time management - athabasca universitycounselling.athabascau.ca/docs/time-management.pdf · time...

Time Management

A Series of Seven Modules for Adult Studentsby Virginia Nilsson, Ph.D.

The more I stud~The more I know.The more I know,The more I forget.The more I forget,The less I know.So why study?"

Anonymous

Learning Assistance ProgramStudent Services

Athabasca University tI

Improve Your Study Skills: A Series of Seven Modules for Adult Students 1 Getting Started 2 Time Management 3 Reading to Remember 4 Note Taking 5 Writing 6 Surviving the Slumps 7 Exams For information about these publications, contact: Counselling Services Athabasca University 1 University Drive Athabasca, AB T9S 3A3 Canada [email protected] Cover Design: Mark Dunsire Every effort has been taken to ensure that these materials comply with the requirements of copyright clearances and appropriate credits. Athabasca University will attempt to incorporate in future printings any corrections which are communicated to it. The inclusion of any material in this publication is strictly in accord with the consents obtained and Athabasca University does not authorize or license any further reproduction or use without the consent of the copyright holder. © Athabasca University 1988 Revised 1989, 1990, 1998, 1999 All rights reserved Printed in Canada

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The Modules at a Glance

Module 1Getting Started

Evaluate Your Readiness for Post-secondary EducationStart a Course

Set ObjectivesIdentify Your ResourcesStructure Your Study SpaceDetermine Strengths and Weaknesses of Your Study

SkillsDecide on the Order in Which to Study the ModulesWhere to Find More Information About Skills

Module 2Time Management

What Time Management MeansHow Time Management Can Help YouSet Your PrioritiesSchedule Your TimeTest Your Time ScheduleReward YourselfWhere to Find More Inforo1ation About Time

_~ Manage~e~~__~_~~~ ~ ~_~_~

Module 3Reading to Remember

Different Types and Purposes of ReadingYour Own Reading HabitsHow to Read More Effectively

OverviewingSQ3R

Learning Pyrao1idsImprove Your Reading SpeedWhere to Find More Information About Reading

Module 4Note Taking

The Purpose of Taking NotesThe Note-taking Process

Systems of Note TakingOutliningCornell

Mind MappingNote CardsUnderlining

How to Evolve Examples

Where to Find More Information About Note Taking

Module 5Writing

The Writing Process

What to WritePutting Pen to PaperGetting Feedback on Your WritingRevising Your WorkEvaluating Your Work

Identify Strengths and Weaknesses of Your SkillsWhere to Find More Information About Writing

Module 6Surviving the Slumps

Recognize ProblemsIdentify CausesSearch for SolutionsWhere to Find More Information About and Help

with Dealing with Problems

Module 7Exams

Before the Exam

Is it Harder to Learn When You're Older?Factors Which Influence LearningWhat to Do in Preparation for an Exam

During the Exam

Good Exam-taking Strategies and BehaviourAfter the Exaol

What to Do When You FailWhere to Find More Information and Help

Preface

The first edition of Irnprove Your Study Skills: A Series of Seven Modules for AdultStudents was written specifically for Athabasca University students. While there aresome aspects of studying and some problems which may be unique to home-studystudents and to adults just returning to formal study, the series deals with skills andstrategies from which all adult students can benefit by becoming better students.This third edition is aimed at "the adult independent learner."

The modular format of the series enables you to concentrate on anyone of sevenareas, or to work through the material in the order most beneficial to your particularneeds. Checklists and surveys providing diagnostic and prescriptive information,and exercises encouraging you to practise the skills and strategies presented make theseries interactive. As an adult student you are much more alone, working on yourown, unsupported by other students and teachers, than are traditionally aged collegeand university students. While we are not suggesting that this handbook can take theplace of fellow students and helpful and supportive teachers, the interactive nature ofthe material does facilitate learning and will help you to improve your studybehaviours. And the annotated bibliography at the end of each module tells youwhere you can find information complementary and supplementary to that in thehandbook.

