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), ....

... 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
Normally, I would assign Adler and Van Doren's "How to Read a Book" https://t.co/F8vQIIKSfg 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*.
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 https://t.co/dQvzmr9lZx
(b) students need a "quick read" strategy before anything else (I teach my AIC method)
https://t.co/nVzDQtYocy

(c) once they learn how to skim, they NEED to learn how to take notes (whichever you want, Cornell Notes, Everything Notebook, Index Cards)
https://t.co/lKZe0IgfGQ
(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) https://t.co/LuNbAcwzhX
(e) once they learn this "quick read-quick notes-quick summary/synthesis/organization" strategy, students need to develop routines (I teach #AICCSED) https://t.co/KljF5N1qml

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.
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.

More from Health

Thread on how atheism leads to mental retardation (backed with medical citations🧵💉)

To start with, atheism is an unnatural self-contradicting doctrine.

Medical terminology proves that human beings are naturally pre-disposed to believe in God. Oxford scientists assert that people are "born believers".

https://t.co/kE0Fi588yn
https://t.co/OqyXcGIMJn


It should be known that atheism could never produce an intelligently-functioning society and neither ever will.

Contrastingly, Islam produced several intellectuals & polymaths, was on the forefront of scientific development, boasting 100% literacy


It is also scientifically proven that atheism led to lesser scientific curiosity and scientific frauds, which is also why atheists incline to pseudo-science.

Whereas, religion in general and Islam in particular boosted education.

https://t.co/19Onc84u3g


Atheists are also likely to affected by pervasive mental and developmental disorders like high-functioning autism.

Cognitive Scientists and renowned Neurologists found that more atheism is leads to greater autism.

https://t.co/zRjEyFoX3P
You gotta think about this one carefully!

Imagine you go to the doctor and get tested for a rare disease (only 1 in 10,000 people get it.)

The test is 99% effective in detecting both sick and healthy people.

Your test comes back positive.

Are you really sick? Explain below 👇

The most complete answer from every reply so far is from Dr. Lena. Thanks for taking the time and going through


You can get the answer using Bayes' theorem, but let's try to come up with it in a different —maybe more intuitive— way.

👇


Here is what we know:

- Out of 10,000 people, 1 is sick
- Out of 100 sick people, 99 test positive
- Out of 100 healthy people, 99 test negative

Assuming 1 million people take the test (including you):

- 100 of them are sick
- 999,900 of them are healthy

👇

Let's now test both groups, starting with the 100 people sick:

▫️ 99 of them will be diagnosed (correctly) as sick (99%)

▫️ 1 of them is going to be diagnosed (incorrectly) as healthy (1%)

👇

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