55-80: You do not appear to have many problems in getting down to work and keeping to it31-50: You sometimes get down to work but you can be distracted, you might not always be certain why you are having to work You probably could bene!t "rom learning some techni#ues that help you get down to workmore consistently and keep at it30 below: You really do have problems in getting down to work$nless you develop skills in this area you are likely to have many unsatis"actory e%periences as a student throughout your li"e You need to take action Part 1- Motivation. &0-100: You are well-organi'ed and plan ahead o" your work(0-)5: You are not as well-organi'ed as you could be Your time management might bene!t "rom a closer analysis35 * below: You have little organi'ation, probably deal with things as they happen, constantly doing things at the last minute, o"ten not getting work completed You need to take actionPart 2- Organizing& Planning to Work55-85: You make "ull use o" resources available, listen well and take an active part in seminars35-50: You probably collectresources, but you need to ask yoursel" how you are going to use them more e+ectively30 * below: You are ignoring important resources around you You may not be hearing much o" what is being said You need to know what resources are available, and you need to !nd out where they are and what they have to o+er You need to take actionPart 3- Working with others,Utilizing Resources& ee!"ack)5-80: ,lthough you sometimes get stressed and worried, you have the skills o" knowing how to minimi'e problems and look a"ter yoursel"(0-)5: You handle your an%ieties and concerns moderately well but could develop skills to manage them more e+ectively35 * below: You are likely to get overwhelmed with your problems which will make you much less e+ective as a student You need to ac#uire the skills o" managing stress more e+ectively You need to take actionPart #- Managing $choolWork $tress&5-110: You prepare well and read e-ciently, learning as you go You waste little time reading irrelevant material(5-&0: Your reading and note-taking skills are ade#uate, but could be improved(0 * below: Your notes are likely to be o" little use to you , i" they e%ist at all You spend a lot o" time reading or sitting in but come home with very little You need to become more selective in what you read or write down You need to take actionPart %- &ote-taking& Rea!ing'( )ou teach a *erson W+,- -O ./,R&,)ou are *re*aring that *erson or the P,$-.'( )ou teach a *erson +OW -O ./,R&,)ou are *re*aring that *erson or the U-UR/.-CYRIL HOULE--he 0ost i0*ortant 1O,. o( e!ucation is to -/,2+ stu!ents+OW to ./,R&in their OW&.3ee*er awareness o( how one *rocesses in(or0ation/valuate his own thinking-hink o( wa)s to 0ake learning *rocess 0ore e((ectiveMetacognition..elping learners to learn more e-ciently and e+ectivelyMetacognitionwas coine! ") 4ohn lavell.-hinkinga"outthinking.earninghow tolearn2riticall) i0*ortant, )et overlooke!Metacognition involves thinking a"out one5s own cognitive *rocesses -eaching Metacognition 6 '0*roving .earning-hinking a"out one5s thinking, learning, reasoning, *ro"le0 solving, 7 /01,023Y0,/4Meta-attentionMeta-memory/01,023Y0,/48nowing the li0its o( one5s own learning an! 0e0or) ca*acitiesO&/.8nowing what learning tasks one can realisticall) acco0*lish within a certain a0ount o( ti0e-WO.8nowing which learning strategies are e((ective an! which are not-+R//.Planning an a**roach to a learning task that is likel) to "e success(ulOUR.Using e((ective learning strategies to *rocess an! learn new 0aterialive. Monitoring one5s own knowle!ge an! co0*rehension$i9. Using e((ective strategies (or retrieval o( *revious store! in(or0ation $even.8nowle!ge is keenl) use! in *ur*ose(ul 0anner/ight.What !o ' know a"out this su":ect, to*ic, issue;3o ' know what ' nee! to know;3o ' know where ' can go to get so0e in(or0ation, knowle!ge;+ow 0uch ti0e will ' nee! to learn this;What are so0e strategies an! tactics that ' can use to learn this;3i! ' un!erstan! what ' :ust hear!, rea!, or saw;+ow will ' know i( ' a0 learning at an a**ro*riate rate;+ow can ' s*ot an error i( ' 0ake one;+ow shoul! ' revise 0) *lan i( it is not working to 0) e9*ectations< satis(action;