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    Justin BHS Short

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    M K

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    Justin BHS Short

    Uploaded by

    M K
    26 views5 pages

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    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
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    26 views5 pages

    Justin BHS Short

    Uploaded by

    M K

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Miles BHS Framework

    I. AIM
    1. Resource Prep: Collect all the possible resources that used the varied
    resources to look into ONE TOPIC at a time = call this a BLOCK [5-10 minutes]
    2. Gather and Organize
    a. Keyword/Concept Collection from each BLOCK (10-20 minutes)
    i. Terminology, important words, headings, diagrams
    b. Organize (5 – 10 minutes)
    i. Try to categorize groups of keywords under large headings as you
    read – try to think of it as “one keyword belonging under
    another, larger/broader keyword”
    3. **Create Questions (30-60 minutes)
    a. Go through all keywords and create questions under each word
    i. Ask what it is
    ii. Ask why it is important
    iii. Ask how it related to other concepts

    ** 3 – Inquiry Clean Up (Minimize and Prioritize)

    - These questions related to importance as it helps us to chunk by importance

    Chunk by important means we use questions that are very open to find relationships

    Steps for Optimally Inquiry:


    • 1. Ask why a keyword or concept is important
    • 2. Look for the answer
    • 3. identify reasons for importance
    • Move onto the next keyword
    • Repeat the process
    • **When multipole keywords are important for the same reason à TURN
    into a chunk
    o CHUNK = formed due to shared reasons for importance
    Next Phase: Chunks Related to Chunks = INTERCHUNKING
    - Once we have importance-based chunks
    We can ask how these chunks (or sub-chunks) are related to each other and
    how they affect each other [interchunk relationship]

    Questions for Logical Framework (Big Picture Questions – Basis Chunk): [HOW TO
    THINK ABOUT A SUBJECT]

    • What does this mean?


    • Why do I need to know it?
    • How do I use this?
    • Is this relevant?
    • Do I need to memorise all the details?
    • How do I solve problems with it?
    • How does it fit in with everything else?

    Subject-Specific Chunks:
    Biology
    In biology, “importance” could mean chunking based on:
    – Function
    – Structure vs Function
    – Scale (microscope to macroscopic)
    – A group of causes leading to a group of effects

    Example: This could mean chunking organelles into groups of similar functions,
    instead of location.

    Chemistry
    In chemistry, “importance” could mean chunking based on:
    – Mechanisms of reaction
    – Real-world applications
    – Electronegativity
    – Common reagents or products
    For example: this could mean chunking reactions by those that occur due to similar
    mechanisms, instead of as an unordered list
    Physics
    In physics, “importance” could mean chunking based on:
    – Real-world applications
    – Conceptually important precursors to other concepts

    For example: this could mean chunking concepts and equations based on it’s common
    applications, instead of how it is in the textbook

    History
    In history, “importance” could mean chunking based on:
    – Major cultural, political, religious, philosophical or social movements at the time
    – Cause and effect
    – Predominant emotions or motivations of key players

    History and similar subjects potentially have the most diverse range of possible
    importance-based chunking structures as every event in history can be traced to a
    reason for importance (otherwise it would not have made it into the history books).
    But since history tracks a massive range of human events and activities, the reasons
    something can be important are equally massively diverse.

    For example: this could mean chunking events based on the motivating forces, instead
    of geographical location

    Law/Legal Studies
    In law, “importance” could mean chunking based on:
    – Underlying social principles of justice
    – Pragmatic considerations and compensatory mechanisms
    – Landmark cases that exposed gaps in the system
    – Social, political or economic principles that must be protected

    For example: this could mean chunking cases and bills into the underlying legal
    principles they relate to, instead of simply adding which legal principle it relates to at
    the end of each case or bill in isolationLanguages

    In languages, “importance” could mean chunking based on:


    – Common usage
    – Situational usage
    – How it effects messaging or communication
    Languages are the hardest to chunk by importance because languages are not
    inherently logical. Importance, in this case, would relate to how you intend to use the
    language.

    For example: this could mean chunking words and phrases into different emotions or
    use-cases, instead of an unordered list of “difficulty”

    _______________________

    II. Beginner Shooting: Mindmap Process


    1. Identify the biggest concepts – these might be headings, sub-headings or other
    key terms that seem extremely important to the topic as a whole. You are unlikely
    to have more than 6 or 7 of these for any single topic, with as few as 3 or 4.

    2. Arrange these concepts on your mindmap with big gaps in between. Make the
    relationship with these first concepts very clear. The overall purpose of this topic
    should be clear at this stage. This is your backbone.

    3. Identify all the sub-concepts and arrange them on this mindmap, paying attention
    to how each sub-concept might relate to any other sub-concept.

    4. Add more details (we will look at how you can refine this step later on).

    Advanced: Cohesive System (All in One)


    The Hipshot variation will switch quickly between Aim and Shoot. To use this variation:

    1. First, collect the most important keywords. You should have more sense of what
    is “most important” after practising the BHS. It is the logic at layer 1 in layers of
    learning.

    2. Mentally ask questions about the keywords, you should not need to physically
    write down the questions anymore.

    3. Shoot and find the answers to those questions and create your basic mindmap.

    4. Go back to asking more questions after you learn more about the topic from
    shooting and progress through the layers of learning.
    VPReFRE Checklist
    Visual

     Less words used where possible


     Ideas expressed as symbols and doodles
     Prioritisation of spatial arrangement of relationships
    Processed

     Information is simplified, organised and thought through before adding notes to a page
     Information that is written down has been consumed purposefully
     This simplified understanding is passed through visual expression as above
    Relational

     Information that is written down has had relationships created from asking how it relates to
    other concepts and why it is important (ideally even before writing it down)

     Information already on notes has been looked at again, and intermittently throughout
    studying, to see if any additional relationships can be created

    Freehand

     Notes are not typed (excluding the aim step)


     Notes incorporate visual expression as above
    Reflective

     Notes reflect a personal and unique order control and are not organised identically to the
    original source

    Efficient

     The time spent writing notes translates to a high percentage of learning (i.e. information is
    highly retained and can be applied to solve problems)

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