prepared by: suhailah mohd yusof 1 - a journey to the...

1Prepared by: Suhailah Mohd Yusof

-Memory, Improving

Concentration & Reading

System-

UED102 :

SOFT SKILLS


Learning Objectives


• UNDERSTANDING MEMORY PROCESSES MEMORY STRATEGIES

• UNDERSTANDING CONCENTRATION

• STRATEGIES FOR IMPROVING CONCENTRATION READING/STUDY

SYSTEM (SQ3R)

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MEMORY MEMORY MEMORY MEMORY AND LEARNINGAND LEARNINGAND LEARNINGAND LEARNING

According to Kenneth Higbee, “rememberingis hard work, and memory techniques do notnecessarily make it easy, they just make itmore effective”


MEMORY MEMORY MEMORY MEMORY AND AND AND AND BRAINBRAINBRAINBRAIN


What is memory?

The retention of information over time (Santrock, 2011) or the mind stores and remember information

(mental processes / cognition), like computer software.

What is brain?

The brain is the organ, like computer hardware

MEMORY MEMORY MEMORY MEMORY AND AND AND AND BRAINBRAINBRAINBRAIN


Encoding / input (computer – keyboard, camera;

human – the 5 senses; ears, mouth, nose, skin, eyes)

Storage (computer – hard disk, thumb drive;

human - 3 types of memory – SM, STM, LTM)

Retrieval /output (computer – computer screen, printer;

human – writing, talking)

THE THE THE THE STORAGE STORAGE STORAGE STORAGE ((((RETAIN INFORMATION) RETAIN INFORMATION) RETAIN INFORMATION) RETAIN INFORMATION)


THE THE THE THE STORAGE STORAGE STORAGE STORAGE ((((RETAIN INFORMATION) RETAIN INFORMATION) RETAIN INFORMATION) RETAIN INFORMATION)


Three different types of memory (simplified) according to Information Processing Model (Atkinson & Shiffrin’s model in

Santrock, 2011)

1. Sensory memory (SM) -numerous incoming information from 5 senses will be stored in the sensory memory for an

instant. If one PAY ATTENTION to the stimuli, it will go to the short-term memory (STM). If one does not pay attention,

then the information will be lost. (therefore, the importance of PAYING ATTENTION / CONCENTRATION while lecture,

reading etc.)

2. Short-term / working memory (STM) - very limited storage. From the SM, information will be relayed to STM. While

in the STM, information must be REHEARSED/ REPEATED OR use SOME ACTIVE LEARNING strategies in order to get

information to LTM, otherwise information will be forgotten. (therefore, students must realize that applying memory

strategies is important to strengthen the memory ability).

3. Long-term memory (LTM)– this is unlimited and large storage (like a big library with a lot of books, the books are

analogy to information we encode and save). From STM, information moved to LTM and stored here for later use

(retrieval). If the information is not being used for some time, forgetting may occur. Having cues / strategies during

encoding earlier would help in retrieval processes.

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MEMORY STRATEGIESMEMORY STRATEGIESMEMORY STRATEGIESMEMORY STRATEGIES


Memory strategies, why it is important?

Memory strategies will help students in their encoding,

storing, and retrieving the information (help to remember

and recall). Kenneth Higbee, “remembering is hard work,

and memory techniques do not necessarily make it easy,

they just make it more effective” (Van Blerkom, 2009, p.

93).

HOW FORGETTING COULD OCCURHOW FORGETTING COULD OCCURHOW FORGETTING COULD OCCURHOW FORGETTING COULD OCCUR


1. Did not pay attention to the information

2. Did not understand the information

3. Cramming (last minute study)

4. Did not have good strategies

5. Interference (having 2 exams on the same day especially if the subjects

are closely related for example psychology and counselling)

6. Test anxiety (negative thoughts about oneself, did not prepare well for the

test)

MEMORY STRATEGIES MEMORY STRATEGIES MEMORY STRATEGIES MEMORY STRATEGIES ((((How to Improve Your Memory)How to Improve Your Memory)How to Improve Your Memory)How to Improve Your Memory)


1. Massed practice vs spaced practice

Massed practice (not good) – cramming, involves studying all the materials at one time. Do not have time

to understand, remember, and organize the reading materials. (Reason: Short term memory (STM) cannot

sustain many information at one time)

Space practice (good, recommended) – involves space time over some period of time for studying. Spaced

practice or distributed practice allows time for the information to consolidate in the long-term memory.

