ajschumacher
commented
4 years ago Design reading assignments that require students to actively process the text. Many concrete strategies have been suggested for helping students to get more out of reading that likely have some or all of their effect by making readers think about the meaning of what they are reading. Techniques such as writing outlines, self-examination during learning, review questions, and previews can encourage or require students to integrate the material and to thereby process (i.e., think about) the meaning. These different techniques are more or less effective in different situations, perhaps due to the specific materials being studied (e.g., McDaniel & Einstein, 1989); general principles guiding when each technique should be used have not been forthcoming. Nevertheless, although one technique or another may be more effective for a given lesson or group of students, using any strategy that encourages the processing of meaning is almost always better than not using one.
https://www.aft.org/sites/default/files/periodicals/Crit_Thinking.pdf
to review: https://www.aft.org/periodical/american-educator/summer-2003/ask-cognitive-scientist-students-rememberwhat