Study SkillsStudy Skills

August 2008August 2008

Linsey IrvineLinsey Irvine

Aims

To raise awareness of Study Skills and To raise awareness of Study Skills and highlight their importance as a building highlight their importance as a building block of the Learning Processblock of the Learning Process

ObjectivesObjectives

To define Study SkillsTo define Study Skills To highlight the importance of Study Skills To highlight the importance of Study Skills

to both students and staffto both students and staff To identify the 3 major Learning StylesTo identify the 3 major Learning Styles To explore Study Skills resources To explore Study Skills resources

available at Edinburgh’s Telford Collegeavailable at Edinburgh’s Telford College

DefinitionsDefinitions

Study:Study: ‘‘to acquire knowledge and gain competence’to acquire knowledge and gain competence’

Skill:Skill: ‘‘a learned and developed activity’a learned and developed activity’

Study SkillsStudy Skills:: ‘‘learned and developed activities which enable learned and developed activities which enable

learners to acquire knowledge and gain competence’learners to acquire knowledge and gain competence’

Benefits to LearnersBenefits to Learners Awareness of ‘learning’ as a skillAwareness of ‘learning’ as a skill Improved understanding of subjectsImproved understanding of subjects

Clear understanding of the demands of Clear understanding of the demands of diverse Learning Tasks diverse Learning Tasks

Knowledge of how to improve individual Knowledge of how to improve individual performanceperformance

Increased self awarenessIncreased self awareness Development of transferable skillsDevelopment of transferable skills Increased confidence Increased confidence Skillful independent learnersSkillful independent learners

Benefits to Teaching StaffBenefits to Teaching Staff

Students become more independent Students become more independent reducing demands on lecturersreducing demands on lecturers

Students are engaged in their Students are engaged in their learninglearning

Improved performanceImproved performance Improved retention figuresImproved retention figures Improved SUMSImproved SUMS

Study Skills OverviewStudy Skills Overview

Study Skills

Personal Management

Self Awareness

Time ManagementOrganising WorkspaceOrganising Information

Learning StyleGroup Working

Problem Solving

Learning StylesLearning Styles

Learning Styles: VAKLearning Styles: VAK

Auditory Kinaesthetic

Visual

LearningStyles

Learning Styles: SensoryLearning Styles: Sensory Visual - sightVisual - sight

Seeing, watching, observing, looking, Seeing, watching, observing, looking, Pictures, diagrams, flowcharts, videos, text, coloursPictures, diagrams, flowcharts, videos, text, colours

Auditory - hearingAuditory - hearing Listening, hearing, discussing, rhythm Listening, hearing, discussing, rhythm Speech, debating, group discussion, music, tapingSpeech, debating, group discussion, music, taping

Kinaesthetic – touch, taste, smellKinaesthetic – touch, taste, smell Touching, feeling, doingTouching, feeling, doing Hands-on activities, trying outHands-on activities, trying out

Learning Styles: KolbLearning Styles: KolbActivist

Reflector

Theorist

Pragmatist

Learning Styles: WebsitesLearning Styles: Websites

Barsch Inventory Hyperlinkhttp://ww2.nscc.edu/gerth_d/AAA0000000/http://ww2.nscc.edu/gerth_d/AAA0000000/

barsch_inventory.htmbarsch_inventory.htm

Vark Questionnaire Hyperlink http://www.vark-learn.com/english/index.asphttp://www.vark-learn.com/english/index.asp

Kolb Learning Style Hyperlinkhttp://www.brainboxx.co.uk/A2LEARNSTYLES/http://www.brainboxx.co.uk/A2LEARNSTYLES/

pages/roughandready.htmpages/roughandready.htm

Reading SkillsReading Skills

Reading SkillsReading Skills

Set expectations ‘hours/chapters’ per Set expectations ‘hours/chapters’ per week week

Discuss reading materialsDiscuss reading materials Indicate recommended readingIndicate recommended reading Active/passive reading Active/passive reading Reading Styles & TechniquesReading Styles & Techniques Be aware of problems – refer to Learner Be aware of problems – refer to Learner

SupportSupport

Active/PassiveActive/Passive

Active

Passive

Reading StylesReading StylesReading Style Feature Purpose

Skimming Use clues Is this relevant?

Scanning ‘run your eye’ Find specific info.

Detailed In depth, carefully Fully understand info.

Analytical Identify technique Literary styles?

Critical Facts / Opinions? Beware bias!

