Download - 1 Learning Skills Generic Skills Integration Project

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Learning SkillsLearning SkillsGeneric Skills Integration Project

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TransitionTransition

Dependence v.s.

Independence

Directive v.s. Non-directive

Structured v.s. Unstructured

Surface v.s. Deep learningGensip – Learning SkillsTrinity College Dublin

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Expectations Expectations

Commitment

Dedication

Complete assignments

Attend lectures &

tutorialsGensip – Learning SkillsTrinity College Dublin

4Gensip – Learning SkillsTrinity College Dublin

Model of Strategic Learning

Model of Strategic Learning

Skill

Will

Self-regulation


ReflectionReflection

Students must reflect on their own learning, on the relevance of what they are learning and on the nature of the subject.


ReflectionReflection

Process of learning

– Know oneself as a learner

– Know about tasks

– Know about context

Content of learning


Self-RegulationSelf-Regulation

Planning

Monitoring

Evaluating

Reinforcing


ExamplesExamples Planning

– Identifying purpose of academic task and selecting appropriate strategy

Monitoring & Evaluating– Asking self questions– Checking with peers


Planning StrategiesPlanning Strategies

Goal setting

Good time management

Overcoming

procrastination


SMART Goal SettingSMART Goal Setting

S = Specific

M = Measurable

A = Action

R = Realistic

T = Time-based


Time Management Strategies

Time Management Strategies

Prioritise Specificity Small bite-size pieces Use all available time Structure the environment Establish a routine Scheduling


Scheduling TipsScheduling Tips

Time tables

To do lists

Prioritising system

Monitor, evaluate, reward

Relaxation time


Overcoming Procrastination

Overcoming Procrastination

Take Action

Salami

Technique

Five Minutes

Related Tasks

Worst first

Make

Commitments


Approaches to LearningApproaches to Learning

Surface Approach– Intention to reproduce,

memorise– Rote, passive

Deep Approach– Intention to understand, interact– Active processing, meaningful


Examples of Active, Deep Processing Strategies

Examples of Active, Deep Processing Strategies

Discussion Visualisation Teaching someone/thing

else Diagrams Making associations Asking Questions


Types of Cognitive Learning StrategiesTypes of Cognitive Learning Strategies

Rehearsal

Elaboration

Organisational


Rehearsal StrategiesRehearsal Strategies

Mnemonic devices Reading material over again Writing material over again Repeating terms aloud Flashcards Underlining or highlighting


Elaboration StrategiesElaboration Strategies Linking Frameworks Paraphrasing Summarising Analogies Asking questions Teaching material Applying knowledge


Organisational StrategiesOrganisational Strategies Outlining Diagramming Classifying Categorizing Identify relationships Separate main ideas from

details Layout of material


Learning ContextLearning Context

Environmental factors Departmental expectations &

requirements Assessment method Relevance of material for own use Other variables


SummarySummary Strategic learners practice

reflection and self-regulation

Strategic learners use effective learning strategies

Strategic learners are aware of the learning context


Purposes for ReadingPurposes for Reading Enjoyment Overview or gist of subject Gathering information, to

search Summarising main points Expertise or understanding Critique or evaluation


Being SelectiveBeing SelectiveAsk lecturers/tutors what is most

relevantBe alert for hints and cuesAsk fellow studentsAsk students in the year aheadShare readingPreview or skim before reading in-

depth


Reading StrategiesReading Strategies Reflection Speed reading Ask questions Making notes Self Regulation Skimming or scanning

(preview) SQ3R


ScanningScanning Useful for planning or previewing Glance at table of contents,

headings, index Read introduction and summary or

conclusion Spend only 5-10 minutes


SQ3RSQ3R

Survey

Question

Read

Recall

Review


Purposes for NotetakingPurposes for Notetaking

Noting facts Contrast similarities and

differences Summarise main points Help pay attention Review or revision Record thoughts or brainstorm


Types of NotesTypes of Notes

Prose or summary

Outline or skeleton

Mind maps

Cornell or Two Column


Note Making StrategiesNote Making Strategies

Deep Processing Strategies– Summarising info– Seeking relationships– Asking & answering questions– Key words

Rehearsal strategies– Underlining & highlighting


Notes from LecturesNotes from Lectures Active Listening Brief and Clear

Key wordsAbbreviationsExamples, illustrations

Organisation Review


The Writing ProcessThe Writing Process Getting Started

– Understanding the task & the question– Creating an outline or mind map– Planning

Gathering Information Writing Drafts Feedback


Getting StartedGetting Started Understanding task demands Understanding the question/topic Creating a mind map or skeletal

outline


Sample Marking CriteriaSample Marking Criteria Introduction Quality of argument Use of evidence Presentation Conclusions


Planning AssignmentsPlanning Assignments Determine task demands Understand the question Brainstorm/reflect Determine information needed Create outline structure Gather information Start writing first draft Revising and editing References Proofreading SUBMIT!


Writing DraftsWriting Drafts Structure Answer question

– First draft - get ideas down– Second draft - develop & support

argument Revise and edit Credit sources - references


Structure of EssaysStructure of Essays

Introduction Overview of essay; how question will be

answered

Main Body Answer question; develop argument

Conclusion Summary


ParagraphsParagraphs

What? A main idea and an elaboration

How? Topic sentence Supporting sentences - explanation,

evidence, examples Linking sentences


Critical ThinkingCritical Thinking? Identify and evaluate author’s

reasoning / argument? Evidence to support

? How valid & reliable? Biased

? Assumptions made? Valid conclusions


ReferencesReferences

Why?

Credit sources of information & ideas Reader can locate for further

information if required


ReferencesReferences

When?

Direct quotes Paraphrases Statistics/Studies Theories Interpretations Facts

(Cottrell, 1999. p. 123)


WillWill

Emotions and Attitude

Impact our cognitions and behaviours


Improving MotivationImproving Motivation Focus on Effort Alter Expectations Positive Self-Talk Rewards Goal Setting Positive language Visualisation


ConcentrationConcentration

Sources of Distractions Internal External

Control Distractions


Controlling External Distractions

Controlling External Distractions

Structure study environment

Establish a routine Negotiate Physical


Controlling Internal Distractions

Controlling Internal Distractions

List of concerns Worry time Mind wandering or

daydreaming Building up time Mental rehearsal More active in study process

Download - 1 Learning Skills Generic Skills Integration Project

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