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  • The University of Sydney Page 1

    Successful learning: strategies for first years

    Presented by HELENDRURY LEARNINGCENTREORIENTATIONLECTURE|2016

  • The University of Sydney Page 2

    Academicexpecta>onsatuniversity

  • The University of Sydney Page 3

    Academic expectations

    Comparedwithhighschool,universitystudents:

    o receivelessguidanceo havemoreautonomyo havemoredistant,impersonalrela>onshipswith

    teachersandtheuniversityorfacultyo havelarger,moreirregularworkloadso havetodealwithmoreimplicitexpecta>ons

  • The University of Sydney Page 4

    Academic expectations

    Asauniversitystudent,youareexpectedto:o knowhowtofindanduseinforma>ono think,readandwriteanaly>callyandcri>callyo writetherightacademicgenreforanassignmento managealargeandirregularworkloado aOendlecturesandsubmitassignmentson>meo mo>vateyourselfo makeyourowndecisionsabouthowtolearno ac>velyseekhelpandinforma>onwhenyouneedit.o behavewithacademichonesty(i.e.correctreferencing

    andnoplagiarism).

  • The University of Sydney Page 5

    Academic expectations

    Skillsaudit:oLookatthelistofacademictasksandskillsinyourhandout

    oGiveyourselfara>ngofMaster,Appren>ceorBeginnerforeachskill.

  • The University of Sydney Page 6

    Academic expectations

    Master: oThisskillisoneofyourstrengths

    oYouhaveahighlevelofconfidenceandexperiencewiththisskill.

  • The University of Sydney Page 7

    Academic expectations

    Appren>ce: oThisisadevelopingskill.

    oYoumighthavesomeexperiencebutperhapsnotatuniversitylevel.

  • The University of Sydney Page 8

    Academic expectations

    Beginner: oYouhavelimitedskillinthisarea.

    oYoumightnothaveexperienceindoingthis.

    oYoumightnothavetriedthisatUniversity.

  • The University of Sydney Page 9

    Academic expectations

    Take4minutestodotheskillsaudit.

  • The University of Sydney Page 10

    Academic expectations

    Ifyouareabeginner:oHaverealis>cexpecta>ons:Dontexpectperfec>onin

    thefirstassignment.

    oIfyouneedthisskillforanassignment,askforadvice:otherstudents,yourtutorand/oryourlecturer.

    oDoafreeLearningCentreworkshop.

  • The University of Sydney Page 11

    Academic expectations

    Ifyouareanappren>ce:oHaverealis>cexpecta>ons:Dontexpectperfec>on,

    butonlyimprovement.

    oSetyourselfsomegoalstoimprove.

    oDoafreeLearningCentreworkshop.

  • The University of Sydney Page 12

    Academic expectations

    LoveyourUnitofStudyOutlinebecauseitgivesyou:oDuedatesandinstruc>onsforassignmentsoReferencingexpecta>onsoGuidetostyleandformatofassignmentsoInforma>onaboutcriteriafordifferentgradesoOutlineofthecontentandstructureoftheteachingoContactinforma>onforlecturersandtutorsoplusmore

  • The University of Sydney Page 13

    Timemanagementstrategies

  • The University of Sydney Page 14

    Reflect on your study preferences

    TimeforstudyTakeafewminutestoreflectontheseques>onsoDoyoupreferstudyinginthemorningorevening?oWhenisyourmostproduc>ve>me?oWhenareyoumostabletoconcentrate?oWhenareyouleastproduc>veandmostdistracted?

    Nowsharewiththepersonsi`ngnexttoyou.Maximiseyourstudy>mestudywhenyouarefreshandavoid>meswhenyouaredistracted.

  • The University of Sydney Page 15

    Planning

    Semester

    Week

    Session

    EnteralldeadlinesonyoursemesterplannerForeachdeadline: workbackwards iden>fytheweeks/dateswhen

    youneedtostartworkonthatassignment/test

    UseyoursemesterplannerasthebasisforyourweeklyplannerUseyourweeklyplannerasthebasisofyourstudysessionplanner GototomorrowslectureSomanybooks,soliOle>me:Tipsforconqueringreadingand

    research(10-11,intheBoschLectureTheatre),formoreonplannersfor>memanagement.

  • The University of Sydney Page 16

    Planning

    o Planningmeans:o Breakalargetaskintostepsorchunks.o Es>matehowlongeachstepwilltake.oWorkoutwhichchunksneedtobedoneineachweek.

    oWritethechunksintheweeklyboxesonyoursemesterplanner

  • The University of Sydney Page 17

    Planning breaking assignment preparation down into steps

    Forexample:wri.nganessayReadandsummarisejournalar>cles8hoursPlanessay2hoursWritedrah3hoursRevisedrah2hoursWritefinalessay2hoursFormatreferences2hoursPrintoutfinalproofreadingandelectronicsubmission-1hour

