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NSWTLRN 402A Develop learning strategies for further study

Element 4.Present a personal learning strategy for further study

4.1 Analyse personal learning styles and a range of learning strategies

4.2 Propose personal learning strategy

4.3 Present strategy in agreed format

Below you will find the following two documents:

1. Plans For Succeeding In Your TAFE Course

You need to make an appointment with the counsellor (you can do this at the administration office) and fill in this sheet together. This sheet was devised by trained counsellors to assist you. It will form part of your assessment for this unit. Read through the form before you go to the appointment and think about the answers, but do not fill it in until you are with the counsellor. Submit the form to your TPC English teacher as part of your evidence of assessments for this unit.

2. Weekly Planner

You may need to fill in a new weekly planner each week, especially if you work different shifts. Eating and sleeping are the first priority. Fill in those times. Fill in all your work commitments and class times. What other commitments do you have? Sport/ hobby/ social/ family commitments and what about relaxation? The Plan for Succeeding In Your TAFE Course booklet has some advice about how to fill in your planner too.

Next look at what times are left in which to do your homework. How much time do you need each week to keep up with your study requirements? What times can you fit in this study? Be realistic. If you are not a morning person, slotting in an hour at 7am each morning is unlikely to succeed. Do you have somewhere quiet and free from interruptions to work? Do you require internet access? If you can make any of the study centres there are teachers on hand to give you direct help with your work.

Complete as many weekly planners as you need to and give one copy to your TPC English teacher as part of your evidence of assessment for this unit.

1NSWTLRN402A Develop learning strategies for further Study/Bega TPC/ updated 2018

PLANS FOR SUCCEEDING IN YOUR TAFE COURSE (Assessment 1)

Student Name: ____________________

1. Know your motives – Have a goalTo be successful in your course you must really want the things study will eventually bring you. Having clear reasons for studying involves setting a GOAL you are working towards. Write this down! Even stick it up in your room. Remind yourself why you are studying and what you will achieve in the long run. Include your career goal – what is your ideal job and how will this course get you there?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Know your distractors and potential barriers

Do you have any barriers with study such as finance, transport or disabilities? When it is time to study, or attend TAFE class, what do you do instead? Are you distracted by friends, watching TV, or by worrying about things, or are you a procrastinator? Know the things that distract you and take control of them – say “No” to these time-eaters.

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. Know your de-motivators

Are you talking yourself out of study? – “I just can’t do this work. They shouldn’t expect us to do so much work for this course. There’s no way I can get this done on time.”… Stop talking to yourself about failure, or blaming others and start thinking about specific things you can do to get going again.

Don’t be a victim – victims tend to complain and be full of self-pity. But these are just ways of avoiding the real issues. Victims need to take control, turn worries and stress into motivators.

_______________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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4. Strengths and advantages:

What have you got going for you? – Skills, experience, resources, support, determination, etc.

_______________________________________________________________________________________

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_______________________________________________________________________________________

_______________________________________________________________________________________

5. Prevention and early intervention strategies:

Keep communication lines open With those you live with – let them know when you have a lot of study to do and ask for their help with

other household tasks for that time. With teachers – talk to your teachers about assignments and any problems you might be having at the

time, rather than waiting until lots of time has been lost. With a TAFE Counsellor – you can talk about any TAFE worries, or other problems getting in the way.

What will I do if I experience any barriers? Who will I talk to about it? How and when will I address the barriers?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

6. Study plan (Assessment 2)

i) Plan Your Time – use attached “Weekly Planner” sheet

Start by recording those hours each week that are spent eating and sleeping – these are essential. Next record key activities like work, travel, housework, TAFE class times, shopping and so on. Then put in the times spent doing the things you like to do such as sport, hobbies, community work. Are there any time slots left in your week when you could study? If not, you might need to cut down on some other activities.

Now you have noted all your weekly non-study commitments, you should have several blank spaces. It is into these spaces that study could fit. But you need to be aware of the things that affect your study. These might include energy levels (e.g. are you a morning or a night person?) and your concentration span. These factors will make certain times unrealistic for study.

