Get Organised Workshop Maeve Gallagher

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Get Organised WorkshopMaeve Gallagher

• Student Learning Development
• http//student-learning.tcd.ie
• Tel [phone] Email student.learning_at_tcd.ie

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Learning Objectives

• To identify your own strengths and areas for
  improvement in terms of managing yourself and
  your resources.
• To explore and evaluate strategies to help you to
  effectively manage your time and commitments.
• To identify ways to engage actively in your study
  and identify clear objectives and outcomes.

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Self Assessment Organised study Methods

• Complete the Organised Study Methods checklist.
• Discuss in pairs/or trios how well you are doing
  and identify 2 areas you would like to improve.
• Feedback from groups

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Questions

• I have organised my lecture notes and written
  notes (yes/no)
• I know when and where I study best (y/n)
• I have a regular study routine and switch off for
  regular breaks, food, rest and exercise (y/n)
• I practice exam questions (timed/untimed) y/n
• I regularly revise my knowledge and progress (y/n)

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Academic Performance
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Skills

• Academic Skills include
• Reading and note taking
• Critical Thinking and analysis
• Academic Writing
• Oral and written Presentation skills
• Gathering information
• Revision and exam taking skills.

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Will

• Will involves
• Positive attitude and belief system
• Creating meaningful motivators and rewards
• (e.g. whats in this for me? and what are the
  consequences if I dont do this?)
• Setting and reviewing SMART Goals
• Observing, recording and challenging negative
  beliefs and behaviours.

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Self Management

• Self Management involves managing your time,
  environment, resources and supports to maximise
  your performance and results,
• Strong self-management skills are associated with
  high academic achievement in third level students
  (e.g. Flynn, 2012).
• The good news is that anyone can improve their
  time and self-management skills.

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Self- Management strategies

• Managing and utilising all available time
• Find a system of using time that works for you
  (e.g. Time-table, task-list or goals on post-it
  notes.)
• Set goals with a clear purpose and time-frame so
  you can answer the following question?
• What will be different in an hours time from now
  when I have completed this task?
• (E.g. what in terms of what I will know,
  understand, have written, produced or
  experienced)

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Self-Management Strategies

• Make use of small pockets of time as well as
  large chucks of time to increase productivity,
  concentration and purposefulness.
• Learn to skim read and scan information first to
  give you a framework of understanding before
  reading in more depth or detail.
• Learn to take meaningful notes rather than
  transcribing texts or information from books.

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Critical Thinking and Reading

• Ask questions (Ref www.learnhigher.ac.uk,
  Critical Thinking Plymouth University Model
• Descriptive or context setting Questions E.g.
  Who? What? Where? When?
• Analytical Questions E.g. Why? How? What
  Evidence? What alternatives? What is similar?
  What is different? What are the main points?
• Evaluation Questions E.g. So what? What next?
  What else? What conclusions can be drawn?

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Note-taking technique
Key words Main ideas Source/Reference My ideas /how this relates to my assignment?
Academic procrastination, Relationship between procrastination and Beck et al (2000) , Academic Procrastination Findings support previous studies (e.g. Ferrari, 91,92)
Self-handicapping Self- handicapping (.e.g. delaying study for exams until last Psych Info database (accessed 9th Jan 2013) On relationship between self-handicapping and
Exam performance minute in order to attribute test results to lack of time and effort rather than due to intelligence or ability levels.) Fragile self esteem. Next steps can I find research suggesting interventions to use with students fitting this description?
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Exam Preparation

• Be selective - ask lecturers/students in other
  years and refer to past papers and course
  handbook to decide what topics, information to
  prioritise.
• Use other senses (Visual, Auditory or
  experiential learning to revise information and
  make it memorable and easier to retrieve in an
  exam setting (e.g. VARK Learning Styles
  Self-Assessment Questionnaire).
• Practice past-exam questions (timed and untimed)
  as part of your revision process
• Rehearse and answer exam questions as though in
  exam conditions to improve your exam performance
  on the day.

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Over to you

• What do I need to do next?
• When will I have done this by?
• What tasks are involved in completing this?
• How will I know if Ive been successful?

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Over to you

• What is my reward (whats in it for me?) if I do
  this?
• Who will I tell that I am going to do this and
  after I have completed it?
• Whats next?

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Final words
Good Luck From Student Learning
Development Please contact us if you would like
further guidance Tel [phone] Or email
student.learning_at_tcd.ie