?

Activity 7:   Handout - set some goals for improving your reading skills

Activity 8:   Reflective question - what are your current reviewing techniques?

Activity 9:   Quiz

Activity 10:   Quiz

Activity 11:   Tip sheet and quiz - Underlining in a Textbook

Activity 12:   Tip sheet - Increasing Reading Speed

Activity 13:   Tip sheet and quiz - Taking Notes While Reading

Activity 14:   Reflective question in Summary - where can you learn more about improving your reading skills?

Activity 15:   Reflective question in Summary - in what other situations can you use active reading skills?

Relationship to Other iStudy Modules

This module is related to other modules on personal effectiveness, including note taking, active reading, time management, project planning, interview skills, stress management, conflict management, peer tutoring, and brainstorming.

Therefore, it is recommended that instructors introduce this module to students in conjunction with other personal effectiveness modules.

Suggested In-class Methods of Presentation

Discussion

• Break the students up into small (four-five people) groups. Have students share their active reading techniques in small groups. Instructors may prompt the groups with questions such as "Why do you think that reading text material in the proper context is important? What do you think are some of the advantages and disadvantages of putting material into context before reading?" Instructors may also provide more generic guidance by focusing attention on previewing, contextualization, brainstorming, prediction, and reviewing of text.

• Have groups share with the class the techniques they find most useful, as well as the most common problems they have with reading for academic assignments. Instructors can assess students' understanding of active reading techniques by observing how each group presents its findings and responds to questioning.

• Summarize active reading concepts. Use the items listed in Key Points section as desired.

Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the Cooperative Learning Module.

Key Points

Instructor may wish to provide an introduction and overview of active reading, starting with the following information:

When you are reading to collect data and retain information in memory, critical thinking skills need to be applied in a systematic way. This differs from reading something which may be strictly for entertainment in an passive mode where the story unfolds like a movie in your mind. However, as you begin to apply active reading skills to entertainment reading, you may find the mind movie becoming more enriched.

Any time you seek information through active reading, you are applying critical thinking skills to collect data and processing the information for retention. In essence, the process used in active reading is similar to conducting an interview. The difference is that you will be conducting the interview with yourself as you interact with the printed materials.

Properly applied active reading skills will enable you to be better able to recall and apply information you read.

Ask the students to answer the following questions for themselves about a recently-read class article:

• While reading the material, did you think about what might be on the exam?
• Did you ask yourself any questions while reading the material? If you did, what happened? If you did not ask yourself questions, why not?
• Do you have a method for examining the reading material (i.e., looking at the headings, or the table of contents)?
• Do you use a method for helping you to comprehend the material, such as outlining or note taking?
• How effective do you think your reading techniques are?

Conclude a lesson by stating:

Reading is not a passive activity. Important facts, information, and concepts don't just jump off the page and attach themselves to your brain cells to be instantly recalled. In order to comprehend and retain material you read, you must look for meanings behind the words.

When reading course materials, can you anticipate what the subject matter of a text might cover? Can you anticipate what might appear on your next exam? Active reading involves specific critical thinking skills that help you examine the meanings behind the words and contextualize concepts. In essence, you engage in an internal interview, an interview with yourself about the material.

Assessment

Through observing both the group's and the individual's activity, the instructor may assess student performance.