Having eliminated these times, write the word “STUDY” in the blank time slots you have left. Now you have the beginning of a study timetable.

ii) Study Goals

Next you need to set up a timetable of what to study and when. This involves setting study priorities, e.g. write down all the tasks you have to do and due dates. Use a diary or large calendar on your wall at home so you can see ahead what you need to fit into your weekly study plan. Then plan to complete an assignment or task in small steps working towards the due date.

iii) Study Place

You need a place to study that is set up in a way that helps you - away from distractions, with good light, a computer and other equipment you need.

Where will I study? What do I need to do to set that place up well?

_______________________________________________________________________________________


_______________________________________________________________________________________

7. Current capabilities: (academic screening)

Literacy: __________________________________________________________________________

__________________________________________________________________________

Numeracy: __________________________________________________________________________

__________________________________________________________________________

Computer skills: __________________________________________________________________________

__________________________________________________________________________

Other: __________________________________________________________________________

__________________________________________________________________________

8. What opportunities could this course lead to for you?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

I agree for the information about me to be shared between Faculty Teachers and the Counsellor:

_________________________ (signature)

____________________ (date)

TAFE Counsellor: This student has demonstrated appropriate oral and interpersonal skills for a Certificate

IV Tertiary Preparation Certificate.

Name of Counsellor:___________________________________________

Signature:___________________________________________________

Date: ________________________________________________________

For further assistance, please contact the Counselling & Careers Service, located in Block B Bega Campus, 64929734 or ask at Administration for other campuses.


WEEKLY PLANNERTIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

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Learning StylesElement 1. Identify personal learning styles

Performance criteria

1.1 Examine a range of learning styles1.2 Identify preferred personal learning styles

(Information in this section taken directly from https://ala.asn.au/adult-learning/learning-styles/ I recommend you access this site for a deeper understanding on ways of learning. If link does not work google learning styles and click on Adult Learning site. )

Modes of learningIndividuals learn differently and have their own unique learning style.

Some learners have a dominant learning style, others embrace different styles depending on the scenario.

There is no right or wrong. No learning style is more effective than another. Your learning style may even change over time.

A learning style is determined by how they use their senses to perceive information; how their brain stores and processes information and how they organise and present information.

Visual

Show me and I will understand

Visual learners prefer images, pictures, diagrams, films and videos or demonstrations.

Visual learners may:

need to see to understand talk sparingly like reading enjoy watching TV love viewing photos or plans remember faces but forget names dislike listening for too long.


How they learn

They learn best when they have access to the big picture and through observation, so remember to use posters, charts, visual displays, advertisements, graphs, handouts, text, maps, flipcharts, cartoons or booklets to convey information.

Avoid giving oral instructions only to visual learners.

Auditory

Learning through sound

Auditory learners learn best through the process of listening and talking.

They tend to remember what they hear and are comfortable with words and language.

They may read to themselves as they study. Auditory learners can also be distracted by noise and sounds.

Auditory learners:

love to talk and listen may talk inside their head are attracted to sounds enjoy music forget faces but remember names and dates.

How they learn

They learn best through music, jokes, questions and answers, stories, slogans, mnemonics or audio tapes.

Kinesthetic

Learning by doing

Kinesthetic learners learn by doing. They are very hands-on. They like touching and moving.

They may lose concentration if there is little or no external stimulation or movement.

Kinesthetic learners:

learn by doing are not too keen on reading need breaks to move


enjoy activities, dance and movement.

How they learn

They learn best by doing, participating in team activities, role playing, acting, coaching and taking notes. Anything that involves movement.

Multiple IntelligencesThere are other theories on learning styles or multiple intelligences. The following was taken from: http://www.edutopia.org/your-learning-styles. Go to this site and do the quiz to discover your own personal mix of learning styles (Assessment 3) http://www.edutopia.org/multiple-intelligences-learning-styles-quiz and print out your results and submit them as evidence for your assessment. Which areas do you favour? What sample activities might help you in your studies?

Interpersonal

Interpersonal intelligence is about social interaction and understanding the people around

you and their motives, emotions, perspectives, and moods.

This type of intelligence is important in managing relationships, understanding situations,

and negotiating conflict. It is especially applicable in careers that require insight and a

sensitivity to what someone else is thinking or feeling, such as teaching, psychology, or

sales.

Sample activities:

Give and receive feedback.

