strategies for successful learning - university of sydney · strategies for successful learning !...
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Strategies for successful learning
LEARNING CENTRE ORIENTATION LECTURE
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Outline of content
This session will cover: 1. Academic expectaAons at university 2. Useful learning strategies 3. Time management skills 4. How the Learning Centre can help you
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1. Academic expectaAons at university
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Academic expectations! Compared with high school, university students:
-‐ receive less guidance -‐ have more autonomy -‐ are closer to ‘equal’ in power with teachers -‐ have more distant, impersonal relaAonships with teachers and the university or faculty
-‐ have larger, more irregular workloads -‐ have to deal with more implicit expectaAons
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Academic expectations!
Some of the implicit expectaAons of uni students: o you know how to find and use appropriate informaAon o you can think, read and write analyAcally and criAcally o you can write the right genre for each assignment o you can manage a large and irregular workload o you will aRend lectures and submit assignments on Ame o you will moAvate yourself o you will make your own decisions about how to learn o you can seek help and informaAon when you need it o you will behave with academic honesty (i.e. correct
referencing, fair group work and no plagiarism).
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Academic expectations!
Skills audit: o Look at the list of academic tasks and skills in your handout
o Give yourself a raAng of Master, ApprenAce or Beginner for each skill.
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Academic expectations!
Master: o This skill is one of your strengths o You have a high level of confidence and experience with this skill.
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Academic expectations!
ApprenAce: o This is a developing skill. o You might have some experience but perhaps not at university level.
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Academic expectations!
Beginner: o You have limited skill in this area. o You might not have experience in doing this. o You might not have tried this at University.
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Academic expectations!
Take 4 minutes to do the skills audit.
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Academic expectations!
If you are a beginner: o Have realisAc expectaAons: Don’t expect perfecAon in
the first assignment. o If you need this skill for an assignment, ask for advice:
other students, your tutor and/or your lecturer. o Do a free Learning Centre workshop.
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Academic expectations!
If you are an apprenAce: o Have realisAc expectaAons: Don’t expect perfecAon,
but only improvement. o Set yourself some goals to improve. o Do a free Learning Centre workshop.
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2. Useful learning strategies
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Useful learning strategies
1. Know yourself and how you learn.
2. Get to know what your lecturers expect.
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Learning preferences
1. Know yourself & how you prefer to …
- Learn and remember - Prepare for assignments - Communicate ideas - Study for tests and examinaAons
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Learning preferences
Some students find it helpful to consider four different modaliAes, or learning preferences:
Aural Visual Reading /wriAng KinaestheAc
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Aural learners
Aural learners prefer informaAon that is heard or spoken:
o Lectures & tutorials o Recordings o In-‐class discussion o Podcasts / vodcasts o Speaking with a friend
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Aural learners
If you prefer learning aurally: o Record the lecture and listen to it again o Record key points on your phone o Meet with a friend each week to discuss readings and lectures
o Learn by teaching: explain the ideas to someone else o Imagine listening and talking to your tutor
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Visual learners
Visual learners prefer informaAon shown through colours, lines and shapes e.g.:
o pictures o diagrams o flowcharts o colour-‐coding o symbols
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Concept map
Topic
Feature 1
Feature 2
Feature 3
Feature 4
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Event map
Event
Who?
What?
Where?
When?
How?
Why?
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Venn Diagram
A
B C
Things in common to A & C
Things in common to A & B
Things in common to B & C
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Visual learners
If you prefer to learn visually: o Use graphic organisers, such as SmartArt in Word o Use colour – e.g. highlighAng key words o Use symbols and pictures to represent ideas o Draw diagrams to show the relaAonships between concepts in the readings and in the lectures
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Reading / writing learners
Reading /wriAng learners prefer informaAon to be in words:
o Notes o Readings o Lists o DicAonaries and glossaries
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Reading / writing learners
If you prefer learning in words: o Write summaries of your lectures o Make lists o Write key concepts on post-‐it notes o Invent mnemonics (e.g. ROYGBIV – red orange yellow blue green indigo violet)
o Fill an A-‐Z address book with a glossary of key words, meanings, synonyms, equaAons, theories etc. in your subject
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Kinaesthetic learners
KinaestheAc learners prefer learning experiences to be pracAcal and involve movement, e.g.:
o Experiments o PracAce o Computer simulaAons o DemonstraAons and observaAons o Field trips
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Kinaesthetic learners
If you prefer a kinaestheAc learning style: o Collect pictures or objects that remind you of the key points.
o Look for real-‐life examples of abstract concepts. o Use case studies. o Look for opportuniAes to see the ideas in pracAce: experiments, simulaAons, professional placements, etc.
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Learning preferences
2 minutes Ask the person sinng next to you: What type of learning style do you prefer? Aural Visual Reading / wriAng KinaestheAc
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Lecturer expectations
2. Get to know what the lecturer expects Love your unit of study outline because it gives you: o Due dates and instrucAons for assignments o Referencing expectaAons o Guide to style and format of assignments o InformaAon about criteria for different grades o Outline of the content and structure of the
teaching o Contact informaAon for lecturers and tutors o … plus more …
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Lecturer expectations
Understand the assignment quesAon o Make sure you know what type of wriAng they want: - DescripAve - AnalyAcal - Persuasive - CriAcal
o Make sure you know what the right structure is o Ask other students, tutors and/or your lecturer for
more informaAon o Maybe a Learning Centre workshop to help you, e.g.: - Analysing the Assignment QuesAon - Essay WriAng
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3. Time management strategies
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Know yourself
The best Ame of day for you o Do you work best in the morning or evening? o When are you most able to concentrate? o When are you least producAve and most distracted?
