Week 2

1. Week 2 • Review Home Study including Skills audit and GAP analysis plus learning styles • Motivation & Time Management • Reading & Note Taking • Mind Maps • Critical & Analytical Thinking

2. Learning Outcomes • On completion of this module students will show that with support and guidance they are able to demonstrate the following learning outcomes: • 1. Knowledge and Understanding: • 1i. Of HE study techniques, referencing conventions and the importance of evidence based research • 2. Intellectual / Thinking Skills: • 2i. Build on their own research and communicate their results effectively in writing using academic conventions through the Research and production of written academic work appropriate for HE level 4

3. Learning outcomes • 2ii Reflect upon own learning and academic strengths and weaknesses, educational aspirations and action plan for future development. • 3. Practical / Professional Skills: • 3i. Operate successfully at level 4 and above by using a range of appropriate study skills (including referencing conventions, proof reading, research skills) • 4. Transferable Skills 4i. Communicate information effectively via a presentation to a specified audience.

4. Your Portfolio Minimum Requirements • Presentation500 words • Written report on a research project of the student’s choice 1000 words • Mini presentation 250 words • (formative) Action plan for future learning and development 250 words • Submission Deadline – we will agree this

5. Learning Styles • EXERCISE • Review of the different styles from members of the group and of your reading on L Styles

6. MOTIVATION

7. ‘To motivate – to give incentive to’ • Gardner and Lambert suggested that there are two basic types of motivation, integrative and instrumental. • In other words, motivation is either internal or external;

8. Temptation towards other activities Procrastination Solitary working environment Lethargy “This is going to be difficult” “I don’t think I understand this” “I’ve too much to do” Lack of a sense of direction or purpose Something else on your mind You reach a less interesting part of your studies “I’ll never do all that!” “I’m not as good as the others on this course!” “I don’t think I’m doing as well as I should” De-motivating factors

9. Strengthen Your Motivation • Establish the right conditions for study – experiment – REFLECT • Focus on why you are doing it • Break the task down into mini-goals – short breaks – long breaks • Celebrate Success - treats • REFLECT and note successes • Challenge yourself – be realistic and flexible • Find Support • Avoid self sabotage

10. exercise • What motivates you? Produce a list identifying what motivates you. • Check - are you really sure these things actually motivate you?

11. Carrot or stickbased motivation i.e. reward-based incentive to do something or punishment based to not do something or do something differently. • People are internally or externallymotivated. • What motivates one person may not motivate another.

12. Motivation Vroom’s Expectancy Theory • Vroom identifies human behaviour as being a function of two factors: 1 The perceived value of the reward that behaviour yields.2 The expectation in the individual that certain behaviour actually will yield that reward.

13. Vroom • In choosing between alternative behaviours a person will choose the behaviour which will result in their achieving the more valuable output or reward, provided that they see the reward as being attainable.

14. Vroom’s Thoery • To use the theory to motivate yourself need to ensure that the desired performance (e.g. a qualification) will be rewarded (e.g. possibility of promotion say) and that the reward will be valued by the individual (and you will value the qualification).

15. Step 1 Define the expectations.- i.e. be clear what is required in order to receive the ‘reward’. Step 2Make the work valuable to the individual. People do things to achieve personal goals (e.g. £money, challenge, recognition, self worth).

16. Step 3 Make the work achievable.Fear of failure is often demoralising and leads to stress. Step 4Provide regular feedback. Step 5 Reward people when they meet expectations.External rewards can reinforce internal ones. So e.g. go out for a meal, do something you like to do

17. Motivation – GOAL theory • Basic premise of Goal Theory is that people’s goals or intentions play an important part in determining their behaviour. • If you can find out what those goals or intentions are then you can help motivate yourself.

18. Key principles for motivation ? • Be motivated yourself • You need to be fully committed • Set realistic and challenging targets for yourself – short, medium and longer term • Keep the final goal or detsination in mind • Remember that progress motivates

19. Time Management • How can we sue our time more effectively? • First we need to know how we currently use our time

20. Keep a log of your time the 15 or 20 minute exercise! Where was my time wasted? Where could I have saved time? What changes could I make to make better use of it? What else does the log tell me? Draw up a plan to use your time more efficiently and include time for: social and leisure commitments sleeping, eating, shopping and preparing family commitments Lessons, home study, research and reading etc… Time Management

21. The 15 or 20 minute exercise • 1 Think about what you spend most of your working day doing – estimate the time spent e.g. 1 hour on emails, 30 minutes on phone calls etc • 2 For 3 full days EVERY 15 or 20 minutes STOP what you are doing and write down in 1 -3 sentences what it is. • 3 If you miss 3 consecutive 15/20 minute periods then you must do a full day again. • 4 At the end of 3 days or more compare where you spent your time and what you were doing with what you predicted. Complete a learning log on the experience.

