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Learning Skills

Learning Skills. Generic Skills Integration Project. Transition. Dependence v.s. Independence Directive v.s. Non-directive Structured v.s. Unstructured Surface v.s. Deep learning. Gensip – Learning Skills Trinity College Dublin. Expectations. Commitment Dedication Complete assignments

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Learning Skills

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  1. Learning Skills Generic Skills Integration Project

  2. Transition Dependence v.s. Independence Directive v.s. Non-directive Structured v.s. Unstructured Surface v.s. Deep learning Gensip – Learning Skills Trinity College Dublin

  3. Expectations Commitment Dedication Complete assignments Attend lectures & tutorials Gensip – Learning Skills Trinity College Dublin

  4. Model of Strategic Learning • Skill • Will • Self-regulation

  5. Reflection Students must reflect on their own learning, on the relevance of what they are learning and on the nature of the subject.

  6. Reflection • Process of learning • Know oneself as a learner • Know about tasks • Know about context • Content of learning

  7. Self-Regulation • Planning • Monitoring • Evaluating • Reinforcing

  8. Examples • Planning • Identifying purpose of academic task and selecting appropriate strategy • Monitoring & Evaluating • Asking self questions • Checking with peers

  9. Planning Strategies • Goal setting • Good time management • Overcoming procrastination

  10. SMART Goal Setting • S = Specific • M = Measurable • A = Action • R = Realistic • T = Time-based

  11. Time Management Strategies • Prioritise • Specificity • Small bite-size pieces • Use all available time • Structure the environment • Establish a routine • Scheduling

  12. Scheduling Tips • Time tables • To do lists • Prioritising system • Monitor, evaluate, reward • Relaxation time

  13. Take Action Salami Technique Five Minutes Related Tasks Worst first Make Commitments Overcoming Procrastination

  14. Approaches to Learning • Surface Approach • Intention to reproduce, memorise • Rote, passive • Deep Approach • Intention to understand, interact • Active processing, meaningful

  15. Examples of Active, Deep Processing Strategies • Discussion • Visualisation • Teaching someone/thing else • Diagrams • Making associations • Asking Questions

  16. Types of Cognitive Learning Strategies • Rehearsal • Elaboration • Organisational

  17. Rehearsal Strategies • Mnemonic devices • Reading material over again • Writing material over again • Repeating terms aloud • Flashcards • Underlining or highlighting

  18. Elaboration Strategies • Linking • Frameworks • Paraphrasing • Summarising • Analogies • Asking questions • Teaching material • Applying knowledge

  19. Organisational Strategies • Outlining • Diagramming • Classifying • Categorizing • Identify relationships • Separate main ideas from details • Layout of material

  20. Learning Context • Environmental factors • Departmental expectations & requirements • Assessment method • Relevance of material for own use • Other variables

  21. Summary • Strategic learners practice reflection and self-regulation • Strategic learners use effective learning strategies • Strategic learners are aware of the learning context

  22. Purposes for Reading • Enjoyment • Overview or gist of subject • Gathering information, to search • Summarising main points • Expertise or understanding • Critique or evaluation

  23. Being Selective • Ask lecturers/tutors what is most relevant • Be alert for hints and cues • Ask fellow students • Ask students in the year ahead • Share reading • Preview or skim before reading in-depth

  24. Reading Strategies • Reflection • Speed reading • Ask questions • Making notes • Self Regulation • Skimming or scanning (preview) • SQ3R

  25. Scanning • Useful for planning or previewing • Glance at table of contents, headings, index • Read introduction and summary or conclusion • Spend only 5-10 minutes

  26. SQ3R • Survey • Question • Read • Recall • Review

  27. Purposes for Notetaking • Noting facts • Contrast similarities and differences • Summarise main points • Help pay attention • Review or revision • Record thoughts or brainstorm

  28. Types of Notes • Prose or summary • Outline or skeleton • Mind maps • Cornell or Two Column

  29. Note Making Strategies • Deep Processing Strategies • Summarising info • Seeking relationships • Asking & answering questions • Key words • Rehearsal strategies • Underlining & highlighting

  30. Notes from Lectures • Active Listening • Brief and Clear • Key words • Abbreviations • Examples, illustrations • Organisation • Review

  31. The Writing Process • Getting Started • Understanding the task & the question • Creating an outline or mind map • Planning • Gathering Information • Writing Drafts • Feedback

  32. Getting Started • Understanding task demands • Understanding the question/topic • Creating a mind map or skeletal outline

  33. Sample Marking Criteria • Introduction • Quality of argument • Use of evidence • Presentation • Conclusions

  34. Planning 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!

  35. Writing Drafts • Structure • Answer question • First draft - get ideas down • Second draft - develop & support argument • Revise and edit • Credit sources - references

  36. Structure of Essays Introduction  Overview of essay; how question will be answered Main Body Answer question; develop argument Conclusion  Summary

  37. Paragraphs What? • A main idea and an elaboration How? • Topic sentence • Supporting sentences - explanation, evidence, examples • Linking sentences

  38. Critical Thinking • Identify and evaluate author’s reasoning / argument • Evidence to support • How valid & reliable • Biased • Assumptions made • Valid conclusions

  39. References Why? • Credit sources of information & ideas • Reader can locate for further information if required

  40. References When? • Direct quotes • Paraphrases • Statistics/Studies • Theories • Interpretations • Facts (Cottrell, 1999. p. 123)

  41. Will • Emotions and Attitude • Impact our cognitions and behaviours

  42. Improving Motivation • Focus on Effort • Alter Expectations • Positive Self-Talk • Rewards • Goal Setting • Positive language • Visualisation

  43. Concentration • Sources of Distractions • Internal • External • Control Distractions

  44. Controlling External Distractions • Structure study environment • Establish a routine • Negotiate • Physical

  45. Controlling Internal Distractions • List of concerns • Worry time • Mind wandering or daydreaming • Building up time • Mental rehearsal • More active in study process

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