Transcript Get Organised - Trinity College, Dublin

Get Organised Workshop
Maeve Gallagher
Student Learning Development
http://student-learning.tcd.ie
Tel: 01 8961407 Email:
[email protected]
Learning Objectives
• To identify your own strengths and areas for
improvement in terms of managing yourself
and your resources.
• To explore and evaluate strategies to help you
to effectively manage your time and
commitments.
• To identify ways to engage actively in your
study and identify clear objectives and
outcomes.
Self Assessment – Organised study Methods
• Complete the
‘Organised Study
Methods’ checklist.
• Discuss in pairs/or
trios how well you are
doing and identify 2
areas you would like to
improve.
• Feedback from groups
Questions
• I have organised my lecture notes and written
notes (yes/no)
• I know when and where I study best (y/n)
• I have a regular study routine and switch off
for regular breaks, food, rest and exercise
(y/n)
• I practice exam questions (timed/untimed) y/n
• I regularly revise my knowledge and progress
(y/n)
Academic Performance
Skill
Self
Management
Will
Skills
Academic Skills include:
• Reading and note taking
• Critical Thinking and analysis
• Academic Writing
• Oral and written Presentation skills
• Gathering information
• Revision and exam taking skills.
Will
‘Will’ involves:
• Positive attitude and belief system
• Creating meaningful motivators and rewards
• (e.g. “what’s in this for me?” and “what are
the consequences if I don’t do this?”)
• Setting and reviewing SMART Goals
• Observing, recording and challenging negative
beliefs and behaviours.
Self Management
• Self – Management involves managing your
time, environment, resources and supports to
maximise your performance and results,
• Strong self-management skills are associated
with high academic achievement in third level
students (e.g. Flynn, 2012).
• The good news is that anyone can improve
their time and self-management skills.
Self- Management strategies
• Managing and utilising all available time:
• Find a system of using time that works for you
(e.g. Time-table, task-list or ‘goals on post-it
notes’.)
• Set goals with a clear purpose and time-frame so
you can answer the following question?
• “What will be different in an hours time from
now when I have completed this task?”
• (E.g. what in terms of what I will know,
understand, have written, produced or
experienced)
Self-Management Strategies
• Make use of small pockets of time as well as
large chucks of time to increase productivity,
concentration and purposefulness.
• Learn to skim read and scan information first
to give you a framework of understanding
before reading in more depth or detail.
• Learn to take meaningful notes rather than
transcribing texts or information from books.
Critical Thinking and Reading
• Ask questions (Ref: www.learnhigher.ac.uk,
Critical Thinking – Plymouth University Model
• Descriptive or context setting Questions – E.g.
Who? What? Where? When?
• Analytical Questions – E.g. Why? How? What
Evidence? What alternatives? What is similar?
What is different? What are the main points?
• Evaluation Questions –E.g. So what? What next?
What else? What conclusions can be drawn?
Note-taking technique
Key words
Main ideas
Source/Reference
My ideas
/how this relates to
my assignment?
Academic
procrastination,
Relationship
between
procrastination and
Beck et al (2000) ,
Academic
Procrastination
Findings support
previous studies
(e.g. Ferrari, 91,92)
Self-handicapping
Self- handicapping
Psych Info database
(.e.g. delaying study (accessed 9th Jan
for exams until last 2013)
On relationship
between selfhandicapping and
Exam performance
minute – in order to
attribute test
results to lack of
time and effort
rather than due to
intelligence or
ability levels.)
Fragile self esteem.
Next steps– can I
find research
suggesting
interventions to use
with students fitting
this description?
Exam Preparation
• Be selective - ask lecturers/students in other years and
refer to past papers and course handbook to decide
what topics, information to prioritise.
• Use other senses (Visual, Auditory or experiential
learning to revise information and make it memorable
and easier to retrieve in an exam setting (e.g. VARK
Learning Styles Self-Assessment Questionnaire).
• Practice past-exam questions (timed and untimed) as
part of your revision process
• Rehearse and answer exam questions as though in
exam conditions to improve your exam performance
on the day.
Over to you
What do I need to do next?
When will I have done this by?
What tasks are involved in completing this?
How will I know if I’ve been successful?
Over to you
What is my reward (what’s in it for me?) if I do
this?
Who will I tell that I am going to do this and
after I have completed it?
What’s next?
Final words
Good Luck
From Student Learning
Development
Please contact us if you would like
further guidance
Tel: 01 8961407
Or email: [email protected]