Each module concludes with a summary and review section. When answering thequestions keep in mind the purpose of the series: to help and encourage you tobecome a better student by improving your study behaviours and honing your studyskills. You can use this section as a self-test of whether you have understood thematerial.

Introduction

Why an Adult Study Skills Series?

You probably think you don't need to learn how to study. You've studied before.You've been to school. What's this series going to tell you that you don't alreadyknow?

Of course, you have some useful study skills. But as an adult university student,you'll probably find that you could use some different or additional skills andtechniques now. You will need to apply goal- and priority-setting skills to use yourtime well. You'll be required to read advanced texts, search original documents, andreview scholarly material and intellectual presentations. You'll be expected toremember in detail what you read and to organize your learning to demonstrate yourmemor)', understanding, problem-solving ability, and creativity for the purpose ofevaluation or testing. This kind of learning will demand skills you may not havedeveloped or didn't use in any previous schooling.

You'll probably discover that some of your learning styles and strategies will have tochange simply because studying will have a different impact on you as an adult thanit did when you were younger. For example, research has shown that tasks ormethods involving significant time pressure are more difficult for adults than foryoung people. Although some degree of anxiety is desirable or even necessary in alearning situation, it has been shown that the optimal level of anxiety for adults islower than for younger people. And for older adults, tasks causing considerablemental or physical fatigue may be a problem. On the other hand, you can takeencouragement from the fact that most verbal skills are not influenced by age untilquite late in life.

How to Use This Series

This series comprises seven modules, each of which will assist you in developing orrefining a different skill. The first module can help you get started in your course andalso assist you in determining which other modules in this series might be helpful toyou. To make the best use of your time, it is suggested that you try the followinggeneral strategy:

1. Read the "Getting Started" module.

2. Complete the Study Skills Self-Assessment in "Getting Started" to determine if youneed help and in what areas.

3. Review each of the module summaries that follows the self-assessment and numberthem in order of need, based on the results of the self-assessment.

4. Go to the modules in the order you have listed them to study the methods that fityour requirements.

5. Do the exercises as you go.

6. Try new ideas one at a time.

7. Test the new methods you've learned by applying them.

8. And remember, always pat yourself on the back for a job well done.

An annotated bibliography in each module provides alternative approaches to thesame problems or emphasis and elaboration of the same methods. You can find theseor similar titles at your local public or school library or bookstore. They are alsoavailable on loan from the Athabasca University library.

Will It Work for You?

You may have taken courses before, you n1ay have just begun some courses, or youmight be only thinking about university. Whatever the case, some of the tips andtechniques presented in this series should help you learn more effectively. Forexaluple, we'll show you hoy\, to pace yourself, provide information on how to learnmore from your notes, and give you some helpful tips on improving yourperformance on exams.

Of course, nobody expects you to follow these guidelines to the letter. You will stillwant to do some things a certain way because that way works for you. This seriesprovides popular and proven methods that can help you make the most of your studyefforts. It's up to you to pick and choose what's best for you.

There are many factors which contribute to learning, only one of which is study skills.Just doing all of your course-related activities the way the series suggests does notensure that you will learn or be a successful student. Likewise, you can be asuccessful student, and you can learn, even if the self-assessments point out that yourstudy habits and behaviour are different from those of most successful students.

retired Professor of Psychology"'" L ..""'''''' Psychologist at Athabasca

Unlverslt"V was for many years a CharteredI"'C'," Tr"hr. I r"rl1 l::'f"" in the Province of Alberta and amember of the Psychologists' Association ofAlberta. Dr. Nilsson's extensive experience in adulteducation, in course development and courserloll","7£::l~T Inade her aware of the demands thatAthabasca University courses place on studentsand the problems students face in meeting thesedemands. Hearing the same questions andproblems from students over a period of yearsprompted her to write these study skills modulesas a to help students overcome commonstudy skills problems.

Dr. Nilsson earned advanced degrees inat Columbia University in New York

and at the University of Alberta, specializinglo,:\rn1nn-f-htJl"\1"''{T She resides on a

'''.'IlF"r",..., Alberta.

