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

Let's talk honestly about "informed consent."
Someone with decades of training gives someone with none advice usually packed into 1-3 mins. Huge amount is based on trust. Huge potential for bias built in. But also there is no obligation to provide real alternative options.


I am classified as 'gifted' (obnoxious and ableist term). I mention because of what I am about to say. You all know that I was an ambulatory wheelchair user previously - could stand - but contractures have ended that. When I pleaded for physio, turned down. But did you know...

I recently was chatting with a doctor I know and explaining what happened and the day the physiatrist told me it was too late and nothing could be done. The doctor asked if I'd like one of her friends/colleagues to give second opinion. I said yes please! So...

She said can you send me MRI and other imaging they did to determine it wasn't possible to address your contractures.

Me: What?
Dr.: They did a MRI first before deciding right?
Me: No
Dr: What did they do??!
Me: Examined me for 2 minutes.
Dr: I am very angry rn. Can't talk.

My point is you don't even know if you are making "informed" decisions because the only source of information you have is the person who has already decided what they think you should do. And may I remind you of a word called 'compliance.'

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