Leisure Lightweight For pleasure

SQ3RSQ3RSurvey Question Read Review Remember

Skim to assess whether or not to read furtherKnow what you want answered: Why? How? What?Be active, use a pencil, take time, ‘see’, note-takeReview information, put in own words, summariseReturn 24hrs, 3 days, 1 week: improve and reduce

Note-Taking SkillsNote-Taking Skills

Note-Taking: Why bother?Note-Taking: Why bother?

People forget 80% of what they hear in 2 weeks!People forget 80% of what they hear in 2 weeks!

Become involved in

learning

Focus

attention Demonstrate progress

Produce revision items

Make senseof your work

GOODNOTE-

TAKING SKILLS

Essential essay

preparation

Good / Poor Note-TakingGood / Poor Note-Taking

Good Note-TakingGood Note-Taking Think about what you are listening to or readingThink about what you are listening to or reading Sift through information for what is importantSift through information for what is important Decide the key points you want to makeDecide the key points you want to make Record theseRecord these

Poor Note-TakingPoor Note-Taking Copy down everything you hear or readCopy down everything you hear or read

Note-Taking ExemplarNote-Taking Exemplar

Passage entitled ‘Thomas Telford’Passage entitled ‘Thomas Telford’

Thomas Telford Hyperlink

Note-Taking StylesNote-Taking Styles

HighlightHighlight Margin MarkMargin Mark LinearLinear Flow chartFlow chart Spider diagramSpider diagram MindmapMindmap Use a PCUse a PC Page foldPage fold

Essay WritingEssay Writing

Essay Writing: The Seven StepsEssay Writing: The Seven Steps

Interpret the Question or TitleInterpret the Question or Title Gather informationGather information Make a Rough PlanMake a Rough Plan Evaluate your sourcesEvaluate your sources Write your essayWrite your essay Review and ProofreadReview and Proofread Learn from FeedbackLearn from Feedback

Interpret the Question / TitleInterpret the Question / Title

Read, say out loud, write down: use VAKRead, say out loud, write down: use VAK Underline Key Words: Underline Key Words:

Essay Writing Skills key words.doc Draw a squiggly line under subject matter – focus Draw a squiggly line under subject matter – focus

for reading, research, planning & writing for reading, research, planning & writing Case Studies and Examples – are they requested?Case Studies and Examples – are they requested? Break the question / title into smaller tasks – this Break the question / title into smaller tasks – this

can suggest the number of paragraphs or topicscan suggest the number of paragraphs or topics Remember how marks are awarded – helps you to Remember how marks are awarded – helps you to

plan how much you need to say about each topicplan how much you need to say about each topic

Essay Title: ExampleEssay Title: Example

‘‘Describe and explain the formation of Describe and explain the formation of

the major physical features of a the major physical features of a

Limestone landscape. Illustrate your Limestone landscape. Illustrate your

answer with named examples from theanswer with named examples from the

British Isles.’British Isles.’ 10 marks10 marks

Essay Title: ExampleEssay Title: Example

Essay Writing Skills title.doc

Outline Essay PlansOutline Essay Plans

Although …………… and …………... are different …………they are alike in some  interesting ways.

For example they both …………………… They are also similar in …………………. The …………….. is the same as ……… The ……………………….. resembles

………………………………….. Finally they both ……………………….

Some people think that …………………… because……………  They argue that ……………………………. Another group who agree with this point of view are……………… They say that because …………………………. On the other hand, …………………others agree with the idea that  ……………… They claim that………………………. They also say ……………………… My opinion is …………………………… because …………………..

Comparing Discussing

Essay Writing Skills outline plans.doc

Essay Writing Skills linking words.doc

Essay ChecklistEssay Checklist√ Did I answer the question set in the title?√ Did I cover all the main points that I was supposed to?√ Have I gone into issues or arguments in enough depth?√ Is the content of my essay relevant to the question?√ Does my introduction introduce my essay and explain my approach?√ Have I written my essay in paragraphs√ Does each paragraph contain only one key idea√ Do my paragraphs flow logically using linking words and expressions?√ Have I supported arguments with evidence, key points with examples?√ Have I used accurate statistics and quotes?√ Is my conclusion strong and well linked back to the introduction?√ Is my essay the correct length?√ Have I acknowledged all my references and sources in a bibliography?√ Have I written clearly with acceptable spelling / grammar / punctuation?√ Is my essay neatly written or word processed?

Memory SkillsMemory Skills

Memory Myths?Memory Myths?

1.1. Some people just have bad memoriesSome people just have bad memories

2.2. STM can only hold about 7 pieces of dataSTM can only hold about 7 pieces of data

3.3. STM lasts for around 5 minutesSTM lasts for around 5 minutes

4.4. It is possible to make memories permanentIt is possible to make memories permanent

5.5. Memorisation is a physical processMemorisation is a physical process

6.6. Constant repetition makes memories stickConstant repetition makes memories stick

Feeling Fruity?Feeling Fruity?