Module 2Time Management

In This Module

Page

What It's All About 2

Set Priorities 4Priorities Worksheets 5

Schedule Your Time 10Weekly Schedules 12

Test Your Schedule 17

Reward Yourself 19

Summary and Review 29

Annotated Bibliography 30

Improve Your Study Skills / Time Management 1

Time Management

What It's All About

If you have problems scheduling your time to accomplish what needs to be done,you're not alone. People in all walks of life experience difficulty getting things done.Some have only a minor problem. They do not get everything done and feel vaguelylike their work is incomplete or unfinished in some areas. At the opposite extreme,others suffer incapacitating anxiety and are overwhelmed by a variety of tasks.Because they feel pulled in too many directions at once, they are unable to begin or toaccomplish even one objective.

As a student you have probably experienced the /I putting off for tomorrow what canbe done today" syndrome. Shortly after you begin studying, you find yourselfprocrastinating, postponing work either indefinitel~or until the last minute. In fact,if we graphed the actual amount of time per week that the average student spentstudying within a six-month term or course contract, we might see a rapid andirregular rise across time such as this:

Poorly paced study schedule

2

15

14

13

12

11

~ 10"C.e 9

CI)

'0 8CI}a 7

~ 6

5

4

3

2

1

// V

V // \ /

J \/I/

J\ I/ \ ~

/1\ / \ // \ ~ \ // \ V

J".' 'V"/~ /\ V

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Weeks

Improve Your Study Skills / Time Management

V \ // '"/ ~ V \ V '" I '"I

'" V \ / ~/ '"I\ !

Of course, as you know, cramming, or working most intensively towards the end of acourse or deadline, is not only less efficient than a well-paced and steady studyschedule, but it is less enjoyable as well. A well-paced study schedule would lookmore like this:

Well-paced study schedule

15

14

13

12

11

~ 10"0.e 9(I)

o 8(I)

~ 7

::8 6

5

4

3

2

1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Weeks

If you are a home-study student you face an additional challenge. You have very fewexternal, course-related scheduling factors to help with time management except thecourse contract. So when it comes to spreading out your work, studying on a regularschedule, and sustaining that initial motivation, you may feel lost before you begin.

As a better time manager you would probably find that you could take on more andmore work and responsibilit~increase productivit~have more free time, and feelmore content with yourself.

If you have made the decision to manage your time better, then you will have to useyour available study time more effectively and efficiently. You'll have to desensitizeyourself to the various distractions that might steer you away from your objective. Toavoid distractions you will need to set priorities and remove yourself fromday-to-day and minute-to-minute decisions which might typically include:


4

"Hmmm. I have an hour until I have to pick up Ritchie from hockey. Maybe I shouldstudy. Or I could do a load of laundry and work on that picture frame."

"An evening to myself. Everyone has a meeting or practice but me. I could studyuntil they all get back. Or maybe I should ..."

Whether you will get any studying done toda~ or tomorrow, is a decision which onlyneeds to be made once, when you set a time schedule based on your priorities.Without such a schedule you may find yourself hearing internal messages like thesethat only waste time and generate guilt:

"Gee, I haven't studied all week."

"I must not be a very good student."

"The course will be over soon and I'm way behind."

"Hardly anyone will know that I haven't completed the course."

"I should work on it."

"I don't know why I took the course in the first place."

Set Priorities

The first step towards scheduling is to decide which of your activities are mostimportant. To make this decision you first will need to examine your long- and-shortterm goals and objectives. If you cannot decide what goals you intend to achieve inyour lifetime, then think about the next year or two, or the next six months. Be asfree-thinking or as conservative as you wish. Start by brainstorming, by writingdown your wildest dreams. Then revise your goals to be more realistic. On thefollowing Priorities Worksheet, jot down your ideas in the Goal column in answer tothe questions on the left. Be honest, realistic, and creative. The worksheet has roomfor additional questions. A sample Priorities Worksheet is provided to demonstratehow you can do this exercise.