Talk out problems.

Work on large-group projects so you can use your social abilities to divide up tasks

and understand all aspects of the project.

Be a part of active learning through mentoring, tutoring, or an apprenticeship. This

activity will reinforce your own knowledge or abilities.


Intrapersonal

Intrapersonal intelligence has been said to be the road to achievement, learning, and

personal satisfaction. It is about being connected to who you are and how you feel, and

knowing your own limits and abilities.

Intrapersonal intelligence is involved in making decisions and setting goals for yourself, self-

management, and self-reflection.

Sample activities:

Study alone in a comfortable yet quiet environment.

Set goals for yourself, and monitor your progress regularly.

Reflect on what you have learned, and think through new material.

Create a connection between new material and subjects you already know, and gain

understanding by finding their similarities.

Logical-Mathematical

Logical-mathematical intelligence is about understanding complex problems and

conceptualizing relationships between symbols, processes, and actions.

This type of intelligence asks questions, finds solutions, and reflects on the problem-solving

process.

Sample activities:

Think about what you are trying to learn as a puzzle or a formula.

Ask questions and allow yourself to experiment with your own hypotheses to find

solutions or new answers.

Concentrate on symbols, designs, and words to bridge mathematical and verbal

logic.

Create an outline to understand your subject step by step. Doing so will allow you to

stay organized and track what you're learning in a logical sequence.

Musical

Musical intelligence is associated with enjoying music, singing, making music, and playing

an instrument. It involves a sensitivity to sounds as well as the emotions music conveys.

Sample activities:


Listen to music while you study to connect its patterns and sounds with the subject

you are studying. Replay the same song just before a test.

Create a rhyme, song, or chant for material you would like to memorize.

Associate what you're learning with a song you like.

Use your ability to distinguish sounds as well as hear the beat, tone, or chord in a

song by learning an instrument or mixing sound.

Naturalistic

Naturalistic learning is about understanding the patterns of living things, and applying

scientific reasoning to the world. Nature intelligence is particularly applicable in careers such

as farmer, naturalist, animal behaviorist, and scientist.

Sample activities:

Recognize and classify different types of plants or animals.

Observe and record data.

Create a "living system" for the material you are trying to learn. Imagine the new

material as an ecosystem or a pattern for you to figure out.

Write about nature, daily life, or people as a topic so you become engaged in your

assignment.

Verbal-Linguistic

Verbal-linguistic intelligence (along with logical-mathematical intelligence) is often associated

with doing well in school. It involves the ability to use words effectively for reading, writing,

listening, and speaking. The poet has been described as the epitome of verbal-linguistic

intelligence.

Sample activities:

Use words to explain complicated subjects.

Ask questions.

Engage in the Socratic method, digesting information through a question-and-answer

exchange.

Hone your native ability to tell a story.

Visual-Spatial


Visual-spatial intelligence allows you to see and modify things in your mind. This kind of

understanding of the visual world and its relation to physical items is valuable in solving

spatial problems, designing, and doing crafts.

Sample activities:

Use art projects to create representations of the content you are learning.

Draw related images next to your notes (along with arrows between ideas) to create

connection and reference points.

Organize with color. Use different-colored highlighters, paper, index cards, folders, or

tabs to create a visual system for finding things and grouping topics.

Visualize your topic. When you are learning something new, imagine what it looks

like.

Go back to the Learning Styles Quiz and click here to learn more about multiple intelligences.

Element 3: Investigate a range of learning strategies

3.1 Identify a range of learning strategies

3.2Investigate options

Element 4: Present a personal learning strategy for further study

4.1 Analyse personal learning styles and a range of learning strategies

4.2 Propose personal learning strategy

4.3 Present strategy in agreed format

QUIZ RESULTS

Print out your results and submit them as evidence for this module.Compare your results with those of others. Are you dominant in one area or several? Go back and look at the information given about the learning styles/ intelligences. Using your strengths name three things you could do to help understand the information presented to you in your course at TAFE.


Eg If you have good visual – spatial skills you might make mindmaps of lesson notes as a way of helping organise and remember information.

