Reading Selectively in History - Revision history

Riegler: formatting

2025-03-27T20:01:48Z

formatting

← Older revision		Revision as of 22:01, 27 March 2025
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	==Description of the Bottleneck==		==Description of the Bottleneck==
	When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped. n		When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped.

	~~<br />~~

	==Mental Operations==		==Mental Operations==
	Mental ~~Task:~~		Mental task:

	~~#Historians identify relevant details and forget the others.~~
	~~#2) To do this, they identify a task at hand and look for material that would help them complete this~~ task
	#3) In the context of a course, they would begin by looking at the syllabus and thinking about what had been covered in previous classes in order to make explicit what kinds of questions that they might need to be able to answer to succeed in the course
	~~#4) They would go through the readings paragraph by paragraph, dividing the material into three categories~~:
	~~#a. General statements that would help them answer one or more of the questions that they defined in step 3 above~~
	~~#b. Examples that simply clarify each of these larger points~~
	~~#c. Material that deals with issues that are not related to the issues being dealt with in the course~~
	~~#5) They would read the examples (b) to be sure that they understand the generalizations (a)~~
	~~#6) They would mark, take notes on, and/or file in their memory the generalization statements that would help them answer the big questions in this part of the course~~

	<span style="font-size:12.0pt;font-family:"Arial",sans-serif;mso-fareast-font-family: Aptos;mso-fareast-theme-font:minor-latin;mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">They would let the examples and the irrelevant material pass from their memories</span>		# Historians identify relevant details and forget the others.
	<br />		#To do this, they identify a task at hand and look for material that would help them complete this task
			#In the context of a course, they would begin by looking at the syllabus and thinking about what had been covered in previous classes in order to make explicit what kinds of questions that they might need to be able to answer to succeed in the course
			#They would go through the readings paragraph by paragraph, dividing the material into three categories:
			##General statements that would help them answer one or more of the questions that they defined in step 3 above.
			##Examples that simply clarify each of these larger point
			## Material that deals with issues that are not related to the issues being dealt with in the course
			#They would read the examples (4.2) to be sure that they understand the generalizations (4.1)
			#They would mark, take notes on, and/or file in their memory the generalization statements that would help them answer the big questions in this part of the course
			#<span style="font-size:12.0pt;font-family:"Arial",sans-serif;mso-fareast-font-family: Aptos;mso-fareast-theme-font:minor-latin;mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">They would let the examples and the irrelevant material pass from their memories</span> <br />

	==Modeling and Practice==		==Modeling and Practice==
	~~<br />~~
	==Related scholarly work on this bottleneck==		==Related scholarly work on this bottleneck==

	==People interested in this Bottleneck==		== People interested in this Bottleneck==
	[[Category:Bottleneck]]		[[Category:Bottleneck]]
	[[Category:History]]		[[Category:History]]

Dpace at 16:08, 17 December 2024

2024-12-17T16:08:49Z

← Older revision		Revision as of 18:08, 17 December 2024
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	==Description of the Bottleneck==		==Description of the Bottleneck==
	When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped.		When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped. n

	<br />		<br />

Dpace at 16:05, 17 December 2024

2024-12-17T16:05:32Z

← Older revision		Revision as of 18:05, 17 December 2024
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	~~===How to use this Template===~~

	#Start by describing the bottleneck in the Section '''Description of Bottleneck'''. If you like you can orient yourself on the bottleneck description [[From Derivative to Proportionality]]. If you feel able to turn the bottleck into a (positive) learning outcome, please do also describe the intended learning outcome.
	~~#This wiki also serves to connect people interested in certain bottlenecks. If you wish to make yourself known as interested, fill in your name under '''People interested in this Bottleneck'''.~~
	~~#When done editing, save page.~~
	~~#When in reading mode, add suitable tags/categories by pressing the tag symbol on the top of the page. For instance, if the bottleneck is in connection to biology, add "biology" as a tag.~~
	~~#Edit once again and delete the whole Section '''How to use this Template''' and save your changes.~~

	==Description of the Bottleneck==		==Description of the Bottleneck==
	When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped.		When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped.
Line 12:		Line 4:
	<br />		<br />

	== Mental Operations ==		==Mental Operations==
	Mental Task:		Mental Task:

	# Historians identify relevant details and forget the others.		#Historians identify relevant details and forget the others.
	# 2) To do this, they identify a task at hand and look for material that would help them complete this task		#2) To do this, they identify a task at hand and look for material that would help them complete this task
	# 3) In the context of a course, they would begin by looking at the syllabus and thinking about what had been covered in previous classes in order to make explicit what kinds of questions that they might need to be able to answer to succeed in the course		#3) In the context of a course, they would begin by looking at the syllabus and thinking about what had been covered in previous classes in order to make explicit what kinds of questions that they might need to be able to answer to succeed in the course
	# 4) They would go through the readings paragraph by paragraph, dividing the material into three categories:		#4) They would go through the readings paragraph by paragraph, dividing the material into three categories:
	# a. General statements that would help them answer one or more of the questions that they defined in step 3 above		#a. General statements that would help them answer one or more of the questions that they defined in step 3 above
	# b. Examples that simply clarify each of these larger points		#b. Examples that simply clarify each of these larger points
	# c. Material that deals with issues that are not related to the issues being dealt with in the course		#c. Material that deals with issues that are not related to the issues being dealt with in the course
	# 5) They would read the examples (b) to be sure that they understand the generalizations (a)		#5) They would read the examples (b) to be sure that they understand the generalizations (a)
	# 6) They would mark, take notes on, and/or file in their memory the generalization statements that would help them answer the big questions in this part of the course		#6) They would mark, take notes on, and/or file in their memory the generalization statements that would help them answer the big questions in this part of the course

	<span style="font-size:12.0pt;font-family:"Arial",sans-serif;mso-fareast-font-family: Aptos;mso-fareast-theme-font:minor-latin;mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">They would let the examples and the irrelevant material pass from their memories</span>		<span style="font-size:12.0pt;font-family:"Arial",sans-serif;mso-fareast-font-family: Aptos;mso-fareast-theme-font:minor-latin;mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">They would let the examples and the irrelevant material pass from their memories</span>
	<br />		<br />

	== Modeling and Practice ==		==Modeling and Practice==
	<br />		<br />
	==Related scholarly work on this bottleneck==		==Related scholarly work on this bottleneck==

Dpace at 16:01, 17 December 2024

2024-12-17T16:01:25Z

@@ Line 10: / Line 10: @@
 When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped.
 ==Related scholarly work on this bottleneck==
@@ Line 15: / Line 35: @@
 [[Category:Bottleneck]]
 [[Category:History]]

Dpace: Changed categories.

2024-12-17T15:39:33Z

Changed categories.

← Older revision		Revision as of 17:39, 17 December 2024
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	[[Category:Bottleneck]]		[[Category:Bottleneck]]
	[[Category:History]]		[[Category:History]]
			[[Category:Modeling]]

Riegler: syntax

2024-11-22T23:19:21Z

syntax

← Older revision		Revision as of 01:19, 23 November 2024
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	#Edit once again and delete the whole Section '''How to use this Template''' and save your changes.		#Edit once again and delete the whole Section '''How to use this Template''' and save your changes.

	==When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped~~.==~~		==Description of the Bottleneck==
	~~Add description. Please, avoid vague descriptions~~.		When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped.

	==Related scholarly work on this bottleneck==		==Related scholarly work on this bottleneck==

Dpace: /* When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details t */

2024-11-22T23:06:07Z

When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details t

← Older revision		Revision as of 01:06, 23 November 2024
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	==People interested in this Bottleneck==		==People interested in this Bottleneck==
	[[Category:Bottleneck]]		[[Category:Bottleneck]]
			[[Category:History]]

Dpace: Created page with "===How to use this Template=== #Start by describing the bottleneck in the Section '''Description of Bottleneck'''. If you like you can orient yourself on the bottleneck descr..."

2024-11-22T22:55:12Z

Created page with "===How to use this Template=== #Start by describing the bottleneck in the Section '''Description of Bottleneck'''. If you like you can orient yourself on the bottleneck descr..."

New page

===How to use this Template===

#Start by describing the bottleneck in the Section '''Description of Bottleneck'''. If you like you can orient yourself on the bottleneck description [[From Derivative to Proportionality]]. If you feel able to turn the bottleck into a (positive) learning outcome, please do also describe the intended learning outcome.
#This wiki also serves to connect people interested in certain bottlenecks. If you wish to make yourself known as interested, fill in your name under '''People interested in this Bottleneck'''.
#When done editing, save page.
#When in reading mode, add suitable tags/categories by pressing the tag symbol on the top of the page. For instance, if the bottleneck is in connection to biology, add "biology" as a tag.
#Edit once again and delete the whole Section '''How to use this Template''' and save your changes.

==When presented with long sections of reading in history courses, students often assume that they are supposed to memorize all the details. They have difficulty distinguishing between essential elements that they should to remember and details that provide examples of what is being described but that can be forgotten once the basic idea is grasped.==
Add description. Please, avoid vague descriptions.

==Related scholarly work on this bottleneck==

==People interested in this Bottleneck==
[[Category:Bottleneck]]