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<p>Study Skills</p> <p>Topics covered</p> <p>N C Gardner MA PGCEStudy Skills</p> <p>Study Skills: topics coveredTransition from GCSEs to A-LevelsGoals and AspirationsTime Management Skills including meeting deadlinesIndependent Learning SkillsCore Research Skills: Reading, note-making and managing informationCritical analytical thinkingWriting Skills: writing assignments, extended projectsPresentation skills, public speaking, answering effectively</p> <p>1 TransitionThe transition from GCSE to Advanced Levels:</p> <p>Use your non-contact time for the homework and revision needed at Advanced Level.</p> <p>You need to analyse your essays, which is different from GCSE. A-Levels require analysis, interpretation and critical commentary, and are therefore different from GCSEs.</p> <p>1 TransitionTime management is another new skill that Sixth Formers have to master.</p> <p>But this sounds worse than it is time management is your friend. </p> <p>In free periods, for example, you may need to focus on just one project at a time and good time management gives you the time to do this.</p> <p>1 Transition Higher ExpectationsTeachers expect more of you at A-level, and rightly so: you are older, wiser, more mature than you were for your GCSEs.</p> <p>However, your teachers are here to help with the transition from GCSEs to A-Levels.</p> <p>Your teachers expect that it will take time for you to adapt and will help you manage the transition.</p> <p>1 TransitionExtra-curricular activities</p> <p>You will need to incorporate extra-curricular activities which broaden your experience and are useful too when you come to write your Personal Statement for applying to university, or a CV to apply for jobs.</p> <p>1 TransitionWork experience:</p> <p>Gaining some work experience is another feature of the transition from GCSEs to Sixth Form.</p> <p>Work experience placements are a good alternative way (rather than a part-time job) to gain experience of employment.</p> <p>2 Goals and AspirationsLearning can be an adventureIdentify what attracts youExplore new ideasEngage in a wide range of new activitiesFind out about yourself, not least how you rise to the challenge of academic studyConsider the kind of person that you want to be in the worldMake the experience of Further Education work for you</p> <p>So, what are your goals and aspirations?</p> <p>3 Time ManagementPut the hours in: expertise is largely a factor of how many hours you spend on an activity. This applies to study as for other skills.</p> <p>Using time effectively is all-important.</p> <p>Get to lessons on time. Do not disrupt the learning and life-chances of fellow students by being late.</p> <p>Plan your day and meet deadlines.</p> <p>3 Time Management: Staying on task</p> <p>4 Independent Learning Skills: Taking OwnershipManaging your own study in between taught sessions.</p> <p>How to interpret reading material and assignment titles.</p> <p>How to structure your answers.</p> <p>Self-direction; self-management</p> <p>4 Independent LearningKeeping on target with little guidance.</p> <p>Control over your study time.</p> <p>Using free periods effectively.</p> <p>Creating structures for your day</p> <p>Taking responsibility for your learning and achieving your goals.</p> <p>5 Core Research SkillsHighlight key words and phases in your text, underline the information you think may be relevant.</p> <p>Ask depth questions:</p> <p>What point is the writer making?Why is this detail relevant?Is the writer trying to answer a particular question?What lessons can be learnt from this text?</p> <p>5 Core Research SkillsIdentify and sum up the main ideas of a lesson, a text or other learning materials.</p> <p>Jot down a few words to summarize the main ideas.</p> <p>Be selective: Do I really need this information?</p> <p>Keep notes brief.</p> <p>Use your own words.</p> <p>6 Critical analytical thinkingWeighing up the arguments and evidence for and against.</p> <p>Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends.</p> <p>Persistence: considering an issue carefully, and more than once.</p> <p>6 Critical analytical thinkingEvidence: evaluating the evidence put forward in support of the belief or viewpoint.</p> <p>Implications: considering where the belief or viewpoint leads what conclusions would follow; are these suitable and rational; and if not, should the belief or viewpoint be reconsidered?</p> <p>Critical analytical thinking: Professor Bethany Hughes, Tutor at Cambridge University and author of Helen of Troy</p> <p>7 Writing SkillsWrite in an objective, analytical style, with appropriate use of evidence.</p> <p>Make sure your assignments are well-written i.e. easy to read. Read it out aloud to get a sense of audience and a sense of voice.</p> <p>Write drafts to take pressure away from you since you know the drafts will not be the final version.</p> <p>Great writing: Haruki Murakami, one of the worlds leading novelists. Read good novels to improve your writing.</p> <p>8 Presentation skillsThe purpose of presentation:</p> <p>To start off class discussion</p> <p>To produce a variety of perspectives</p> <p>To develop a skill required in many occupations</p> <p>8 Presentation skillsMake a few main points. Dont swamp the audience with everything you know.</p> <p>Select a few concrete examples which are easy for the audience to visualise.</p> <p>Structure the talk very clearly, using just a few headings.</p> <p>Repeat main points, and summarise what you have said.</p> <p>Analytical writingState your position sum up your argument in one brief, clear sentence.</p> <p>Dont be tempted to sit on the fence. You can sound callous, and show that there are strong arguments on more than one side</p>


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