get organised workshop maeve gallagher
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
Get Organised WorkshopMaeve Gallagher
Student Learning Developmenthttp://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
WillSelf Management
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 techniqueKey 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 (.e.g. delaying study for exams until last
Psych Info database(accessed 9th Jan 2013)
On relationship between self-handicapping 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 youWhat 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 guidanceTel: 01 8961407
Or email: [email protected]