Sample Priorities Worksheet

1. Where do youintend to be?

2. What will you be

doing as yourprincipaloccupation?

When

in _

in ------:I~~--

Goal Activity

3. Who will you bewith?

4. What other

people oractivities will bemaking demandson your time?

in 6At~

in I 'I'e41in S-,M4f

in 112 '4:Mfin ?y) pAlM

in 6111~5in /FP'in2"~~n,0'fAtMIn _

------~~/I~~

5. How much longer

will you be thereor doing that?

inQ~in 5"pA.lklin _in _

in _


6. What activities will

have to be

curtailed?

7.

8.

9.

10.

6

When

in 6 mcnalJ.-sin/~in 5"~in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

in _

Goal Activity


Priorities Worksheet

When Goal Activity

1. Where do you in

intend to be? in

in

in

in

2. What will you be in

doing as your in

principal in

occupation? in

in

3. Who will you be in

with? in

in

in

in

4. What other in

people or in

activities will be in

making demands in

on your time? in

5. How much longer in

will you be there in

or doing that? in

in

in


When

6. What activities will in _

have to be in _

curtailed? in _

in _

in _

7. in _

in _

in _

in _

in _

8. in _

in _

in _

in _

in _

9. in _

in _

in _

in _

in _

10. in _

in _

in _

in _

in _

Goal Activity

8 Improve Your Study Skills / Time Management

Now that you have answered these questions and defined some of your goals, youcan determine your plans. What activities will foster achievement of your goals?What do you need to do to be there in six months? In two years? Record your answersto these questions in the Activity column of the Priorities Worksheet. You may findthat there are no specific activities necessary, or that there is quite a bit of repetition inyour worksheet.

Arrange your activities in the order that they must occur to achieve your goals. Bysetting priorities in this way you have set a "critical path" towards the achievement ofyour goals.

Now it's time to take a good look at your Priorities Worksheet, particularly at theactivities that you have listed as necessary to achieving your goals. Does studying fitin somewhere? Don't ignore the possibility that studying at this time may beinappropriate. Although you may have long-term plans requiring studying, yourwork or your family responsibilities may take priority now. If your priorities leaveroom for only some studying now, you may have room for rnuch more later on.

Goal and priority setting is an important first step to time management, but it is alsoessential to plotting your career path. If you wish to spend more time on careerplanning or setting goals, refer to the first module, Getting Started, for informationand resources available.


10

Schedule Your Time

"You cannot manage time, you can only manage yourself with respect to time."

from Making Time Work For You by Harold Taylor.

Now that you have set your goals and determined the activities that have priorit~ it istime to set up a schedule you can live with-to structure your time and build inreinforcers to help you stick to that schedule. Let's begin with setting a schedule.

The first step in designing an adequate time schedule is to look at the time you have atyour disposal. There are certain pieces of your time which cannot, and should not, bechanged. Activities such as sleep, meals, employment, personal grooming, andhousehold and family commitments must be allowed for and usually must occur atand for specified times which are not exclusively yours to control.

Consider the following tips when working on your time schedule.

1. Some activities are fixed; fill them in on your weekly schedule first.

2. Some activities can share time with other activities. For example:

a. You can spend time with other people while doing some necessary activities.

• You and your children can participate in meal preparation, eating, andcleaning up.

• You and your spouse or a friend can walk the dog, exercise, or do chorestogether.

• Your own leisure can be spent with other people. You can involve your familyor your friends in your home or leisure time activities, or you can involveyourself in theirs.

b. You can review your notes while you are waiting for your son's practice to befinished or while you are on the bus to work.

3. Some time must be scheduled for yourself alone. Recreation and leisure time areimportant.

4. Activities such as studying should be scheduled in short periods with frequentbreaks. Include in your schedule ten-minute breaks for every hour you spendstudying. Take a brisk walk. Rake some leaves or cut some grass. Do some minorrepair job that has been waiting for you. The important thing is to schedule time whenyou can briefly remove yourself physically and mentally from studying.

