study skills cp f eb 2010
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Study SkillsStudy Skills
August 2008August 2008
Linsey IrvineLinsey Irvine
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Aims
To raise awareness of Study Skills and To raise awareness of Study Skills and highlight their importance as a building highlight their importance as a building block of the Learning Processblock of the Learning Process
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ObjectivesObjectives
To define Study SkillsTo define Study Skills To highlight the importance of Study Skills To highlight the importance of Study Skills
to both students and staffto both students and staff To identify the 3 major Learning StylesTo identify the 3 major Learning Styles To explore Study Skills resources To explore Study Skills resources
available at Edinburgh’s Telford Collegeavailable at Edinburgh’s Telford College
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DefinitionsDefinitions
Study:Study: ‘‘to acquire knowledge and gain competence’to acquire knowledge and gain competence’
Skill:Skill: ‘‘a learned and developed activity’a learned and developed activity’
Study SkillsStudy Skills:: ‘‘learned and developed activities which enable learned and developed activities which enable
learners to acquire knowledge and gain competence’learners to acquire knowledge and gain competence’
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Benefits to LearnersBenefits to Learners Awareness of ‘learning’ as a skillAwareness of ‘learning’ as a skill Improved understanding of subjectsImproved understanding of subjects
Clear understanding of the demands of Clear understanding of the demands of diverse Learning Tasks diverse Learning Tasks
Knowledge of how to improve individual Knowledge of how to improve individual performanceperformance
Increased self awarenessIncreased self awareness Development of transferable skillsDevelopment of transferable skills Increased confidence Increased confidence Skillful independent learnersSkillful independent learners
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Benefits to Teaching StaffBenefits to Teaching Staff
Students become more independent Students become more independent reducing demands on lecturersreducing demands on lecturers
Students are engaged in their Students are engaged in their learninglearning
Improved performanceImproved performance Improved retention figuresImproved retention figures Improved SUMSImproved SUMS
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Study Skills OverviewStudy Skills Overview
Study Skills
Personal Management
Self Awareness
Time ManagementOrganising WorkspaceOrganising Information
Learning StyleGroup Working
Problem Solving
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Learning StylesLearning Styles
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Learning Styles: VAKLearning Styles: VAK
Auditory Kinaesthetic
Visual
LearningStyles
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Learning Styles: SensoryLearning Styles: Sensory Visual - sightVisual - sight
Seeing, watching, observing, looking, Seeing, watching, observing, looking, Pictures, diagrams, flowcharts, videos, text, coloursPictures, diagrams, flowcharts, videos, text, colours
Auditory - hearingAuditory - hearing Listening, hearing, discussing, rhythm Listening, hearing, discussing, rhythm Speech, debating, group discussion, music, tapingSpeech, debating, group discussion, music, taping
Kinaesthetic – touch, taste, smellKinaesthetic – touch, taste, smell Touching, feeling, doingTouching, feeling, doing Hands-on activities, trying outHands-on activities, trying out
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Learning Styles: KolbLearning Styles: KolbActivist
Reflector
Theorist
Pragmatist
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Learning Styles: WebsitesLearning Styles: Websites
Barsch Inventory Hyperlinkhttp://ww2.nscc.edu/gerth_d/AAA0000000/http://ww2.nscc.edu/gerth_d/AAA0000000/
barsch_inventory.htmbarsch_inventory.htm
Vark Questionnaire Hyperlink http://www.vark-learn.com/english/index.asphttp://www.vark-learn.com/english/index.asp
Kolb Learning Style Hyperlinkhttp://www.brainboxx.co.uk/A2LEARNSTYLES/http://www.brainboxx.co.uk/A2LEARNSTYLES/
pages/roughandready.htmpages/roughandready.htm
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Reading SkillsReading Skills
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Reading SkillsReading Skills
Set expectations ‘hours/chapters’ per Set expectations ‘hours/chapters’ per week week
Discuss reading materialsDiscuss reading materials Indicate recommended readingIndicate recommended reading Active/passive reading Active/passive reading Reading Styles & TechniquesReading Styles & Techniques Be aware of problems – refer to Learner Be aware of problems – refer to Learner
SupportSupport
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Active/PassiveActive/Passive
Active
Passive
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Reading StylesReading StylesReading Style Feature Purpose
Skimming Use clues Is this relevant?
Scanning ‘run your eye’ Find specific info.
Detailed In depth, carefully Fully understand info.
Analytical Identify technique Literary styles?
Critical Facts / Opinions? Beware bias!
