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.

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A THREAD ON @SarangSood

Decoded his way of analysis/logics for everyone to easily understand.

Have covered:
1. Analysis of volatility, how to foresee/signs.
2. Workbook
3. When to sell options
4. Diff category of days
5. How movement of option prices tell us what will happen

1. Keeps following volatility super closely.

Makes 7-8 different strategies to give him a sense of what's going on.

Whichever gives highest profit he trades in.


2. Theta falls when market moves.
Falls where market is headed towards not on our original position.


3. If you're an options seller then sell only when volatility is dropping, there is a high probability of you making the right trade and getting profit as a result

He believes in a market operator, if market mover sells volatility Sarang Sir joins him.


4. Theta decay vs Fall in vega

Sell when Vega is falling rather than for theta decay. You won't be trapped and higher probability of making profit.