Speed Reading, Crt Think Mapping 59e5

SPEED READING CRITICAL THINKING CONCEPT of MAPPING

BELAJAR

Belajar / Proses belajar Belajar Sepanjang Hidup ( Lifelong learning  Adult learning  Active Learning )

Belajar

Membaca ( Mengetahui Memahami )

Keputusan

Days Months Years

Lectures in module

Imagine ………

How ???

Reading / Membaca

Teks

- Observasi ( teliti ) - Interpretasi data Isu Teks / opini Tantangan

Berpikir Kritis

Kreatif Analisa

Keputusan

?

Slow reading

?

-Individual variables : Kecerdasan, motivasi faktor fisiologik dan psikologik -Kurangnya vocabulary dan tingkat pemahaman -Kurangnya konsentrasi

Comprehension Time

Speed Reading

SPEED READING Tujuan : -Meningkatkan kecepatan kemampuan membaca -Meningkatkan konsentrasi dan memori -Mempersingkat waktu untuk membaca -Mengatur waktu

Membaca efektif

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Membaca  Membutuhkan tahapan / pola pikir  kebiasaan  pikiran 



Critical Reading

Critical Thinking

Critical Reading ( Membaca kritis ) Teknik untuk mengetahui informasi dan ide dalam teks

Critical Thinking ( Berpikir kritis ) Teknik untuk evaluasi informasi dan ide untuk menentukan apa yang dapat diterima dan dipercaya In pratice critical reading and critical thinking are in harmony

Critical Reading ( Membaca kritis )

Sistem membaca : -Tentukan tujuan membaca dari materi yang dibutuhkan -Baca Introduction dan summary -Gunakan teknik Skimming dan Scanning -Gunakan Teknik Mapping untuk Summarize -Terapkan sistem “ read check read “ -Kurangi reading fatigue dan tingkatkan konsentrasi -Tanggulangi hambatan -Gunakan hasil membaca dengan cara berlatih (practice)

Langkah membaca kritis • Teks: amati, baca sekilas sebelum baca seluruh • Isi dan konteks : hubungkan • Buat pertanyaan tentang kandungan teks • Refleksikan kandungan teks yang berhubungan dengan pendapat saudara • Buat rangkaian kandungan teks dengan katakata saudara sendiri

When U have 2 know what U r reading about...... Learn speed reading, comprehend, use Ur memory better......

Critical Thinking • Berpikir berdasar alasan  ketrampilan : - membedakan antara relevan & tidak

Definition of Critical Thinking Critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the world. Another way to describe it is reasonable, reflective, responsible, and skillful thinking that is focused on deciding what to believe or do.

Critical Thinking ( Berpikir kritis ) Terdiri dari kombinasi beberapa kemampuan Rationality - Berdasar alasan dari emosi - Membutuhkan fakta  Self-awareness - Mempertimbangkan alasan berdasar pengaruh bias, prasangka Honesty - Dorongan emosi, egois, tujuan jahat Discipline - Tepat, teliti, menyeluruh dan lengkap Judgment - Mempertimbangkan relevansi antara asumsi dan kenyataan Open-mindedness - Evaluasi dan mempertimbangkan semua pendapat yang layak - Tetap terbuka untuk menerima interpretasi alternatif - Menerima penjelasan, Model, Paradigma baru karena disertai pembuktian

Apakah Saya Berpikir Kritis

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1. Apakah saya menguatkan pendapat saya dengan bukti ? 2. Apakah saya berusaha memahami ? 3. Apakah saya mendengar dengan pikiran terbuka ? 4. Apakah saya berani berbicara ? 5. Apakah saya bersikap sopan santun ? 6. Apakah saya minta klarifikasi dan elaborasi ? 7. Apakah saya menerima informasi secara membabi buta ? 8. Apakah saya terikat pada satu pendapat ? 9. Apakah saya mengembangkan informasi yang diberikan / disampaikan ?

A person who thinks critically can ask appropriate questions, gather relevant information, efficiently and creatively sort through this information, reason logically from this information, and come to reliable and trustworthy conclusions about the world that enable one to live and act successfully in it.

Critical thinking is not being able to process information well enough to know to stop for red lights or whether you received the correct change at the supermarket. Such low-order thinking, critical and useful though it may be, is sufficient only for personal survival; most individuals master this.

True critical thinking is higher-order thinking, enabling a person to, for example, responsibly judge between political candidates, serve on a murder trial jury, evaluate society's need for nuclear power plants, and assess the consequences of global warming.

Critical thinking enables an individual to be a responsible citizen who contributes to society, and not be merely a consumer of society's distractions.

Critical thinking can be described as the scientific method applied by ordinary people to the ordinary world. This is true because critical thinking mimics the well-known method of scientific investigation: a question is identified, an hypothesis formulated, relevant data sought and gathered, the hypothesis is logically tested and evaluated, and reliable conclusions are drawn from the result.