5. If you are studying on your own and have access to a telephone tutor, schedule somestudy time during your tutor's tutoring hours if possible.


6. Define your study time; for example, schedule to "Do Unit I," "Prepare Quiz 3,""Read two chapters," or "Review Unit 4," not simply to "study."

7. Provide some study time for unspecified course work. You can use it to catch up orreview.

8. You may want or need extra time for study just before deadlines and exams.

9. Try to use odd bits of time scattered among other activities. These short periods canbe used profitably for review rather than concentrated studying.

To start work on your weekly schedule take out the blank schedules that follow. Usethe sample weekly schedule as a reference. Sometimes a good way to construct aweekly schedule is to start with a blank schedule and fill it in as you go along throughthe week. Every so often, perhaps once a da~ fill in the hours as you have lived them.You may want to do this for one week, and then review that week carefully and revisethe schedule to be more like the schedule you think you should be keeping. Don'tworry if your schedule is more complex than the example. Using a pencil so you canrevise your schedule easil~block off those hours which are taken up with inflexibleactivities such as sleeping, employment, and chores. Remember to include any traveland preparation time which your activities require. You may sleep until six, butbathing and dressing may take up another 45 minutes. Or you may work from nine tofive, but travelling to and from work takes 30 minutes. Remember that people vary intheir ability to stick to a schedule, and schedules vary according to how stable orconsistent they need to be. Try to establish as much of a schedule as your life willpermit.

Next, consider those activities which must happen, but not at any specified time.They have to be done, but when is up to you. These activities include shopping,household work, yard work, visiting, and recreation. Studying may fit into thiscategory.

Now begin filling in those activities which you want to do, but do not have to do.Many of these activities could also be in the previous category and vice versa. This iswhere the priorities you have set come into play. While you will always need to eatand sleep, perhaps some of your activities are not important contributors to achievingyour goals. When you find yourself running out of time, limit these activities to thosethat will help you achieve your goal.

Of course, one week will not be like the next for some students. Perhaps you workshifts or have activities which do not take place at weekly intervals. You may need tohave several different weekly schedules. Whatever the case, by scheduling your timeyou will gain some understanding of what activities are fixed and of how much timeyou have at your disposal.


Sample Weekly Schedule

s M T w T F s

12

01:00A.M.

02:00

03:00

04:00

05:00

06:00

07:00

08:00

09:00

10:00

11:00

12:00

1:00 P.M.

2:00

3:00

4:00

5:00

6:00

7:00

8:00

9:00

10:00

11:00

12:00


Weekly Schedule

S M T W T F S

01:00 A.M.

02:00

03:00

04:00

05:00

06:00

07:00

08:00

09:00

10:00

11:00

12:00

1:00~M.

2:00

3:00

4:00

5:00

6:00

7:00

8:00

9:00

10:00

11:00

12:00


14

Weekly Schedule

S M T W T F S

01:00 A.M.

02:00

03:00

04:00

05:00

06:00

07:00

08:00

09:00

10:00

11:00

12:00

1:00 P.M.

2:00

3:00

4:00

5:00

6:00

7:00

8:00

9:00

10:00

11:00

12:00


Weekly Schedule

S M T W T F S

01:00 A.M.

02:00

03:00

04:00

05:00

06:00

07:00

08:00

09:00

10:00

11:00

12:00

1:00 P.M.

2:00

3:00

4:00

5:00

6:00

7:00

8:00

9:00

10:00

11:00

12:00


16

Weekly Schedule

S M T W T F S

01:00 A.M.

02:00

03:00

04:00

05:00

06:00

07:00

08:00

09:00

10:00

11:00

12:00

1:00 P.M.

2:00

3:00

4:00

5:00

6:00

7:00

8:00

9:00

10:00

11:00

12:00


Test Your Schedule

Once you have a weekly schedule that looks reasonable to you, evaluate it to ensurethat it is right for you. Start by filling out the Time Schedule Evaluation on the nextpage.