Taking breaks between learning sessions allow you to think and organize the information.

2. Break reading material down (again no cramming) for some period of time. e.g. 2

chapters per day, not all chapters a day before the exam.

3. Rehearsal– repeat the information many times. e.g. repeat a telephone number 10

times



4. Elaboration strategies:

▪ Associations

To associate, or "connect" each word or event with a person, place, thing, feeling, or

situation. For example, you may connect what you are trying to learn with someone you

know, or with a movie character or scene. When you have to learn vocabulary words, just

write the new words, write the definitions next to them, and then write a person, thing,

event, movie, or any strong association to help you remember the meaning of each word.

For example, "My altruistic Aunt Alice gives great gifts." (altruistic means generous)



Acronyms / catchwords

e.g.

MAS – Malaysian Airline System;

UiTM – Universiti Teknologi MARA

Acrostics / catchphrases

e.g.

carnivores – animal eaters

herbivores – plant eaters

omnivores – animal and plant eaters

decomposes – eat decaying organisms

the Catchphrase: “Can Henry Omit Dents”

Imagery – visualize the image of the information needed



Organizational strategies – organize the materials for

example animals can be divided into 3 types which are

mammals, reptiles, amphibians

Comprehension monitoring strategies - need to

comprehend materials being read – SQ3R will be a good

strategy.

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STRATEGIES TO IMPROVE STRATEGIES TO IMPROVE STRATEGIES TO IMPROVE STRATEGIES TO IMPROVE CONCENTRATIONCONCENTRATIONCONCENTRATIONCONCENTRATION


1. Use motivational and organizational strategies – create interest in the work, develop a positive attitude

toward you work, use goal setting strategies, use time-management strategies

2. Create a positive learning environment – find a better location, reduce multitasking, minimize distractions

3. Deal with internal distractions – deal with personal problems, deal with competing activities

4. Use active learning strategies (as discussed in improving memory)

5. Match your learning style to the task

6. Monitor your concentration

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SQ3R: SURVEYSQ3R: SURVEYSQ3R: SURVEYSQ3R: SURVEY----QUESTIONQUESTIONQUESTIONQUESTION----READREADREADREAD----RECITERECITERECITERECITE----REVIEW REVIEW REVIEW REVIEW


Definition:

A comprehension strategy that facilitates students think about the text they are reading while they are reading.

As a study strategy, SQ3R helps students “get it” the first time they read a text by teaching students how to read and

think like an effective reader.

This strategy includes the following five steps (Robinson, 1946 in Adolescence Literacy):

1. Survey:

Students review the text to gain initial meaning from the title, subtitle, chapter introduction or lead-in, boldfaced

headings, graphs, charts, pictures, the final paragraph or summary and end-of-chapter material (study / discussion

questions, vocabulary list).

2. Question:

Students try to form questions based on the preview (survey).

SQ3R: SURVEYSQ3R: SURVEYSQ3R: SURVEYSQ3R: SURVEY----QUESTIONQUESTIONQUESTIONQUESTION----READREADREADREAD----RECITERECITERECITERECITE----REVIEW REVIEW REVIEW REVIEW


3. Read:

As students read, they need to look for answers to the questions they formed during their preview of the text. These

questions, based on the structure of the text, help focus students' reading.

4. Recite:

After each section, pause. Students will attempt to answer questions formed earlier. If students could not answer,

then look back and find the answer in the section. Students should recite and rehearse the answers to their

questions. Summarize the information. As students move through the text they should recite or rehearse the answers

to their questions and make notes about their answer for later studying.

5. Review:

After you have finished reading the whole reading assignment, refer back to each heading. Recall your questions and

try to answer them. If you cannot recall, go back and find the answer. This part is to test yourself.

