Ernest Hemingway Case Study Assignment

Ernest Hemingway Case Study Assignment

Why is it that that some people seem to be able to capture all of the important?

 

information when attending a lecture, presentation, or other organized meeting?

 

I like to listen. I have learned a great deal from listening carefully. Most people never listen. — Ernest Hemingway

 

Prior Learning

 

Whereas hearing is not learned, it is an involuntary action, listening is a learned

 

voluntary action and a critical skill for effective learning.

 

Pretest

 

How would you rate your ability to pick up on key words and phrases when you are

 

listening? Rate your level of ability from 0 to 100, 0 being no ability, and 100 being

 

totally able.

 

Activity

 

Before attending the lecture, you should prepare by reading any materials that the

 

instructor has assigned or will be accessing for the lecture. Preparation decreases

 

stress by providing a margin of control as to what to anticipate during class. A method

 

such as SQ3R is very useful particularly if you write down notes, in our own words,

 

with regard to the SQ3R processes (See section 9.1).

 

1. Survey or Skim the title, objectives, section headings, section subheadings,

 

introduction or abstract, and summary.

 

2. Question that this chapter is asking? What questions are the sections asking?

 

3. Read only a section at a time and as you read each section attempt to answer the

 

associated question.

 

4. Recite or Recall using your own words in a written form answers to the questions

 

and summary the topic of each section.

 

5. Review all of the major points you have produced for the chapter sections.

 

Assuming that your instructor is organized and tends to teach in a somewhat

 

consistent format will allow you to anticipate important information during a

 

classroom session. The consistency of format presumes some sort of lesson planning

 

process is in place and, as a result, you should be able to identify key instructional

 

elements of the lecture (Figure 23.2).

 

Figure 23.2. Example of class procedure and associated questioning and note taking.

 

Be aware of key phrases the instructor may use during the lecture that relate to future

 

expectations and testing regarding topics presented. Phrases relating to goals,

 

objectives, evaluation, testing, overview, examples, and specifics are potentially

 

important.

 

Additionally, don’t be afraid of asking questions for clarification. Much of the fear of

 

asking questions in class can be lowered by simply preparing for the class so that you

 

don’t feel as though you are asking a silly question.

 

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

 

identify personal tactics for recognizing phrases that are associated with key concepts

 

that might be expected during a lecture.

 

Follow-up

 

What sort of presentation formats do you see in your classes?

 

Given these formats, how might you identify key phrases that your instructors use?

 

Whole Task Objectives Follow-up

 

How would you relate the concept of key words to that of communication?

 

Toolbox Key words/phrases

 

23.3 Objective

 

Develop a personal system for note-taking.

 

Whole Task Objective

 

Understand the concept of communication.

 

Relevancy

 

You have been taking notes for years as you went through grade school and perhaps

 

also in college or vocational training. Recall that hearing is not learned, it is an

 

involuntary action, listening is a learned voluntary action and a critical skill for

 

effective learning. In light of your understanding of listening, just how effective is your

 

note taking?

 

Every person I work with knows something better than me. My job is to listen long enough to find it and use it. — Jack Nichols

 

Prior Learning

 

Recall that your presenter or instructor has typically organized information into some

 

sort of lesson plan and, as a result, you should be able to identify key instructional

 

elements of the lecture.

 

Pretest

 

How would you rate your ability to take notes? Rate your level of ability from 0 to 100,

 

0 being no ability, and 100 being totally able.

 

Activity

 

Wikipedia (2009) defines note taking as the practice of writing pieces of information,

 

often in an informal or unstructured manner. A number of note taking systems have

 

emerged including shorthand techniques such as Gregg and EasyScript Note Taking.

 

Alternatives to shorthand methods include such time honored methods as outlining

 

using a combination of roman numerals, letters, numbers, and indentures can be

 

effective (Fig 23.3a).

 

1. First key topic A. Subtopic relating to the first key topic 1. Detail note relating to the subtopic 2. Detail note relating to the subtopic B. Subtopic relating to the first key topic II. Second key topic

 

1. Subtopic relating to the second key topic etc.

 

Figure 23.3a. Outlining technique for note taking.

 

Another popular method is the Cornell note-taking system tha twas devised in the

 

1950s by Walter Pauk, an education professor at Cornell University. There are several

 

approaches to dealing with the system, but it typically involves five or six steps

 

requiring that you to Record during lecture, and following the lecture to Reduce or

 

question, Recite, Reflect, Recapitulate and Review (e.g. The Cornell Note-Taking

 

System, 2009, Notetaking, 2009).

 

Figure 23.3b. Cornell Notes PDF Generator

 

1. Record. Format your notebook page such that you have about a 6 inch wide

 

Notes column, 2.5 inch Cues column, and about 2 inch Summary area. You can

 

simply draw the lines on your page or use a web-based option or template to

 

preprint your pages. You may also want to write your name, course, date, and

 

page number in the notes area. During lecture record your facts and ideas in the

 

Note column. Focus on meaningful information and use phrases to capture the

 

main points of the lecture. If you get lost, leave room in the notes area so that you

 

can fill in the information following the class.