Put your schedule into use and continue to evaluate it on an ongoing basis. Monitorwhat works and what doesn't work. Record activities that take more or less time thanyou anticipated. Keep track of unnecessary or missing activities. Make note ofwhether it is becoming harder or easier to stick to the schedule. If you are not able tostick to your schedule, ask yourself if it is you or if it is the fault of the schedule.

During this trial period you may find that you have to take time from A to do B. Togive the schedule a fair trial, try borrowing or trading time instead of just stealing it.For example, if you did not put in two hours studying when you were supposed tobecause of an unexpected event, try to fit the two hours in somewhere else. Maybeyou can fit one hour in here and one there. Nudge out things of lesser priorit)', or givethem less time, so that you can get your most important activities completed.

After two or three weeks you will need to revise your schedule based on the feedbackyou have been collecting. You may find it helpful to consult with people who are closeand important to you. That's because when you schedule two hours of study time,people must respect this and not disturb you or make demands on that time.Although you can always tum down their demands, it is still an interruption and youmay feel badly when you have to say no. Many sources of help and information inthis area are listed in the bibliograph)', if you would like to go into even more detail onhow to involve others in your plans and schedules.


Time Schedule Evaluation

Record the proportion of the week you are devoting to each activity.

Activity

Sleep

Chief employment

Meals

Social Activities

Recreation

Travel

Study

Unspecified

Other

Total

Proportion of orhours per week

100% / 168 hours

18

Review your completed Time Schedule Evaluation and check for the following:

Do you have a good balance of activities?

Is your week full?

Is there an overbalance of things you do not want to do,but have to do?

Do you need to reconsider your priorities?

Does your schedule look challenging?

Are you willing to try to stick to it?


Reward Yourself

You've developed a time schedule that works for you and have stuck to it. Now it'simportant that you reward yourself to strengthen or reinforce your positivebehaviour. Reinforcement of your behaviour will make it more likely that you will dothe same thing again.

"... behavior having this kind of consequence becomes more likely to occur. Thebehavior is said to be strengthened by its consequences, and for that reason theconsequences themselves are called I reinforcers' ."

p. 39 of Skinner's About Behaviorism.

If, for example, you decide to lose five pounds in the next two weeks and you aresuccessful, reward yourself with something to reinforce the behaviour that led to theweight loss. Take in a movie, go shopping, go for a walk, or meet with someone whowill compliment you on your appearance. In so doing you will strengthen behaviourwhich brought about the weight loss:

• sticking to a diet

• self-discipline

• avoiding certain foods

• resisting temptations

If you are not successful in losing the five pounds, you withhold the reinforcer so asnot to strengthen the behaviour which resulted in not losing weight. If you lose threepounds, you might allow yourself a small reward, since there has been somedesirable behaviour that needs reinforcing. Sometimes a powerful reinforcer is theself-satisfaction of having done what you set out to do.

Reinforcers vary for individuals. You will have to give some thought to what you canuse as rewards to reinforce positive study habits. Some examples that other studentshave found to work include:

"Every Thursda)', if I have put in 10 hours of studying since the previous Thursda)',I allow myself an evening off to do whatever I please."

"If I have studied at least eight hours during the week I can bake a cake."

"Every time I complete a quiz I can pick from my list of rewards to reinforce myquiz-taking behaviour. My list includes a long walk, two TV shows, an ice creamcone, phoning two friends, visiting one friend, company for dinner, a free hour anda half."

These people have all used what is for them a desirable activity to reward themselvesfor some behaviour which they want to strengthen. You may wish to vary your list ofreinforcers as you discover new things that you can work for, or old things which yougrow tired of and which no longer seem to be reinforcing. You will also need toestablish criteria for earning rewards. To reinforce studying you might initiallyrequire only a few hours to earn a reward and gradually increase the number as yourstudy habits improve.