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-Taking Lecture Notes-

UED102 :

SOFT SKILLS


Learning Objectives


• TAKING LECTURE NOTES

• EFFECTIVE NOTE-TAKING SYSTEMS

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WHY TAKE LECTURE NOTESWHY TAKE LECTURE NOTESWHY TAKE LECTURE NOTESWHY TAKE LECTURE NOTES


HOW HOW HOW HOW TO TAKE LECTURE TO TAKE LECTURE TO TAKE LECTURE TO TAKE LECTURE NOTESNOTESNOTESNOTES


PREPARE BEFORE TAKING NOTES

The best way to prepare your note-taking activity is to READ the text assignment BEFORE

CLASS.

By reading the text assignment before the lecture you, it will allow you to

• build up some background about the topic

• have some idea what the lecture isabout

• identify main ideas of the lecture and organize your notes easier

• be familiar with the key terms and names related to the topic

As you walk into the lecture classroom, GET READY to take notes. Sitting in front of the

classroom, allows you to see and hear better. You will probably find that other interested and

motivated students also tend to sit in the first few rows of the class. While waiting for class to

begin, review the notes that you took during the last class meeting.

EFFECTIVE NOTE TAKING SYSTEM EFFECTIVE NOTE TAKING SYSTEM EFFECTIVE NOTE TAKING SYSTEM EFFECTIVE NOTE TAKING SYSTEM


REVIEWING YOUR NOTES REVIEWING YOUR NOTES REVIEWING YOUR NOTES REVIEWING YOUR NOTES


RECITE FROM THE HEADINGS

You can review your notes by using the headings or topics to prompt your memory.

After you review you notes by reciting them aloud, cover the information under each heading and try to recall all of

the points related to the topics. Then check your notes to see whether you missed anything. This review method helps

you learn the material in an integrated way.

RECITE FROM THE RECALL QUESTIONS

When you think you know the information in your notes, use the recall questions to test your memory of the main

points and supporting details.

This review method helps you learn the material in an isolated way – you learn specific answers to specific questions.

TALK ABOUT THE INFORMATION WITH OTHERS

Another way to study the information in your notes is simply to talk about it. Putting the information in your own

words and explaining it to others is an excellent way to move it into long-term memory.

Get together with your note-taking friends or a study group to review your notes. You can take turns discussing the

information, predicting additional test questions and quizzing each other on the information. You can also teach the

material to someone or something.

-Academic Integrity

& Performance-

UED102 :

SOFT SKILLS


Learning Objectives


• AVOIDING PLAGIARISM

• CALCULATING GRADE POINT AVERAGE

AVOIDING PLAGIARISM AVOIDING PLAGIARISM AVOIDING PLAGIARISM AVOIDING PLAGIARISM


Many students are unintentionally guilty of plagiarism when they write reports, assignments and research papers.

Plagiarism: an act of using or closely imitating the language and thoughts of another author without authorization

and the representation of that author’s work as one’s own, as by not crediting the original author.

The following are considered plagiarism:

✓ turning in someone else’s work as your own

✓ copying words or ideas from someone else without giving credit

✓ failing to put a quotation in quotation marks

✓ giving incorrect information about the source of a quotation

✓ changing words but copying the sentence structure of a source without giving credit

✓ copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit

or not

PREVENTING PLAGIARISMPREVENTING PLAGIARISMPREVENTING PLAGIARISMPREVENTING PLAGIARISM


There are two steps to preventing plagiarism when writing your assignment, paper or report. The first one is planning,

and the second is the actual writing.

PLANNING YOUR PAPER

1. Consult Your Instructor/Lecturer

If you have doubts or questions about something, you should ask your instructor/lecturer.

2. Plan Your Paper

You need to plan how you are going to include other sources of information in your paper. There must be a balance

between the ideas taken from other sources and your own ideas. Writing an outline or coming up with a thesis

statement in which you clearly formulate an argument about the information you find will help establish the

boundaries between your ideas and those of your sources.

