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Learning SkillsLearning SkillsGeneric Skills Integration Project
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TransitionTransition
Dependence v.s.
Independence
Directive v.s. Non-directive
Structured v.s. Unstructured
Surface v.s. Deep learningGensip – Learning SkillsTrinity College Dublin
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Expectations Expectations
Commitment
Dedication
Complete assignments
Attend lectures &
tutorialsGensip – Learning SkillsTrinity College Dublin
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Model of Strategic Learning
Model of Strategic Learning
Skill
Will
Self-regulation
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ReflectionReflection
Students must reflect on their own learning, on the relevance of what they are learning and on the nature of the subject.
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ReflectionReflection
Process of learning
– Know oneself as a learner
– Know about tasks
– Know about context
Content of learning
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Self-RegulationSelf-Regulation
Planning
Monitoring
Evaluating
Reinforcing
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ExamplesExamples Planning
– Identifying purpose of academic task and selecting appropriate strategy
Monitoring & Evaluating– Asking self questions– Checking with peers
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Planning StrategiesPlanning Strategies
Goal setting
Good time management
Overcoming
procrastination
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SMART Goal SettingSMART Goal Setting
S = Specific
M = Measurable
A = Action
R = Realistic
T = Time-based
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Time Management Strategies
Time Management Strategies
Prioritise Specificity Small bite-size pieces Use all available time Structure the environment Establish a routine Scheduling
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Scheduling TipsScheduling Tips
Time tables
To do lists
Prioritising system
Monitor, evaluate, reward
Relaxation time
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Overcoming Procrastination
Overcoming Procrastination
Take Action
Salami
Technique
Five Minutes
Related Tasks
Worst first
Make
Commitments
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Approaches to LearningApproaches to Learning
Surface Approach– Intention to reproduce,
memorise– Rote, passive
Deep Approach– Intention to understand, interact– Active processing, meaningful
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Examples of Active, Deep Processing Strategies
Examples of Active, Deep Processing Strategies
Discussion Visualisation Teaching someone/thing
else Diagrams Making associations Asking Questions
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Types of Cognitive Learning StrategiesTypes of Cognitive Learning Strategies
Rehearsal
Elaboration
Organisational
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Rehearsal StrategiesRehearsal Strategies
Mnemonic devices Reading material over again Writing material over again Repeating terms aloud Flashcards Underlining or highlighting
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Elaboration StrategiesElaboration Strategies Linking Frameworks Paraphrasing Summarising Analogies Asking questions Teaching material Applying knowledge
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Organisational StrategiesOrganisational Strategies Outlining Diagramming Classifying Categorizing Identify relationships Separate main ideas from
details Layout of material
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Learning ContextLearning Context
Environmental factors Departmental expectations &
requirements Assessment method Relevance of material for own use Other variables
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SummarySummary Strategic learners practice
reflection and self-regulation
Strategic learners use effective learning strategies
Strategic learners are aware of the learning context
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Purposes for ReadingPurposes for Reading Enjoyment Overview or gist of subject Gathering information, to
search Summarising main points Expertise or understanding Critique or evaluation
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Being SelectiveBeing SelectiveAsk lecturers/tutors what is most
relevantBe alert for hints and cuesAsk fellow studentsAsk students in the year aheadShare readingPreview or skim before reading in-
depth
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Reading StrategiesReading Strategies Reflection Speed reading Ask questions Making notes Self Regulation Skimming or scanning
(preview) SQ3R
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ScanningScanning Useful for planning or previewing Glance at table of contents,
headings, index Read introduction and summary or
conclusion Spend only 5-10 minutes
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SQ3RSQ3R
Survey
Question
Read
Recall
Review
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Purposes for NotetakingPurposes for Notetaking
Noting facts Contrast similarities and
differences Summarise main points Help pay attention Review or revision Record thoughts or brainstorm
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Types of NotesTypes of Notes
Prose or summary
Outline or skeleton
Mind maps
Cornell or Two Column
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Note Making StrategiesNote Making Strategies
Deep Processing Strategies– Summarising info– Seeking relationships– Asking & answering questions– Key words
Rehearsal strategies– Underlining & highlighting
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Notes from LecturesNotes from Lectures Active Listening Brief and Clear
Key wordsAbbreviationsExamples, illustrations
Organisation Review
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The Writing ProcessThe Writing Process Getting Started
– Understanding the task & the question– Creating an outline or mind map– Planning
Gathering Information Writing Drafts Feedback
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Getting StartedGetting Started Understanding task demands Understanding the question/topic Creating a mind map or skeletal
outline
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Sample Marking CriteriaSample Marking Criteria Introduction Quality of argument Use of evidence Presentation Conclusions
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Planning AssignmentsPlanning Assignments Determine task demands Understand the question Brainstorm/reflect Determine information needed Create outline structure Gather information Start writing first draft Revising and editing References Proofreading SUBMIT!
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Writing DraftsWriting Drafts Structure Answer question
– First draft - get ideas down– Second draft - develop & support
argument Revise and edit Credit sources - references
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Structure of EssaysStructure of Essays
Introduction Overview of essay; how question will be
answered
Main Body Answer question; develop argument
Conclusion Summary
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ParagraphsParagraphs
What? A main idea and an elaboration
How? Topic sentence Supporting sentences - explanation,
evidence, examples Linking sentences
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Critical ThinkingCritical Thinking? Identify and evaluate author’s
reasoning / argument? Evidence to support
? How valid & reliable? Biased
? Assumptions made? Valid conclusions
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ReferencesReferences
Why?
Credit sources of information & ideas Reader can locate for further
information if required
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ReferencesReferences
When?
Direct quotes Paraphrases Statistics/Studies Theories Interpretations Facts
(Cottrell, 1999. p. 123)
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WillWill
Emotions and Attitude
Impact our cognitions and behaviours
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Improving MotivationImproving Motivation Focus on Effort Alter Expectations Positive Self-Talk Rewards Goal Setting Positive language Visualisation
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ConcentrationConcentration
Sources of Distractions Internal External
Control Distractions
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Controlling External Distractions
Controlling External Distractions
Structure study environment
Establish a routine Negotiate Physical
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Controlling Internal Distractions
Controlling Internal Distractions
List of concerns Worry time Mind wandering or
daydreaming Building up time Mental rehearsal More active in study process