20

To help you put your list of rewards into use we have designed a Study Record. It's atime and study schedule for you to set up ahead of time and complete as you goalong. Included here are a sample Study Record and several blank records.Instructions are on the back of each Record. Fill in the list of rewards and the hours ofstudy you decide are necessary to earn them. For the sake of example, let us assumeyou are starting a three-credit course and have twenty-four weeks to complete it.Give yourself about 10 hours a week to study the course. You will, of course, have toadjust your study record to account for any variations you have in the number ofcourses, course lengths, and weekly study hours.

Some of the more obvious tasks associated with studying, such as taking a quiz,submitting an assignment, or talking with your tutor or instructor, need to bereinforced as well. We call these accomplishments milestones. Don't forget to make anote of your milestones at the top of the weekly column in which you reach them.

Post your study record where it is visible and easy to write on. Just seeing yourprogress every time you study can be reinforcing.


15

14

13

12

11

~10

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(I)J-4::s 70:c

6

5

4

3

2

1

1 2

Sample Study Record

Milestones

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Weeks

Reinforcers~ {l1J1Ptdbtl1& a< q,atJ;~ard

~~¥!~~~


Milestones reached:Tutor contact (T)Quiz completed (Q)Assignment submitted (A)Exam written (E)

Reinforce every week that showsto hours of study.

Reinforce every milestone.

21

22

Instructions

Keep track of the number of hours devoted to studying each week by filling in theboxes. If you study for fifteen minutes one day during the first week of your contract,then the box at the bottom left of the record will look like this:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks

If you then put in three and a quarter hours more during the same week, and take aquiz, the first column will look like this:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks


15

14

13

12

11

~10

.".e 9tI)

~

80tI)J-4;:s 70::c 6

5

4

3

2

1

Study Record

Milestones

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Weeks

Reinforcers


Milestones reached:Tutor contact (T)Quiz completed (Q)

Assignment submitted (A)Exam written (E)

Reinforce every week that shows___ hours of study.


23

24

Instructions


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks


15

14

13

12

11

~10

.".a 9(I.)

~ 80(I.)a..;:s 70::c

6

5

4

3

2

1

Study Record

Milestones

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Weeks

Reinforcers


Milestones reached:Tutor contact (T)Quiz completed (<2)




25

26

Instructions

Keep track of the nunlber of hours devoted to studying each week by filling in theboxes. If you study for fifteen minutes one day during the first week of your contract,then the box at the bottonlleft of the record will look like this:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks

lmpnrl'e )~Jllr Study Skills / Time Ma1lagcmc1lt

15

14

13

12

11

~10

",

.e 9tI.)

~ 80tI.)J-t;:s 70::c

6

5

4

3

2

1

Study Record

Milestones

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Weeks

Reinforcers

Inzprove Your Study Skills / Time Management

Milestones reached:Tutor contact (T)Quiz completed (Q)




27

Instructions


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks


28

5

4fI.)J-4

5 3:I:

2

1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks

Improve )(Jur Study Skills / Time Mallagemel1t

Summary and Review

You have been introduced to priority setting and scheduling. These questions willhelp you summarize and review this Time Management module.

1. Which, if any, of these time management strategies, ideas, and exercises had youencountered before reading this module?

2. What is there about the way these strategies, ideas, and exercises (new ones and oldones) are presented here which will encourage or induce you to use them now if youhaven't before?

Once I began studying, the need for these time management strategiesbecame very apparent.

This module described my situation and thus made it clear that I had todo some time management.

This module doesn't tell me anything new.

3. List some of your reinforcers from your Study Record (pp. 21-28).


30

Annotated Bibliography for Time Management

The bibliography in this 1l10dule cOIl1prises Illaterial related to student successthrough good tillle 1l1anagement. Some of these materials repeat what this modulehas presented and SOllle suggest alternative approaches.

All of the books listed here are available in the Athabasca University library and inthe Calgary, Edmonton or Fort McMurray Learning Centres.

There are additional good titles on the market so do not feel that you are limited tothese books. If you have access to a library or can go on-line on your computer youcan find out what tillle management books are available. Most bookstores havereference or "self-help" sections, and you might find it useful to browse throughthelll.

