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Academic Success: Skills for learning, Skills for life

Introduction to student skills

1 © Epigeum Ltd, 2015

Planning your skills developmentStrengths and Weaknesses

This activity gives you the opportunity to reflect on your strengths and weaknesses when it comes to student skills, before launching into the ‘Introduction to student skills’ course. Consider each question in the table below and place a tick or cross in the column that best describes your current practice or level of experience. When you have answered all the questions, review the areas where you have little or no experience and reflect on ways you could develop these skills.

Question Yes Sort of Not really

No How could you develop your skills?

Learning online

Have you participated in online learning sessions? Do you understand the conventions involved in interacting with lecturers or tutors online?

Reading and note-making

Do you know how to read and make notes effectively? Are you confident in your ability to locate, understand and make notes on appropriate sources?


Introduction to student skillsOrientation

Duration: 15 mins

Academic writing

Do you understand the ways in which academic writing is different from other kinds of writing? Do you know how to structure an academic paper?

Time management

Are you able to manage multiple activities and commitments so you complete tasks and meet your objectives?

Managing your workload

Are you able to plan, prepare and complete assignments and projects on time and to a good standard?

Presentation skills

Are you able to plan, prepare and deliver an effective presentation?

Communication skills

In group discussions, do you feel confident joining in? Can you express your views in a way that the other members of the group understand?



Teamwork

Are you able to work collaboratively in a group or on a group project?

Planning for the future

Do you have long-term career and academic goals? Do you think about these in planning your skills development?



Different ways of learning and teachingHow do you learn?

We all learn in different and multiple ways. To help you think about all the different ways you learn, try the VARK and Kolb questionnaires linked below, and complete the reflective questions.

vark-learn.com/the-vark-questionnaire

http://libweb.surrey.ac.uk/library/skills/study_skills/Self%20Evaluation%20of%20Learning%20Styles/self_evaluation_of_learning_styles.html

1. What does completing the questionnaire(s) tell you about yourself and how you learn?

2. What are your strengths?


Introduction to student skillsStarting your studies

Duration: 10 mins

http://libweb.surrey.ac.uk/library/skills/study_skills/Self%20Evaluation%20of%20Learning%20Styles/self_evaluation_of_learning_styles.htmlv

http://libweb.surrey.ac.uk/library/skills/study_skills/Self%20Evaluation%20of%20Learning%20Styles/self_evaluation_of_learning_styles.htmlv

http://vark-learn.com/the-vark-questionnaire/

3. What are the areas you will need to develop?

4. How will you ensure you develop a range of different ways of learning?



Online learning and netiquetteTechnological skills

Which technological skills will you need to develop to succeed on your course? Record your ideas in the template below.

Question Your ideas

What equipment and tools will you need to learn to use? Try to make a comprehensive list.

What software and resources will you need to learn to use?

What advice, training and/or support does your department/school or faculty provide? You may need to look this up on the website if you do not know off-hand.

What advice, training and/or support does the university provide (outside your department)? Again, you may want to look at the university website for more information.


Duration: 10 mins


Taking assignments step by stepTop tips: Preparing for assignments

Break big projects into smaller, manageable parts. Rather than try to answer your main essay question, write down all the questions you have about the topic and tackle one question at a time.

Ask questions when assignments are not clear to you. Do not try and guess what terminology means if you do not understand it. Visit or email your advisor or lecturer, or ask someone else from your group.

Make sure you have access to all of the materials listed in your class syllabus – books, databases, websites, etc.

If your library log in is not working, go to the help desk. If you cannot get access to a database you need, make sure to sort it out.

Block out specific chunks of time each week for independent study. When do you work best? Morning or night? Do what works for you.

When asked to learn in an unfamiliar way, keep an open mind. What are the benefits of this mode of learning? What skills will it help you develop? It may not be immediately obvious, but give it some time.



Effective reading and note-making 1Top tips: Strategies for reading

Stage 1: PlanDefine exactly what you are going to read by answering the following questions:

What do you need the information for?

What do you already know?

What information do you need?

What information don’t you need?

Stage 2: PreviewTo select and prioritise what you need to read, preview the texts.