Maximise your effecAveness: study when you are fresh and avoid Ames when you are distracted.
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Know yourself
Timewasters How do you procrasAnate?
o TV o Facebook, IM, TwiRer o Phone o Organising your desk o Gaming o Daydreaming ...
What are your biggest Amewasters and how can you avoid these?
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Timewasters
TV
Put only your favourite shows on your plan.
Check Facebook as a reward when
you finish.
Household chores
Don’t do cleaning or other chores on a weekday.
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Goal setting
o Students who set goals are more likely to succeed.
o Goal senng can help you to improve academic performance at University.
Morisano, D., Hirsh, J.B., Peterson, J., Pihl, R., & Shore, B. (2010). Senng, elaboraAng and reflecAng on personal goals improves academic performance. Journal of Applied Psychology, 95(2), 255-‐264.
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Goal setting
Set SMART goals: - Specific - Measurable - Achievable - RealisAc - Time-‐frame
For example: By 2pm, read 4 journal ar;cles and make a concept map. Turn off my mobile between 3 and 5pm.
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Planning
Semester
Week
Session
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Semester
Write the deadlines for all your assignments for each subject on the semester planner Include tutorial presentaAons, summaries and other work as well as major assessment tasks.
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Semester
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Semester
LNG FR BIO ENG
Week 1
Week 2
Week 3 Summary
Week 4 Quiz Tutorial presentaAon
Week 5 Essay 1 Summary
Break
Week 6 Assignment 1 Essay 1
Week 7 Quiz
Week 8 Group assignment
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Week
Work out your weekly study schedule. How much Ame do you have really have available for study each week?
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Time Mon Tues Wed Thurs Fri Sat Sun
7am Gym
8am
9am Travel Work
10am Lectures & Tutorials
11am
12pm
1pm
2pm
3pm
4pm
5pm Work
6pm
7pm
8pm
9pm
10pm
11pm 41
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Week
Break a large task into steps or chunks. EsAmate how long each step will take. Work out which chunks need to be done in each week. Write the chunks in the weekly boxes on your semester planner.
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Week
For example: an essay assignment Read and summarise journal arAcles – 5 hours Plan essay – 2 hours Write drar – 3 hours Revise drar – 2 hours Write final essay – 2 hours Format references – 2 hours Print out – 1 hour
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Semester planner
LNG FR BIO ENG
Week 1 Read novel 3 hours
Week 2 Read and summarise journal arAcles – 5 hours
Summarise lecture notes Read chapters 1-‐3 and make notes – 3 hours Write drar of summary 1 hr
Read novel 2 hrs Find 3 arAcles 1 hr
Week 3 Plan essay – 2 hours
Study for quiz 2 hours Write final summary – 2 hrs
Summary Read arAcles and make notes 3 hrs Plan tutorial presentaAon 1 hr Develop powerpoint 2 hrs
Week 4 Write drar – 3 hours Revise drar – 2 hours
Quiz Read chapters 4-‐6 and make
notes – 3 hours Write drar of summary 1 hr
Rehearse presentaAon 2 hrs
Tutorial presentaAon
Week 5 Write final essay – 2 hours Format references – 2 hours Print out – 1 hour
Essay 1 due
Write final summary – 2 hrs
Summary
Break Summarise lecture notes
Week 6 Study for quiz 2 hours Assignment 1 Essay 1
Week 7 Quiz
Week 8 Group assignment 44
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Study session
Plan each individual study session: What chunks of assignments do you have? Set prioriAes. What must you do? -‐ Priority 1 What should you do? -‐ Priority 2 What would you like to do? -‐ Priority 3
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Planning
Semester
Week
Session
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4. How the Learning Centre can help you
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What is the Learning Centre?
Our purpose is to help students build generic skills which are necessary for learning and communicaAng ideas at university.
Learning Centre staff have experAse in English
linguisAcs, academic wriAng and learning skills.
Our services are available to all students who are enrolled at this university.
Workshops and individual appointments are free of charge.
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What we can do for you
Central workshops
Individual appointments
Online resources -‐ e.g. Write Site, WRISE, Help Yourself
WriAng skills programs within specific courses
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Examples of workshops
Academic WriAng
Essay WriAng
Paraphrasing and Summarising
WriAng in an Academic Style
Clearer WriAng
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Examples of workshops
Learning skills
ConcentraAon and ProcrasAnaAon
Managing Time
Preparing for Exams
Spoken presentaAons
Working in groups Discussion Skills
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Contacting the Learning Centre
Level 7, EducaAon Building Manning Road Email: [email protected] Web: www.sydney.edu.au/lc
Phone: 9351 3853 Fax: 9351 4865
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Closing
1. QuesAons … ? 2. Feedback forms in the yellow box – thank you! 3. For these slides, go to sydney.edu.au/lc and click on
Resources
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