In order to get into and stay in the study zone to understand the information required to be known in a college course, it is necessary apply certain strategies when obtaining, retaining and preparing to use the information. Each unit in this section gives instructions of how to obtain, retain and used the type of information introduced in the unit.

Unit 1: Recognizing Facts and Factual Statements.
The learning skills required to obtain and retain important facts are developed. Because of the large number of facts given in most subject areas, the criteria uses to determine what facts must be obtained to understand information is given. Factual statements are divided into two groups. One group is the factual statements that clarify a term: definition, example, and explanation. The other group is the factual statements that connect two or more terms: cause, effect, comparison, and contrast. Emphasis is given on identifying in cause and effect statements the specific cause and the specific effect. The technique of scanning to obtain facts and factual statements is developed. It is shown how to predict recognition and recall test questions that measure knowledge of facts and factual statements.

Unit 2: Developing a Paragraph Outline.
The learning skills required and the learning problems to avoid when obtaining, retaining, and using the details that support a topic are given. The kinds of language clues signaling another detail will follow are given. Instructions are given on how to use self-talk when skimming to obtain the information to place into an outline or cognitive map. It is given how to determine when either an outline or cognitive map is the best way to organization the information. Steps are given on how to create a line and a pole cognitive map.

This unit emphasizes the use of mnemonic devices for retention and recall information. Examples of different types of mnemonic devices are given. It is shown how to predict recognition and recall test questions that measure knowledge of information organized into an outline.

Unit 3: Emphasized Topic and Details.
The skills required to recognize the language clues signaling when a topic and details are being contradicted or emphasized are developed. The three organizational patterns found in a paragraph containing information that is being contradicted or emphasized are given. The unit continues to apply the techniques of skimming, outlining and cognitive maps, and using mnemonic devices that were developed in Comprehension Unit 2. It is given how to predict the kinds of test questions used to measure knowledge of information being contradicted or emphasized.

Unit 4: Develop a Topic Sentence.
The skills required to list, group and label the details given in a passage that does not contain a topic sentence are developed. The learning problems that prevent developing a topic sentence are shown. The steps to mentally retain the details until all of them have been located and a topic sentence is developed. The types of test questions used on a standardized reading test that require developing a topic sentence for the information given in a passage are given.

Unit 5: Relationships.
Many times information is known but not understood. Understanding information about a term or topic is the process of concisely assessing and interpreting the relationship between items of known information and then connecting this information to new information as it is being obtained. In order to learn to recognize how items of information are connected or related analogy problems are introduced.

TLW demonstrates how to use a Comprehension Cognitive Map Form to obtain the information necessary to understanding a topic. A comprehension cognitive map form is used for the following purposes:

		Develop the questions to ask before beginning to read to determine what information is required to understand topic.
		Determine when all of the information required to understand a topic is obtained.
		Predict what test questions can be asked on the information given on a topic.

When cognitive maps are linked together, they become a cognitive network. This permits visually linking together the items of information in two or more cognitive maps. Concatenate means to make whole by joining together parts. What a cognitive network does is to concatenate information given in comprehension cognitive maps.

Comprehension Cognitive Map Form.

Example: Manilow Method.

Unit 6: Critical Thinking.
Comprehension Unit 5: Relationships is the prerequisite for understanding how to do the analytical reasoning required to develop the critical thinking skills introduced in this unit.

When obtaining information, this unit develops the skills of inquiry, analysis, and critical thinking. Information being obtained must be analyzing in order to determine if the conclusion given is logically connected to the items of information that supports it. This requires determining the validity and reliably of the information by using analytical reasoning skills. Analytical reasoning requires taking the information given apart in order to determine how the parts were organized to promote understanding how the conclusion was arrived at. Critical thinking requires continually asking questions about the information as it is being obtained.

A checklist is given in the unit on how to predict the confidence level of the accuracy of information supporting the conclusion. It is shown how to visually present the information and its confidence level that supports a conclusion by creating a multiple colored Analytic Concept Map.

Unit 7: Problem Solving.
When needing to solve a problem, it requires first to use critical thinking skills in order to determine the root cause of the problem. The root cause of a problem usually produces effects that sometimes are identified as the root cause of problem. However, these effects are just symptoms of the problem and not the initial cause. It is shown how solving a problem requires finding the initiating or root cause and then determining the actions needed to solve it. In order to solve a problem a Problem Solving Map is created showing the actions need to be obtained, preserved, avoided and eliminated in order to solve the problem. In order to identify the problems that could develop when starting any project, it is shown how to create a Project Prevention Planning Chart to anticipate problems that could develop and determine possible solutions.

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