Ellis, David B. Beconling a Master Student. Rapid City, South Dakota: College Survival,Inc., 1996.

Students are encouraged to take responsibility for their education. The bookexplains and gives practice in time management strategies which have provenuseful for successful students. It is aimed at any new post-secondary student. Thelevel is appropriate for all ages.

Fleet, Joan, Fiona Goodchild, and Richard Zajchowski. Learningfor Success: Skills andStrategies for Canadian Students. Toronto: Harcourt Brace Jovanovich, 1990.

This book covers a wide range of topics aimed at student success. Open-endedexercises, diagrams, and cartoons help to make the content interesting andinteractive. Included are chapters on organizing time and procrastination.

Lakein, A. HOUJ to Get Control ofYour Tinle and Your Life. New York: Signet, 1973.

This book is full of practical ideas for making better use of time. The authorstresses the need for both structured and unstructured time.

McWhorter, Kathleen T. College Reading and Study Skills. New York: Longman, 1998.

This is a serious academic approach to study skills with plenty of examples anddiagrams and a detailed table of contents, index and references. There is a shortbut good chapter on time managelllent.

Montgomery, Rhonda J., Patricia G. Moody, Robert M. Sherfield, Don Fraser, and LisaFraser. Cornerstone; Building on Your Best (Canadian Edition). Scarborough:Prentice-Hall Canada Inc., 1997.

This Canadian edition has sections devoted to goal setting and timemanagement. The 1l1aterial is presented through examples and is liberallysprinkled with photographs, drawings, and cartoons. The presentation isinteractive, with plenty of exercises which encourage the reader to tryout theideas and concepts. Although the prinlary audience is the new university student

/11Ipro1't' Y/>lir Study 5kill~ / Timc Managc11It'nt

just out of high school, it also addresses the adult, non-traditional andindependent student. It is indexed and includes references.

Morgan, Clifford T. and James Deese. How to Study. New York: McGraw-Hill, 1979.

The wide variety of topics pertaining to studying and being a student includestime management. Lots of examples and exercises enable you to practise and seehow the skills and strategies help.

Oldham, Neild B. Studying SMART: Thinking and Study Skills for School and theWorkplace. St. Paul, MN: Paradigm, 1993.

The chapters are layed out as courses, with the material presented separatelyfrom the exercises for developing skills, and with opening objectives and closingsummaries. The presentation is serious, with no illustrations, cartoons, orreferences. Included is a good section on time management.

Raygor, Alton L. and David M. Wark. Systems for Study. New York: McGraw-Hill,1970.

One of the fifteen short chapters covers time management. There are illustrationsand some exercises, but no references or suggested readings. This book is part ofthe McGraw-Hill basic skills system kit.

Sherfield, Robert M. James C. Williamson, and Debra A. McCandrew. Roadways toSuccess. Needham, MA: Allyn and Bacon, 1997.

Among the specific study skills chapters are ones on goals and time management.The book is broken up by detailed headings, examples, drawings, cartoons, andphotographs. It includes references, a glossar)', and an index.

Starke, Mary C. Strategies for College Success. Upper Saddle River, NJ: Prentice-Hall,1997.

Included in this comprehensive book of study strategies is a chapter on timemanagement. Two unique feature of this book are its recognition of differentskills for different disciplines, and a section on computers. The text is broken upwith some examples and illustrations, and exercises, diagnostic inventories, andquizzes with the answers provided. It is referenced and indexed.

University of Victoria. Strategies for Studying: A Handbook ofStudy Skills for Part-TimeStudents. Victoria, B.C.: University of Victoria, 1984.

The section on time management has many fairly open-ended exercises for you towork on.

Walter, Tim and Al Siebert. Student Success: How to Do Better in College and Still HaveTime for Your Friends. New York: Holt, Rinehart, Winston, 1987.

This is an excellent book which takes a positive, dynamic, optimistic approach tostudent success and includes a section on time management. It is written for thestudent in the classroom, but it is effective for any student. There are plenty ofexamples, exercises, and checklists to encourage active reading.


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