Read the table of contents, the index, the list of key words and any abstract or summary. This will help you identify the relevant sections.

Go through the text at the rate of two seconds a page. At this speed you notice the headings and any images and diagrams, and an overview of the length of the different sections. Be disciplined. Keep going, even over any interesting parts. You can use sticky notes or markers to identify things that are important that you need to come back to and read fully.

Stage 3: PrioritiseOnce you have completed the preview, consider:

What do you not need to read?

What do you need to read?

What order should you read the texts in?

Stage 4: Review Have you achieved your objectives from Stage 1?

Is there any information you still need? If there is, return to Stage 1 and repeat the process.


Introduction to student skillsDeveloping your study skills

Effective reading and note-making 2Top tips: Making notes in lectures

Before the lecture Do any preparatory work or reading.

Review any introduction or material the lecturer has provided in advance.

If the lecture is part of a series of thematically linked lectures, go over your notes from the lectures before.

Note down any questions or thoughts you have about the subject to be covered – this will start you thinking about the subject and help you structure the notes you make during the lecture.

During the lecture The lecturer will probably provide an introduction at the beginning of the lecture that gives you an

idea about the structure. Use the structure and section headings as a framework for your notes. For example, “Today I’m going to focus on the following three questions…” suggests three section headings for your notes.

Listen for key words, phrases and points rather than trying to write everything down.

If the lecturer has provided a handout, make notes that add to the information, rather than duplicating it.

If you miss something, make a note to remind yourself to ask to look at a friend’s notes.

The lecture will probably include summaries or recaps at key points. Listen carefully and check the notes you have made have highlighted the key points.

Do not forget to note down your own thoughts and questions.

After the lecture Check your notes while the lecture is still fresh in your mind.

Correct any spelling or grammatical mistakes.

Fill in any gaps and make sure the points you are making are clear. This will ensure that your notes will be useful in the long term.

Check with the lecturer if there is anything you are unclear about.

Look up any references recommended by the lecturer or that you noted down during the lecture.

If you make notes electronically, consider using note-making software like OneNote or Evernote. This will enable you to manage and access notes across the devices you use.

To check your understanding of different concepts, try reorganising your notes into a mindmap. What are the central concepts? What concepts relate to it, and how?



Academic writing 1Top tips: Scientific writing

When writing for a science-based course, you may want to use what is known as the IMRaD format. This can be used for everything from articles to lab reports.

IMRaD stands for:

Introduction,

Methods,

Results and

Discussion.

IntroductionAn introduction serves two main purposes. First, it provides the context for your work:

What has already been done in this area?

What are the key developments?

What are the main publications?

Where are the gaps?

Second, it outlines your objectives or hypothesis. This may involve explaining the gap your work fills and/or whether you are challenging or building on other people’s work.

MethodsHow did you conduct the experiments? You need to provide sufficient details for someone to be able to understand, evaluate and replicate what you did.

This section is sometimes referred to as the methods and/or materials section. The inclusion of details about the materials used is key to the reader understanding the process.



ResultsThe results section is where you report your findings – whether or not they support your hypothesis. Highlight the key points, but do not evaluate or interpret the results.

What is the best way to present your results? Text, diagrams, charts, tables, photos or graphs? Whatever you choose, make sure that your visual presentation does not simply repeat your text (and vice versa).

DiscussionHow can your results be interpreted? Why are they important? This section explores the implications of your work and its relation to other studies.

It is important to discuss both the results that support and those that contradict your hypothesis. Discussing any errors or limitations can lead you to a valuable explanation of how your work could be taken forward or developed in the future.



Academic writing 2Top tips: Producing an academic poster

What is the purpose of the poster?What is the big question?

What is the most important message to get across?

Fonts and emphasis Limit the number of different fonts you use to a maximum of two.

Choose a font that is clear and easy to read (e.g. Arial, Times New Roman or Calibri) rather than fancy.

Use bold, italics and underlining for emphasis – but not all three at the same time.

EXCESSIVE USE OF UPPERCASE CAN BE HARD TO READ.