 

2. Reduce or Question. After the class and after reading your notes, reduce

 

important facts and ideas to key words, phrases, or develop questions based on

 

the facts and ideas. Write this information in the Cue column to serve as memory

 

cues when later reviewing your notes. As in the SQ3R process, writing questions

 

may help to clarify the meanings of the facts and ideas.

 

3. Recite. Cover the Notes column and using the Cue column, recite aloud the

 

answers to the questions or cues you have written in the Cues column. Reciting

 

differs from rereading in that you using your own words to verbally respond to

 

the questions.

 

4. Reflect. Reflect or think about your current learning and relate it to your prior

 

learning. Ask yourself these questions. What is the significance of these facts and

 

learning? How does this learning fit into what I already know? How can I apply

 

them? What’s beyond them?

 

5. Recapitulate. After class and if possible after you have reduced, recited, and

 

reflected, summarize the facts and ideas at the bottom of the note page. The

 

summary should be in your own words and reflect the main points you want to

 

remember from your notes. Remember also to summarize the entire lecture on

 

the last page of your notes.

 

6. Review. Minimize forgetting by reviewing and reciting your previous notes

 

frequently. Minimally, perform this process for at least ten minutes every week.

 

Ideally, review your notes nightly or several times during the week through the

 

reciting process. Brief review sessions will provide better retention and be far less

 

stressful than will cramming the day before a test.

 

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

 

identify a method for note-taking that you will maintain. If you are unsure, try

 

different methods of note-taking.

 

Follow-up

 

Which note-taking method did you select? Why?

 

Whole Task Objectives Follow-up

 

How would you relate the concept of note-taking to that of communication?

 

Toolbox Outlining Cornell note-taking system

 

References

 

Brown, A. (1987). Metacognition, executive control, self control, and other mysterious

 

mechanisms. In F. Weinert and R. Kluwe (Eds.), Metacognition, Motivation, and

 

Understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.

 

The Cornell Note-Taking System. (2009, February 24). In Counseling and Career

 

Center. Retrieved February 24, 2009, from http://ccc.byu.edu/learning/note-

 

tak.php#top

 

Cornell Notes PDF Generator. (2009, February 24). In Cornell-Notes.com. Retrieved

 

February 24, 2009, from http://www.eleven21.com/notetaker/

 

Goh, C. C. (2002) Exploring listening comprehension tactics and their interaction

 

patterns.

 

Sherfield, R., Montgomery, R., & Moody, P. (2008) Cornerstone: Discovering Your

 

Potential, Learning Actively and Living Well. Upper Saddle River, NJ: Prentice Hall.

 

Notetaking. (2009, February 22). In Wikipedia, The Free Encyclopedia. Retrieved 04:41,

 

February 23, 2009, from

 

http://en.wikipedia.org/w/index.php?title=Notetaking&oldid=272563287

 

http://en.wikipedia.org/w/index.php?title=Notetaking&oldid=272563287

http://www.eleven21.com/notetaker/

24. Reflection

 

Q&A

 

Address any issues from prior session.

 

24.1 Objective

 

Provide a project update by reflecting on the five practices of exemplary leadership.

 

Whole Task Objective

 

Understand the concept of communication.

 

Relevancy

 

This session will focus on the line of questioning used to interview a leader and

 

address the five practices of exemplary leadership.

 

A great leader’s courage to fulfill his vision comes from passion, not position. — John Maxwell

 

Prior Learning

 

You have attempted to question how one can model the way by clarifying personal

 

values and aligning actions with shared values. You have attempted to question how

 

one can share a vision with members of a project by envisioning possibilities and

 

enlist others in a common vision. You have attempted to question how one can

 

challenge the process by searching for opportunities to improve and taken risks and

 

experimented through small wins and learning from mistakes. You have attempted to

 

question how one can enable others to act by promoting goals and trust and

 

strengthening others by sharing power and discretion. And, you have attempted to

 

question how one can encourage by recognize contributions and celebrate the values

 

and victories through a spirit of community.

 

Pretest

 

Do you feel you can demonstrate an understanding and application of the five

 

practices? Rate your commitment from 0 to 100, 0 being totally uncommitted, and 100

 

being totally committed to the endeavor.

 

Activity

 

Kouzes and Posner (2009) argue that despite differences in people’s individual stories,

 

their personal-best leadership experiences revealed similar patterns of behavior. You

 

have completed the questioning and have distilled this information into completing

 

the following the following questions.

 

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

 

review the following reflective questions seeking clarification of concept.

 

Model the Way. Leaders establish principles concerning the way people should be

 

treated and the way goals should be pursued.

 

How does the leader convey personal values to the team members?

 

How does the leader engage the team members in discussion of their values?

 

How does the leader build team agreement on shared values?

 

Inspire a Shared Vision. Leaders envision the future, creating a unique image of what

 

the organization can become.

 

How does the leader convey personal vision to the team members?

 

How does the leader engage the team members about their aspirations and personal

 

visions?

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