  • The University of Sydney Page 18

    Example semester planner

    LING FRENCH BIO ENGLISH

    Week1 Readnovel3hours

    Week2 Readandsummarisejournalar>cles8hours

    Summariselecturenotes Readchapters1-3andmakenotes3hoursWritedrahofsummary1hr

    Readnovel2hrsFind3ar>cles1hr

    Week3 Planessay2hoursStudyforquiz2hours Writefinalsummary2hrs

    SummaryReadar>clesandmakenotes3hrsPlantutorialpresenta>on1hrDeveloppowerpoint2hrs

    Week4 Writedrah3hoursRevisedrah2hours

    Quiz Readchapters4-6andmakenotes3hoursWritedrahofsummary1hr

    Rehearsepresenta>on2hrs

    Tutorialpresenta>on

    Week5 Writefinalessay2hoursFormatreferences2hoursPrintout1hour

    Essay1due

    Writefinalsummary2hrs

    Summary

    Break Summariselecturenotes

    Week6 Studyforquiz2hours Assignment1 Essay1

    Week7 Quiz

    Week8 Groupassignment

  • The University of Sydney Page 19

    Procrastination

    TimewastersHowdoyouprocras>nate?Takeafewminutestoreflectontheseques>onso Whatareyourbiggest>mewasters?o Howcanyouavoidthese?Nowsharewiththepersonsi`ngnexttoyou

    oTV/computeroFacebook,IM,TwiOeretc.oPhoneoOrganisingyourdeskoGamingoDaydreaming...?

  • The University of Sydney Page 20

    Timewasters

    TV/computer Facebook

    Household chores

  • The University of Sydney Page 21

    Timewasters and solutions

    TV/computer

    Use it as a reward only

    after finishing a task.

    Facebook

    Check Facebook as a reward when

    you finish.

    Household chores

    Dont do cleaning or other chores

    during your study time.

    telephone texting Turn it off!

  • The University of Sydney Page 22

    Goal setting

    Studentswhosetgoalsaremorelikelytosucceed

    Goalse`ngcanhelpyoutoimproveacademicperformanceatUniversity

    Morisano,D.,Hirsh,J.B.,Peterson,J.,Pihl,R.,&Shore,B.(2010).Se`ng,elabora>ngandreflec>ngonpersonalgoalsimprovesacademicperformance.JournalofAppliedPsychology,95(2),255-264.

  • The University of Sydney Page 23

    Set SMARTgoalsoSpecificoMeasurableoAchievableoRealis>coTime-frame

    By2pm,read4journalar.clesandmakeaconceptmapsummaryofideas.

    S.cktoweeklystudyschedulethisweek.

    TodayIwillavoiddistrac.onsbyturningoffmymobilewhilestudying.

  • The University of Sydney Page 24

    Effec>vereadingtechniques

  • The University of Sydney Page 25

    Reading effectively

    Readingforapurpose: Whyareyoureading?e.g.:

    foranassignment,eitherwriOenororal? foratestoranexam?

    Thewayyoureadandtakenoteswillbedifferent;e.g.: foranessayassignmentora(short)essayexam,youusuallyneedtoiden>fythemainideasandargumentbeingdevelopedbytheauthor

    foranexamtes>ngdetailedknowledge,youllneedtoseetherela>onshipsbetweenthevariouselementsofthesystem,process,etc.,thatyouarelearningabout

  • The University of Sydney Page 26

    Reading techniques: Skimming

    Skimming:gainingageneraloverviewofmainideas,argumentsetc. helpsyoudecideifatextisanappropriatesourceofinforma>onand

    ifitis,todeterminehowmuchandwhatyoushouldreadmoreintensively

    youcanapplyskimmingtechniquesatalllevelsofatext: skimtheintroductoryandconcludingchaptersofabook,togetherwiththetableofcontents

    withinchapters,skimtheopeningandclosingparagraphs,theheadingsandsubheadings,thenskimthefirstsentencesofeachparagraph:thesetopicsentencesusuallysummarisethecontentoftheparagraphorthedirec>onitwillbeleadingthereaderin

    Skimmingallowsyoutoreflectonandpredictwhatistofollow: Takingafewminuteswhileskimmingtopredictcontentkeepsyouac>veasa

    reader

    Skimmingalsohelpsyoutowritebriefernotes

  • The University of Sydney Page 27

    Reading techniques: Scanning

    Scanning: to try to locate specific information Book:

    use the Contents pages (chapter titles) and/or the Preface/Introduction

    use the index to find, e.g.:

    o the name of a particular theorist - the index might provide that without having to scan parts of the text at all

    o the main characteristics of a type of plant - find the page number(s) for the plant (or species) and scan the page(s) for the information you require.

    Journal article: use find if it is an electronic, searchable version

    let your eyes move over each page in a systematic way until you find the information you want

    Scanning can be used during the early stages of reading and researching as well as during the later stages to clarify specific points

  • The University of Sydney Page 28

    Some General Principles for Reading

    1. Be selective - you can't read everything so read the key texts in depth and skim some of your other references.

    2. Use the information available in the texts to help you decide which texts to read and how much; i.e. use the index, chapter headings, table of Contents, introduction, and so on to help locate specific information.

    3. Use your resources - get advice from lecturers as to which texts are the most important and which topics are the most time consuming.

    4. Know what you're looking for: have a list of questions you need answers for to enhance your understanding of the material.