It is NOT important to fully understand a passage when you are scanning rapidly to get a general idea. Another way of saying this is suppose someone came up to you and said, "I understand what you said you understand This exercise is a beginning to the process of learning to write objectives that actually communicate.
Accept the fact that you must work harder to understand puzzling parts. The following ones are common: The acid test for understanding is rather simple; if a person says he or she understands something, then the person should be able to explain to others what it is that is understood.
If you are alone, talk out loud. Isolate them, and if possible, take a pencil and mark 1, 2, 3, 4, etc.
Ask someone who might know. Give yourself time to think of the meanings of all the words. If that does not work, look in the index in the back of the book to find other places the word is used. In addition, as has been stated many times on the ADPRIMA site, "anything not understood in more than one way is not understood at all.
Look at beginnings of sections. Relate it to things meaningful to you. Outline on what to do if you try and still cannot figure out a passage. Most people who are highly intelligent do it. When they have finished writing the completions to the sentences, there is period when I ask each student to tell the class what it is they understand and know how to do.
When a writer gives examples of concepts and ideas, study them carefully because they relate ideas to concrete things you can relate to. As you move through a puzzling passage, translate it into your own words. What relationships are there? For instance, mammals have hair.
In my own work, I strive to clarify my instructional and curricular intentions from the first day. Then the author might list things that are not mammals--flies, dinosaurs, sharks, snakes, and maple trees. After you figure out the relationship of several parts, the mystery will vanish.
Read with exaggerated emphasis. Say, "This part of the example fits this part of the concept. Following that, I give an assignment based on our discussion.
If you find important words that you do not know and cannot figure out from the context, then stop reading and look them up in the dictionary. As part of the class presentation on how to write behavioral objectives or learning objectives that actually communicate learning outcomes in a clear and unambiguous way, I ask each student to complete these two sentences: When you study examples, think how the traits of the definition show up as features of the examples.
Do not stop immediately but keep reading a bit. There is nothing wrong with this intent, but again, it begs the question. Read almost any set of educational goals, and you are sure to find this word.
Look up important words. As one who teaches young men and women who seek to become teachers, I use understand one way or another in every class I teach. But there are functions of knowledge that go beyond explanation. Do not skip over examples.grow to love/hate/understand etc something.
if you grow to feel or understand something, to have all the information that you need about something. keep up. to continue to understand what someone is saying. Free thesaurus definition of to understand something from the Macmillan English Dictionary. Even if you continue to have difficulty with a book, you can accept the fact that you are truly getting something.
In some ways it is better to understand one-half of a good book than to understand nine-tenths of a bad book. 4: to take as meaning something not clearly made known I understand the letter to be a refusal. 5: to have a sympathetic attitude Don't worry, I understand how you feel.
Sports teaches you to understand the meaning of a team. You need to be able to work with everybody; you don't have to be their best friend.
You can experience the fun of competition and driving toward a common goal without pushing to bond in some major way with each individual on a project.
Simply put, we use the word “understand” in many instances without any clear idea of what it means to understand something. Curriculum guides, course syllabi and many other education references and documents use understand in.
If you don't understand something, it just means you have no model to hook into to process the new information. At this point, you need to deconstruct the topic you are trying to understand to a point where it makes sense and 'learn' from there onwards.Download