22. To Do lists • Prioritized To Do Lists • - Remembering To Do All Essential Tasks, In The Right Order • A 'To Do List' is a list of all the tasks that you need to carry out. It consolidates all the jobs that you have to do into one place. You can then prioritize these tasks into order of importance. This allows you to tackle the most important ones first. • See http://www.mindtools.com/pages/article/newHTE_05.htm

23. Urgency Vs Importancy grid • 4 grids – categorise tasks by: • URGENT BUT NOT IMPORTANT • URGENT AND IMPORTANT • NEITHER IMPORTANT NOR URGENT • IMPORTANT BUT NOT URGENT

24. Time Management web sites • http://ww.psych-web.com/mtsite/tmintro.html • http://www.ianr.unl.edu/pubs/homemgt/nf172.htm • http://www.potsdam.edu/COUN/brochures/time.html • http://www.cs.mdx.ac.uk/staffpages/mattjones/1000cs6.htm • http://www.infoworth.com/time.htm • http://www.rose-bulman.edu/~byeka/timeman.htm • http://www.nwlink.com/~donclark/leader/leadtime.html • http://www.d.umn.edu/student/loon/acad/strat/time_man_princ.html

25. Reading – issues ? • Having to do a lot of reading • Reading difficult material • Trying to remember what you have read

26. Reading for any subject • 1. Be selective. • 2. Change strategy. • 3. Use the index pages at the end of a book. Find the exact pages for what you need. • 4. Read from paper. • 5. Set targets. • 6. Focus.

27. Reading for different purposes • Browsing • Checking • Focusing in • Fact-finding • Background

28. Reading Speed Exercise • Read for ten minutes at a speed where you can understand what you read • Divide by ten to work out number of words per minute – only approximate. • May be easier with a subject or book you like?

29. Speed Reading • You CAN improve your reading speed considerably • Initially you may think you are “not taking it in” – but you are!

30. Read more advanced texts Finger-tracking Know when to read aloud, and when not Read selectively and actively Force yourself to read faster & faster Read larger chunks Build up to difficult texts Keep your eyes moving forward Jumping and glaring text Avoid backskipping Strategies for Speeding Up Your Reading

31. Take notes whilst you are reading

32. Why Take Notes • Useful record • Helps writing • Helps understanding • Helps memory • Helps exam revision

33. Leave some space between sections Be selective in what you write down. Write the date at the top of lecture notes Use a colour-coding system for different topics or a contents page Use abbreviations Emphasise main points Use a tape-recorder or mobile phone Use mind-maps or visual diagrams Aim to have only one set of notes Try and write on only one side of the paper. Use Post-it notes Use your own words Use index-cards to note down references. Useful Strategies for Note Taking

34. Linear Notes • You may use a numerical system for paragraphing, or an alphabetical system. • Always leave space for adding information or your own comments later. Patterned Notes • Such notes are also termed nuclear, spider-grams, diagrammatic, mind-maps and organic.

35. Patterned Notes • Start from a central point and “grow”. • It is claimed that they mirror the way the brain organises information and their very visual nature means that for visual learners they are easier to recall than linear notes.

36. Mind Maps – developed by Tony Buzan

37. Sample Essay Mind Map

38. Sample mind map http://www.mind-mapping.co.uk/assets/examples/MM---Accel-Lrng.gif

39. Example from tony buzanthe brain

40. 7 Steps to Making a Mind Map Tony Buzanhttp://www.buzanworld.com/Mind_Maps.htm • Start in the CENTRE of a blank page turned sideways. Why? Because starting in the centre gives your Brain freedom to spread out in all directions and to express itself more freely and naturally.  • Use an IMAGE or PICTURE for your central idea. Why? Because an image is worth a thousand words and helps you use your Imagination. A central image is more interesting, keeps you focussed, helps you concentrate, and gives your Brain more of a buzz! • Use COLOURS throughout. Why? Because colours are as exciting to your Brain as are images. Colour adds extra vibrancy and life to your Mind Map, adds tremendous energy to your Creative Thinking, and is fun!

41. 7 Steps to Making a Mind Map Tony Buzan • CONNECT your MAIN BRANCHES to the central image and connect your second- and third-level branches to the first and second levels, etc. Why? Because your Brain works by association. It likes to link two (or three, or four) things together. If you connect the branches, you will understand and remember a lot more easily. • Make your branches CURVED rather than straight-lined. Why? Because having nothing but straight lines is boring to your Brain.

42. 7 Steps to Making a Mind Map Tony Buzan • Use ONE KEY WORD PER LINE. Why Because single key words give your Mind Map more power and flexibility. • Use IMAGES throughout. Why Because each image, like the central image, is also worth a thousand words. So if you have only 10 images in your Mind Map, it's already the equal of 10,000 words of notes!

43. Example from tony buzanthe queen mum

44. Webs resources • http://www.mindtools.com/pages/article/newISS_01.htm • http://www.mind-mapping.co.uk/mind-maps-examples.htm • http://www.buzanworld.com/Mind_Maps.htm

45. Example from tony buzanteam roles

46. Self study – produce a mind map on motivation • Should include what motivates you • Should include some theory – evidence of reading or research

47. According to Cottrell (1999:188), • critical thinking means “weighing up the arguments and evidencefor and against”. • Critical thinking is a skill that you need in all areas of your study: reading, listening and writing

48. It involves: • Considering an issue carefully and more than once • Evaluating the evidence put forward in support of the belief or viewpoint • Considering where the belief or viewpoint leads – what conclusions would follow; are thesesuitable and rational; and if not, should the belief or viewpoint be reconsidered?

49. • For Cottrell (1999:188) analytical thinking involves the following additional processes: • Standing back from the information given. • Examining it in detail from many angles. • Checking closely whether it is completely accurate.

50. Contd. • Checking for logic • Looking for possible flaws • Comparing the same issue from the point of view of other theorists or writers • Being able to see and explain why different people arrived at different conclusions • Being able to argue a preference • Being on guard for literary or statistical devices • Checking for hidden assumptions • Checking for attempts to lure the reader into agreement