How large should the text be?Title about 25 mm (font size 110–120)

Sub-headings about 10 mm (font size 60–70)

Text about 5 mm (font size 30–40)


35%

Images and diagrams

35%

Empty space

30%

Text = Ideal

Always include: Title and contact details Abstract Introduction Method Results Conclusions.

TextYou don’t always need to write complete sentences. Using bullet points can be a good way to make key points.

The viewer should be able to read and understand your poster in less than 10 minutes.


Images and diagramsBe creative, but as with the text, the images and diagrams you include should be clear and relate to the key points. Some information, such as timescales and structures, can be more effectively explained using images and diagrams than text.

Structure Top left to bottom right – a logical progression.

If you are going to try something different, include signposts (e.g. headings, numbering or graphics) to ensure the reader does not get lost.

Does the structure highlight the key points? Having them at eye level or in the centre can be a good way to do this.

Poster checklistWhen you have completed the first draft of your poster it can be useful to ask friends, family and colleagues for feedback.

Ask specific questions and you are more likely to receive detailed feedback.

Can you understand the title?

Can you identify the big question or key point?

Are you interested in reading the poster?

Can you easily read and understand the poster?

Is the overall design and layout clear and effective?



Learning in groupsTop tips: Group discussions

Groups work best when they are well organised and purposeful.

Group dynamics include giving and receiving.

In groups, you have the opportunity to get peer feedback on your work.

You also have the opportunity to share your knowledge with others.

Your group can be subdivided into smaller groups or pairs to solve various aspects of the overall problem in ’problem-based learning’.

Groups provide a great forum for testing and refining your ideas.

Groups can help you reject inappropriate ideas.

Group activity can help you learn more about the process of reaching a consensus with others.

Effective group work is a perfect illustration of the adage that ’many hands make light work’

Working in groups or teams is great preparation for the world of work.



Learning in groups 1Strategies for group discussion

How would you use different tools for online group work? Think about email, blogs, discussion boards, wikis, websites, social media and file sharing.

You may wish to use the table below to record your notes.

Email

Blogs

Discussion boards

Wikis

Websites

Social media

File sharing


Duration: 10 mins


Learning in groups 2Taking part in group discussions

Think about your subject area. What will you gain from taking part in group discussions? What can you do to ensure you get the most out of participating in group discussions?

You may wish to use the space below to record your thoughts.

1. What will I gain from taking part in group discussions?

2. What can I do to get the most out of participating in group discussions?


Duration: 10 mins


Assessment and feedbackTop tips: Assessment and feedback

PrepareBefore you start working on the assessment, make sure you can answer these questions:

When is the deadline for submitting the assignment?

What are the requirements (e.g. word limit or format)?

What are the criteria against which the assignment will be assessed?

If you don’t know the answer to any of these questions, or if you don’t understand the assignment, now is the time to ask.

Working on the assignmentUse the answers to the questions above to help you decide:

How much time to spend on individual assignments

How to divide up the time you spend on individual assignments.

Always leave a period of time between when you plan to complete the assignment and the hand-in date. If things go wrong or other events prevented you from working on the assignment when you had planned, this gives you time to complete the work.


If you are preparing for an exam:

A revision timetable will help you stay focused Break the subjects down into half-day chunks and mix them up so you don’t get bored Use past exam papers to help you revise Create mindmaps to help you focus on and remember the main points Make note flashcards that you have in your pocket so you can check them whenever you have a

spare five minutes.


Making the most of feedback

Feedback is part of your ongoing learning and is key to both your long-term development and how you approach your next piece of work.

Concentrate on the written or verbal feedback you receive, rather than just the grade

If you receive verbal feedback, make notes

If you don’t understand the feedback, ask for clarification

Review the feedback

o What is good about the assignment? Identify your strengths

o What is not so good about the assignment? Identify areas to improve on

o What are the suggestions for improvement? What can you try next time?



Assessment and feedbackReflecting on feedback

Do you review the feedback you have been given? Have you used it to plan your skills development? Do you refer back to it when you are working on new assignments?

Reflecting on your feedback will help you make full use of it. You can do this by completing the stages below.