Leisure Lightweight For pleasure
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SQ3RSQ3RSurvey Question Read Review Remember
Skim to assess whether or not to read furtherKnow what you want answered: Why? How? What?Be active, use a pencil, take time, ‘see’, note-takeReview information, put in own words, summariseReturn 24hrs, 3 days, 1 week: improve and reduce
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Note-Taking SkillsNote-Taking Skills
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Note-Taking: Why bother?Note-Taking: Why bother?
People forget 80% of what they hear in 2 weeks!People forget 80% of what they hear in 2 weeks!
Become involved in
learning
Focus
attention Demonstrate progress
Produce revision items
Make senseof your work
GOODNOTE-
TAKING SKILLS
Essential essay
preparation
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Good / Poor Note-TakingGood / Poor Note-Taking
Good Note-TakingGood Note-Taking Think about what you are listening to or readingThink about what you are listening to or reading Sift through information for what is importantSift through information for what is important Decide the key points you want to makeDecide the key points you want to make Record theseRecord these
Poor Note-TakingPoor Note-Taking Copy down everything you hear or readCopy down everything you hear or read
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Note-Taking ExemplarNote-Taking Exemplar
Passage entitled ‘Thomas Telford’Passage entitled ‘Thomas Telford’
Thomas Telford Hyperlink
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Note-Taking StylesNote-Taking Styles
HighlightHighlight Margin MarkMargin Mark LinearLinear Flow chartFlow chart Spider diagramSpider diagram MindmapMindmap Use a PCUse a PC Page foldPage fold
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Essay WritingEssay Writing
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Essay Writing: The Seven StepsEssay Writing: The Seven Steps
Interpret the Question or TitleInterpret the Question or Title Gather informationGather information Make a Rough PlanMake a Rough Plan Evaluate your sourcesEvaluate your sources Write your essayWrite your essay Review and ProofreadReview and Proofread Learn from FeedbackLearn from Feedback
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Interpret the Question / TitleInterpret the Question / Title
Read, say out loud, write down: use VAKRead, say out loud, write down: use VAK Underline Key Words: Underline Key Words:
Essay Writing Skills key words.doc Draw a squiggly line under subject matter – focus Draw a squiggly line under subject matter – focus
for reading, research, planning & writing for reading, research, planning & writing Case Studies and Examples – are they requested?Case Studies and Examples – are they requested? Break the question / title into smaller tasks – this Break the question / title into smaller tasks – this
can suggest the number of paragraphs or topicscan suggest the number of paragraphs or topics Remember how marks are awarded – helps you to Remember how marks are awarded – helps you to
plan how much you need to say about each topicplan how much you need to say about each topic
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Essay Title: ExampleEssay Title: Example
‘‘Describe and explain the formation of Describe and explain the formation of
the major physical features of a the major physical features of a
Limestone landscape. Illustrate your Limestone landscape. Illustrate your
answer with named examples from theanswer with named examples from the
British Isles.’British Isles.’ 10 marks10 marks
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Essay Title: ExampleEssay Title: Example
Essay Writing Skills title.doc
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Outline Essay PlansOutline Essay Plans
Although …………… and …………... are different …………they are alike in some interesting ways.
For example they both …………………… They are also similar in …………………. The …………….. is the same as ……… The ……………………….. resembles
………………………………….. Finally they both ……………………….
Some people think that …………………… because…………… They argue that ……………………………. Another group who agree with this point of view are……………… They say that because …………………………. On the other hand, …………………others agree with the idea that ……………… They claim that………………………. They also say ……………………… My opinion is …………………………… because …………………..
Comparing Discussing
Essay Writing Skills outline plans.doc
Essay Writing Skills linking words.doc
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Essay ChecklistEssay Checklist√ Did I answer the question set in the title?√ Did I cover all the main points that I was supposed to?√ Have I gone into issues or arguments in enough depth?√ Is the content of my essay relevant to the question?√ Does my introduction introduce my essay and explain my approach?√ Have I written my essay in paragraphs√ Does each paragraph contain only one key idea√ Do my paragraphs flow logically using linking words and expressions?√ Have I supported arguments with evidence, key points with examples?√ Have I used accurate statistics and quotes?√ Is my conclusion strong and well linked back to the introduction?√ Is my essay the correct length?√ Have I acknowledged all my references and sources in a bibliography?√ Have I written clearly with acceptable spelling / grammar / punctuation?√ Is my essay neatly written or word processed?
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Memory SkillsMemory Skills
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Memory Myths?Memory Myths?
1.1. Some people just have bad memoriesSome people just have bad memories
2.2. STM can only hold about 7 pieces of dataSTM can only hold about 7 pieces of data
3.3. STM lasts for around 5 minutesSTM lasts for around 5 minutes
4.4. It is possible to make memories permanentIt is possible to make memories permanent
5.5. Memorisation is a physical processMemorisation is a physical process
6.6. Constant repetition makes memories stickConstant repetition makes memories stick
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Feeling Fruity?Feeling Fruity?