3. Take Effective Notes

Organize the information that you have found by taking thorough notes of all the sources before you start writing. To

avoid confusion about your sources, try using different coloured fonts, pens, or pencils for each one. Make sure you

clearly distinguish your own ideas from those you found elsewhere. Record bibliographic information or web

addresses for every source right away.



WRITING YOUR PAPER

4. Cite Sources

Citing is one of the effective ways to avoid plagiarism. If it is unclear whether an idea in your paper really came from

you, or whether you got it from somewhere else and just changed it a little, you should always cite your source. When

quoting a source, use the quote exactly the way it appears. If the quotation is relatively short (usually fewer than 3

lines or 40 words), those words must be enclosed in quotation marks.

5. Make It Clear Who Said What

If you are discussing the ideas of more than one person, be careful with confusing pronouns. Always make sure to

differentiate who said what, and give credit to the right person.

6. Know How to Paraphrase

A paraphrase is a restatement or rewording of a text or passage giving the meaning in another form in order to

achieve clarity. To paraphrase, you must change both the words and the sentence structure of the original, without

changing the content. Paraphrased passages still require citation because the ideas came from another source, even

though you are putting them in your own words. [A few examples of paraphrasing can be found here:

https://owl.english.purdue.edu/owl/resource/619/1/]



WRITING YOUR PAPER

7. Evaluate Your Sources

Make sure you know the author(s) of the page, where they got their information, and when they wrote it (getting this

information is also an important step in avoiding plagiarism). Then you should determine how credible you feel the source

is: how well they support their ideas, the quality of the writing, the accuracy of the information provided, etc. [Try this link:

http://lib.nmsu.edu/instruction_backup/evalcrit.html]

8. Include a Reference Page

One of the most important ways to avoid plagiarism is referencing. Include a reference page or page of works cited at the

end of your paper. Check the guidelines for citing sources properly and make sure that the page meets the document

formatting guidelines used by UiTM. Look for the APA 6th formatting style.

[Try this link: https://owl.english.purdue.edu/owl/resource/560/1/]

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CALCULATING GRADE POINT AVERAGECALCULATING GRADE POINT AVERAGECALCULATING GRADE POINT AVERAGECALCULATING GRADE POINT AVERAGE


The final examination results and assessments at the end of

every semester are assigned a Grade Point Average (GPA) and

a Cumulative Grade Point Average (CGPA) which represent a

student’s academic achievement.

A Grade Point Average (GPA) refers to the calculated average

of the letter grades a student earns in each semester

following a 0 to 4.0 scale.

CALCULATING GRADE POINT AVERAGECALCULATING GRADE POINT AVERAGECALCULATING GRADE POINT AVERAGECALCULATING GRADE POINT AVERAGE


Every semester, students receive a GPA based on the

grades they earned in all their courses during that

semester. The formula used for the calculations of the

Grade Point Average (GPA) is as follows:

To find GPA weighted by credit hours, follow these steps:

1. Multiply each numeric grade value by the number of credits the

course was worth.

2. Add these numbers together.

3. Divide by the total number of credits you took.

4. Your GPA = 3.53.

Cumulative Grade Point Average (CGPA) refers to the overall GPA, which

includes dividing the number of quality points earned in all courses

attempted by the total credit hours in all attempted courses.

FAILURE AND DISMISSALFAILURE AND DISMISSALFAILURE AND DISMISSALFAILURE AND DISMISSAL


Students with extremely unsatisfactory

academic performance will/can be

dismissed from his/her study. The status of

Dismissed (D) that can be given to students

include:

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GPA WORKSHEET

1. Calculate the GPA for Amelia Ameer for her first semester:

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2. Calculate what would have happened if Amelia had earned a B in Chemistry.

3. What is the difference in GPA?

4. Now calculate Amelia GPA for the next semester:

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5. What would happen if Amelia had received a D in Cell Bio instead of the B+?

6. What is the difference in GPA?

7. What is the difference in CGPA?

8. What does Amelia have to do in order to achieve a GPA of 3.00 in the 2nd semester if her CGPA

falls below 2.50 in the 1st semester?

prepared by: suhailah mohd yusof 1 - a journey to the...

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