but the time I spent just 11:26 thinking about what to write before even 11:29 writing anything down in the first place 11:30 is a lot longer.

actively deciding how I want to 10:56 structure this information in a way that 10:59 makes sense. And I'm also actively 11:01 trying to group related ideas together. 11:03 You can see it's looking tidier

it can feel 8:16 uncomfortable which basically means most 8:19 people are avoiding the type of thinking 8:21 that helps build stronger memory and 8:24 deeper understanding in the first place.

forcing our brain to engage in that 7:28 higher order thinking, which is one of 7:30 the most important cognitive processes 7:33 that you can do to understand, remember, 7:36 and apply what you learned properly

creating more of a structure

hinking a little bit 6:13 more about how ideas are similar or 6:17 different to each other.

more comfortable with expressing 5:19 information nonlinearly

level one often looks pretty messy. 4:35 However, 4:36 level one is not bad. Mind mapping is a 4:40 skill and like any other skill, there 4:42 are levels to that skill and you can't 4:44 just skip a level. Level one is 4:47 necessary because it allows us to break 4:50 out from level zero to then work towards 4:52 level two.

representing information spatially and 4:12 without using words.

how 3:42 they can use arrows and lines to 3:46 represent information instead of just 3:48 writing it out as full sentences. So no 3:51 full sentences.

ultimately a waste 2:37 of time. So at level zero, there are 2:39 five characteristics that you should 2:41 definitely avoid. Firstly, it's very 2:45 linear. Uh secondly, it's usually very 2:48 wordy. And thirdly, it's pretty 2:50 superficial. Uh it doesn't go into the 2:52 content very deeply. It doesn't really 2:54 look at how ideas are related to each 2:56 other because frankly trying to write 2:58 that all down through level zero linear 3:00 note-taking would be completely 3:02 overwhelming. There's often a lot of 3:03 highlighting and sometimes there's a lot 3:05 of annotating. And at the end of the 3:07 day, it is uselessly timeconuming in 3:09 that it takes a lot of time, but it's 3:12 not really helping with our retention or 3:14 our depth of understanding

nonlinearity

The goal is to make you independent thinkers and learners with various critical choices to make as readers and writers, based on who you are and what you think is important in the world.

and hence your learning becomes meaningful and stimulating. Your peers are often your best teachers, and through peer review you can learn from their perspectives, and often their writing techniques and the moves they make

we use mind maps for reading that your professor assigns you, for research and sources that you find, and for organizing your own original ideas in early stages of the writing process

Working with the text by note taking

Skim and become familiar with the text you are going to summarize and divide it into sections.

Therefore, an annotated bibliography includes a summary and evaluation of each of the sources, which include an assessment of and reflection on the source. Thus, an annotated bibliography has three parts: summary, assessment, and reflection for each source.

a basic summary of the main ideas, claims, and arguments of your source or author, in addition to the MLA (or other formatting style) citation of the source

In the outline, you can plan to organize your body paragraph topics based on the similar categories of ideas and claims that come from various authors.

A nice in-between step that bridges the research process with the Mind map/outline process is the use of notecards or sticky notes.

Mind mapping and outlining

Did you know that you can help improve Wikipedia?

there is no one perfect source

Truncation/Wildcard Symbol – * searches for all of the variable endings of a root wordFor example, searching for develop* will return results with develop, develops, development, developmental, and developmentally

scholarly sources are generally credible.

DO I TRUST THE CREDIBILITY OF THIS SOURCE? Why or why not?

you have to evaluate the credibility of the online, popular source you read—or in other words, you have to always consider whether or not you believe it, and why.

Google search results are heavily influenced by algorithms, keywords, advertisements, and even social biases.

we want you to be open to new sources of information and knowledge,

brainstorming search terms you’ll try out to find sources of information and knowledge.

remain open to new perspectives as you research and read, but also recognize and keep track of your stance as you research

“How” or “Why,” you will get much richer answers to elicit a more interesting conversation

Start with open-ended questions

engage you with reading, writing, and research situations that matter to you—because remember, that’s how you learn best

Reading and writing became empowering because they gave these students a written voice for their struggles, and allowed them to engage in the “conversations” that directly affected their lives.

pictured other situations that the students knew from their own lived experience and oppressive situations.

“problem posing” helps students see their own curiosity, interests,

reading is more about satisfying your personal curiosities about life’s conundrums, whether that’s answering questions about privilege or racism in your life, or questions about the future of the planet

Questions can reflect not only a curiosity about the world but a desire to make the world better.

The result for students wasn’t just a deeper understanding of the event but a realization that one shouldn’t uncritically accept textbooks or other authoritative pronouncements.

To promote the idea of questioning is to swim against the tide. From their first days in school, students are carefully instructed to do what they’re told and stay out of trouble. There are rewards, both tangible and symbolic, for those who behave “properly” and penalties for those who don’t.

one-size-fits-all standards

to teach become highly motivated scholars because the curriculum is centered on questions — indeed, on their questions — “rather than on the mastery of fragmented information within the boundaries of subject areas”

students are pushed to come up with questions on the spot rather than given sufficient time to reflect on what they’d really like to know.

The center of gravity is in the kids; their purposes and interests are our point of departure.

Students are expected to do whatever they’re told, to accommodate themselves to a curriculum that was created by adults who never met them.

Much of the learning results from this back-and-forth process, not just from the subsequent search for answers — which is why the formulation and reconsideration of students’ questions shouldn’t be rushed.

“Just as the children became interested in formulating and answering their own questions — when curiosity, the mechanism that underlies the best learning — kicked in . . . she stopped them.”

Deep questions help kids to stay curious, grow increasingly resourceful at figuring things out, and become active meaning makers.

It “requires no decisions, carries no risks, and makes no demands. It is automatic. It is thoughtless.”

Intellectual proficiency is strengthened as students figure out how to do justice to a rich question.

no definitive right answer can be found at all.

The questions you ask should not be structured in a way that they seek one correct answer, per se, but rather perspectives or experiences of scholars that have come before you.

and starts with your curiosity: asking your own questions, questions about real-life issues that matter to you, that hit close to home, that are related to your experience.

open to new ways of asking questions, open to new ways of finding information and knowledge from sources, open to relating to new perspectives that you will find in those sources.

build your own credibility by establishing your own ideas in relation to sources you evaluate.