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Strategies for successful learning LEARNING CENTRE ORIENTATION LECTURE

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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.  

Facebook  

 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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