LemonLemonKiwiKiwiAppleAppleBananaBananaMelonMelonPineapplePineappleOrangeOrangeSatsumaSatsumaCherryCherry
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Memory StylesMemory Styles
Saw a bowl of fruit Wrote down names
Said the list aloud ‘in my head’
Walked in the fruit aisle:
•saw
•felt
•smelled
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Effective Strategies to Memorise Effective Strategies to Memorise InformationInformation
Strategy :Strategy : Chunking InformationChunking Information
Chunking ExerciseChunking Exercise
a watch or a clock – this must have a ‘second’ handa watch or a clock – this must have a ‘second’ hand a pen a pen some paper some paper Task 1Task 1 Task will last 30 secondsTask will last 30 seconds
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Number FunNumber Fun
247198491152007404999
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Those NumbersThose Numbers
247198491152007404999247198491152007404999
Memory Skills Chunking strategy.docMemory Skills Chunking strategy.doc
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Effective Memory TechniquesEffective Memory Techniques
ChunkingChunking Break item into small piecesBreak item into small pieces
MnemonicsMnemonics Acronym: OIL RIGAcronym: OIL RIG Acrostic: EGBDFAcrostic: EGBDF
MindmapsMindmaps The Roman RoomThe Roman Room
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Effective Memory TechniquesEffective Memory Techniques
The Roman RoomThe Roman Room memory skills Roman Room.docmemory skills Roman Room.doc
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Mindmapping SkillsMindmapping Skills
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MindmapsMindmaps
Activate whole brainActivate whole brain Engage creativityEngage creativity Clarify thoughtsClarify thoughts Organise informationOrganise information Chunk informationChunk information Encourage focusEncourage focus Highlight connectionsHighlight connections Give ‘the big picture’Give ‘the big picture’ Build effective memoriesBuild effective memories
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Tony BuzanTony Buzan
http://www.youtube.com/user/iMindMaphttp://www.youtube.com/user/iMindMap
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InspirationInspiration
www.inspiration.com/quicktours/www.inspiration.com/quicktours/index.cfm?index.cfm?fuseaction=Insp_Quicktour_QTfuseaction=Insp_Quicktour_QT
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MindmanagerMindmanager
www.mindjet.com/products/mindmanager_pro/www.mindjet.com/products/mindmanager_pro/demo.aspxdemo.aspx
www.mindjet.com/products/mindmanager_pro/www.mindjet.com/products/mindmanager_pro/demo.aspxdemo.aspx
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Time Management SkillsTime Management Skills
Where does the time go?Where does the time go? Planning – use Outlook CalendarPlanning – use Outlook Calendar
WeeklyWeekly MonthlyMonthly Whole sessionWhole session
Prioritising workloadPrioritising workload Find a place to workFind a place to work Get equipped for learningGet equipped for learning Organising course materialsOrganising course materials
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Printing a blank calendar using Printing a blank calendar using OutlookOutlook
On the On the FileFile menu, point to menu, point to NewNew, and then click , and then click FolderFolder. .
Type a name for the folder. Type a name for the folder. In the In the Folder containsFolder contains list, click list, click Calendar ItemsCalendar Items. . In the In the Select where to place the folderSelect where to place the folder list, click list, click
CalendarCalendar, and then click , and then click OKOK. . On the On the GoGo menu, click menu, click Folder ListFolder List. . In the In the Folder ListFolder List, click the new folder you just , click the new folder you just
created. created. On the On the FileFile menu, point to menu, point to Page setupPage setup, and then , and then
click the print style you want. click the print style you want. Select the print style options you want, and then Select the print style options you want, and then
click click PrintPrint. .
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Presentation SkillsPresentation Skills
PlanningPlanning PreparingPreparing PractisingPractising PerformingPerforming Do’s and Don’ts Do’s and Don’ts Top tips on technologyTop tips on technology
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Report Writing SkillsReport Writing Skills
What is a Report?What is a Report? The Structure of a ReportThe Structure of a Report Ten Steps to Report WritingTen Steps to Report Writing How to present dataHow to present data How to analyse resultsHow to analyse results How to interpret resultsHow to interpret results
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Stress Management SkillsStress Management Skills
What is Stress?What is Stress? Causes of stressCauses of stress
Stressful situationsStressful situations Effects of stressEffects of stress
PhysicalPhysical MentalMental EmotionalEmotional
Managing stressManaging stress