Critical thinking is the ability to think for one's self and reliably and responsibly make those decisions that affect one's life.

Critical thinking is also critical inquiry, so such critical thinkers investigate problems, ask questions, pose new answers that challenge the status quo, discover new information that can be used for good or ill, question authorities and traditional beliefs, challenge received dogmas and doctrines, and often end up possessing power in society greater than their numbers.

Critical thinking is scientific thinking. All of the skills of scientific investigation are matched by critical thinking, which is therefore nothing more than scientific method used in everyday life rather than in specifically scientific disciplines or endeavors.

Raymond S. Nickerson (1987), an authority on critical thinking, characterizes a good critical thinker in of knowledge, abilities, attitudes, and habitual ways of behaving.

The characteristics of such a thinker:  Uses evidence skillfully and impartially  Organizes thoughts and articulates them

concisely and coherently  Distinguishers between logically valid and invalid inferences  Suspends judgment in the absence of sufficient evidence to a decision  Understands the difference between reasoning and rationalizing  Attempts to anticipate the probable consequences of alternative actions

 Understands the idea of degrees of belief  Sees similarities and analogies that are not

superficially apparent  Can learn independently and has an abiding interest in doing so  Applies problem-solving techniques in domains other than those in which learned  Can structure informally represented problems in such a way that formal techniques, such as mathematics, can be used to solve them  Can strip a verbal argument of irrelevancies and phrase it in its essential

 Habitually questions one's own views and attempts to understand both the assumptions that are critical to those views and the implications of the views  Is sensitive to the difference between the validity of a belief and the intensity with which it is held  Is aware of the fact that one's understanding is always limited, often much more so than would be apparent to one with a noninquiring attitude  Recognizes the fallibility of one's own opinions, the probability of bias in those opinions, and the danger of weighting evidence according to personal preferences

Concept Mapping Thalca Hamid Agusni, drg., Sp.Ort., MHPEd., PhD

What is it? 

a graphical way of organizing your thoughts and showing how concepts are related or differentiated (looking at completed concept maps might be the best way to understand what they are)

 A diagrammed series of "nodes“, consisting of linked topics (core concepts) and subtopics (which include examples and evidence for the topics)

 Connections are labelled by cause/effect, relationships and interrelationships, differences, or hierarchies.

Reading / Membaca

Teks

- Observasi ( teliti ) - Interpretasi data Isu Teks / opini Tantangan

Berpikir Kritis

Kreatif Analisa

Keputusan

Why use it?  Mapping is an active learning strategy that moves you beyond rote memorization to critical thinking  Mapping helps you to learn about how you learn  It provides an explicit, encapsulated representation of important ideas on one page which is great for review

 Mapping promotes a richer construction of knowledge because you must organize, select, relate and interpret data  Mapping requires that you break down component parts to see how things are put together  it helps you to see gaps in knowledge and areas of oversimplification, contradiction or misinterpretation

What can it be used for?  reviewing for exams  conceptualizing processes, systems and relationships  brainstorming, organizing concepts and principles  identifying mistakes and areas of confusion  assessing prior knowledge, generating questions and answers from a reading or writing assignment and organizing arguments

Who can use it?  Anyone! Concept mapping is an effective learning tool across disciplines and year levels  Concept maps can be done independently or collaboratively

How is it done? 1. Identify the main topic or core concept 2. Brainstorm for everything known about the topic 3. Organize the information according to major points 4. Place information on a map - working from the core concept, to major points, to significant details

5. Review relevant course materials and disciplinespecific vocabulary to make sure that you have everything, and then label connecting strands with words or phrases that indicate the nature of the relationships 6. Use branches, arrows, and other symbols like stop signs or yield signs to indicate the nature of the relationships between ideas 7. Use different colours, fonts or lines to group and distinguish concepts 8. Include detailed explanations, definitions, rules, formulae or equations

9. Analyze the resulting map by asking the following questions: . Is the core concept accurately defined and positioned? . How do the ideas fit together? . Have I considered all of the related information gathered from lectures, texts, labs? . Have I noted all relevant relationships, exceptions, and conditions? . Does the map have adequate validity, logic, complexity and detail? . What is the muddiest point and what can be done to clarify it?

10. Revise the map as your understanding of the material improves.

Things to watch for... Using other students' maps as study tools will not be as beneficial or productive as creating your own. The value of concept mapping is found in the process more than in the product. You will need time and practice to develop your concept mapping skills. Start small - for example, try to create a concept map from a single lecture or chapter. Your early attempts will likely be simple and chaotic. Don't let yourself get frustrated by this! Your initial, rudimentary maps are crucial in the development of more sophisticated maps.