1. Find a piece of your work that has been given feedback.

2. Make a list of the different comments given under the headings on the left-hand side in the tables below.

3. Reflect on how you can use the feedback to help to improve your work and develop your skills.

4. Make notes next to the relevant comments in the right-hand side of the tables.

Positive feedback How can I use this in future assignments?


Duration: 10 mins


Advice and guidance How can I use this in future assignments?



Managing your timeTop tips: Balancing your time

Balancing your time is a key part of study at higher education – but don’t worry, many students use the first term to find out what works for them.

Use your first year to understand how you work best and what study techniques are best for you. Do you prefer working in the library during the day? Or are you a night owl who prefers working alone in the library late into the night?

Find creative ways to use the time between classes so you can have some down time and recharge and relax. Can you go to the gym, go for a run or do something completely different?

If you are having trouble finishing assignments on time, take another look at your timetable. Can you block off longer times for studying by moving some activities around? Are you taking advantage of short stretches of free time to do smaller tasks? Chances are you can fit in time for socialising, your personal life and your studies with some conscious planning.

If you find that your studies are suffering because of your paid work, then seek advice from someone who can help. Your institution’s counselling services and financial aid office are two good places to start. You can also check out options for part-time study.


Introduction to student skillsPersonal and organisational skills

Managing your timeKeeping an activity log

This is a good way to find out exactly how you spend your time.

1. Keep a log of how you spend the next few days.

2. Make a note of all the different activities and how long they take. For the log to be of use it is important to note down everything from coffee breaks to checking email.

By the end of the period you will have an accurate account of your activities. Be warned! The results may come as a shock. They will, however, enable you to answer key questions:

Where are you losing time?

What activities are preventing you from achieving your objectives?

At what point in the day are you at your most effective?

When are your energy levels low and high?

Under what conditions do you work best?

ACTIVITY LOG TEMPLATE

Start time Activity Duration


Duration: 10 mins


Start time Activity Duration



Managing your study spaceTop tips: Dealing with interruptions

When someone interrupts you and asks you to do something:

Make a note of what you were in the middle of so that you don’t lose your train of thought

Give them the option of five minutes of your time now or twenty minutes, over coffee, at a later time. In other words, turn an interruption into a timetabled break.

Find out exactly what the task is and how much time it will take

Avoid offering refreshments and a comfy chair – this will only encourage the interrupter to stay

Ask yourself, ‘Is this important, does it fit into my timetable, and do I have the relevant expertise?’

If you are interrupted with an unexpected task:

Write down the activity and timetable it

Remember, most tasks are not urgent and don’t need dealing with immediately.

Accommodating unexpected jobs and tasks into your timetable and allocating time slots for them will help prevent you from feeling overwhelmed.



Maintaining motivationSMART objective setting

How do your objectives measure up using the SMART framework?

Aim – what you want to achieve

Objective – what you will do to achieve your aim.

Use this table to check if your objectives are SMART.

Objective Specific & well-defined Measurable Achievable Realistic Time-bound



Duration: 10 mins

Course summaryKey points

You will encounter many different ways of teaching and learning at university or college. Each of these offers you an opportunity to develop your skills.

Learning online and interacting with others online is an important skill. Be attentive to your social media presence and treat your lecturers, tutors and peers with respect.

Effective note-making enhances your understanding of the material and will help you in your assignments.

Group work is a necessary skill at university or college and is valued in the workplace as well. You can use your time at university or college to become more effective at managing and participating in group discussions.

An important part of academic writing is striking the right balance between description, argument and evidence.

Remember that the most important part of your assessments is not necessarily your mark or grade. Feedback from lecturers, tutors or peers can help you improve the quality of your work and can help you do better in future assessments.

Managing your workload is an important part of being successful at university or college. Pay attention to when and where you work best. Set realistic goals and break large projects into manageable chunks.

Remember why you decided to pursue a degree or qualification in the first place. This will help you stay motivated over the long term!


Introduction to student skillsClosing

Course summaryPersonal statement

Write a short personal statement outlining three or more key points you have learned from this course and three immediate changes or plans you intend to implement as a result.

Three key points learned Three immediate changes to make/plans to implement

Further notes:


Duration: 10 mins


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