LemonLemonKiwiKiwiAppleAppleBananaBananaMelonMelonPineapplePineappleOrangeOrangeSatsumaSatsumaCherryCherry

Memory StylesMemory Styles

Saw a bowl of fruit Wrote down names

Said the list aloud ‘in my head’

Walked in the fruit aisle:

•saw

•felt

•smelled

Effective Strategies to Memorise Effective Strategies to Memorise InformationInformation

Strategy :Strategy : Chunking InformationChunking Information

Chunking ExerciseChunking Exercise

a watch or a clock – this must have a ‘second’ handa watch or a clock – this must have a ‘second’ hand a pen a pen some paper some paper Task 1Task 1 Task will last 30 secondsTask will last 30 seconds

Number FunNumber Fun

247198491152007404999

Those NumbersThose Numbers

247198491152007404999247198491152007404999

Memory Skills Chunking strategy.docMemory Skills Chunking strategy.doc

Effective Memory TechniquesEffective Memory Techniques

ChunkingChunking Break item into small piecesBreak item into small pieces

MnemonicsMnemonics Acronym: OIL RIGAcronym: OIL RIG Acrostic: EGBDFAcrostic: EGBDF

MindmapsMindmaps The Roman RoomThe Roman Room

Effective Memory TechniquesEffective Memory Techniques

The Roman RoomThe Roman Room memory skills Roman Room.docmemory skills Roman Room.doc

Mindmapping SkillsMindmapping Skills

MindmapsMindmaps

Activate whole brainActivate whole brain Engage creativityEngage creativity Clarify thoughtsClarify thoughts Organise informationOrganise information Chunk informationChunk information Encourage focusEncourage focus Highlight connectionsHighlight connections Give ‘the big picture’Give ‘the big picture’ Build effective memoriesBuild effective memories

Tony BuzanTony Buzan

http://www.youtube.com/user/iMindMaphttp://www.youtube.com/user/iMindMap

InspirationInspiration

www.inspiration.com/quicktours/www.inspiration.com/quicktours/index.cfm?index.cfm?fuseaction=Insp_Quicktour_QTfuseaction=Insp_Quicktour_QT

MindmanagerMindmanager

www.mindjet.com/products/mindmanager_pro/www.mindjet.com/products/mindmanager_pro/demo.aspxdemo.aspx

www.mindjet.com/products/mindmanager_pro/www.mindjet.com/products/mindmanager_pro/demo.aspxdemo.aspx

Time Management SkillsTime Management Skills

Where does the time go?Where does the time go? Planning – use Outlook CalendarPlanning – use Outlook Calendar

WeeklyWeekly MonthlyMonthly Whole sessionWhole session

Prioritising workloadPrioritising workload Find a place to workFind a place to work Get equipped for learningGet equipped for learning Organising course materialsOrganising course materials

Printing a blank calendar using Printing a blank calendar using OutlookOutlook

On the On the FileFile menu, point to menu, point to NewNew, and then click , and then click FolderFolder. .

Type a name for the folder. Type a name for the folder. In the In the Folder containsFolder contains list, click list, click Calendar ItemsCalendar Items. . In the In the Select where to place the folderSelect where to place the folder list, click list, click

CalendarCalendar, and then click , and then click OKOK. . On the On the GoGo menu, click menu, click Folder ListFolder List. . In the In the Folder ListFolder List, click the new folder you just , click the new folder you just

created. created. On the On the FileFile menu, point to menu, point to Page setupPage setup, and then , and then

click the print style you want. click the print style you want. Select the print style options you want, and then Select the print style options you want, and then

click click PrintPrint. .

Presentation SkillsPresentation Skills

PlanningPlanning PreparingPreparing PractisingPractising PerformingPerforming Do’s and Don’ts Do’s and Don’ts Top tips on technologyTop tips on technology

Report Writing SkillsReport Writing Skills

What is a Report?What is a Report? The Structure of a ReportThe Structure of a Report Ten Steps to Report WritingTen Steps to Report Writing How to present dataHow to present data How to analyse resultsHow to analyse results How to interpret resultsHow to interpret results

Stress Management SkillsStress Management Skills

What is Stress?What is Stress? Causes of stressCauses of stress

Stressful situationsStressful situations Effects of stressEffects of stress

PhysicalPhysical MentalMental EmotionalEmotional

Managing stressManaging stress