Strengths1. ______________________________________________________________

____________________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________________________________________________________________________________

3. __________________________________________________________________________________________________________________________________________________________________________________________

What areas of TAFE study are you likely to find more challenging? How could you help these weaker areas?EG If you struggle with linguistic skills you might be worried about giving an oral presentation. You might use your strong organisational and spatial skills to create a really good power point presentation that will give you confidence that you can show knowledge in your chosen subject. You might then buddy up with someone with good linguistic skills, but poor spatial skills and tutor each other to hone your weaker talents.

There are both formal and informal strategies that you could use to help you. Formal strategies might include:

Having a learning contract or plan Using the individual learning centre (Study centre) Access learner support by using specialists such as the counsellor or

disability specialists available through TAFE or elsewhere Using a tutor Using a mentor Effective note-taking Effective time management Setting Goals Reflecting on the learning process


Informal strategies might include: Use library Experiential – practical application of knowledge and theory Peer group sharing Using the internet Chat rooms Forums Media Relating life experience, knowledge and previous learning to the current

program of study

Areas I am likely to find challenging

Strategies to help overcome these challenges


TAFE, and formal education, is only one context out of many where you might use different learning styles at different times.

Think of some contexts where you might use different learning styles and how you might apply them. Are there any contexts that require skills that are not your strong points? What can you do to help in these situations? I’ve done a personal example to show what I mean.

Contexts might include: Formal education, workplace, community, self-directed activities, group or team activities, life experiences. Choose at least five contexts and fill in the chart

Context My personal situation

Appropriate style, strong & weak points and strategies to help

Formal Education

Starting distance education course at Macquarie university

My strong linguistic skills will help. However I will need to hone my organisational and ITC skills to ensure I fulfill all requirements within the set time limits. This is especially important as the course is run by distance education. My intrapersonal skills acknowledge that I much prefer talking to a person face to face than via computer so this will be challenging for me. I will try to find other students doing the same course close by to form a study group where we meet regularly and can discuss issues face to face.

Workplace TAFE As an English teacher I use my linguistic skills all the time. We also work closely together as a team so my strong interpersonal skills can help here. My challenge is to present information to students who are more visual/ spatial and logical- mathematical in their approach as I have lower scores in these areas. I could try to use more pictures, charts and diagrams, and colour code work. The mind mapping techniques we use regularly would fit in here. I can organise quite


well but I do not fare well on mathematical skills. I could use material that is more oriented to those learners as part of the portfolio items. I could use some of the science/ maths texts as examples.

Team activities

Work group As well as at TAFE I use my interpersonal skills in the workgroup I belong to. Several household take it in turns to go to each others houses and help out with jobs that need doing such as building , gardening etc. We have to work together to achieve tasks. I have improved my kinesthetic skills over the 11 years I have belonged to this group and learned a lot in the process. As we often help in the garden my naturalistic skills come to the fore.

Life experiences

Travelling alone, with friends and with children

My linguistic skills help here and I do not find it very difficult to pick up new languages. My low visual/ spatial skills can find map reading challenging. I find I have to write down instructions as I find directions hard to remember. Travelling alone in non-English speaking countries has certainly honed my intrapersonal skills. You only have yourself to rely on. It is much easier to travel with friends. However travelling does force you to develop interpersonal skills too, especially in new cultures.


Context My Personal situation

Appropriate style, strong & weak points and strategies to help


Element 2: Analyse existing skills relevant to further study

2.1 Identify existing skills,experience, relevant to further study

2.2 Identify skills gaps

2.3 Propose options for addressing skills gaps related to further study

Skills required to successfully complete TPC course

Read the definitions of the skills and then rate your abilities in each skill on the chart provided.

Research SkillsWe may define “research skills” as the ability to identify a problem, determine what sorts of informational resources are needed to respond to the problem, find those resources efficiently, evaluate the gathered information for quality and relevance, and use the information effectively to address the problem. These are complex, higher order tasks that take extensive effort over time to develop well.

By William Badke | Associate Librarian, Trinity Western University

The Faculty of science at the University of Sydney define research skills as a combination of the following:


Critical ThinkingCritical thinking is accepting nothing at face value, but rather examining the truth and validity of arguments and evaluating the relative importance of ideas. Critical thinking includes evaluating and weighing different sides of an argument, applying reason and logic to determine the merits of arguments, and drawing and evaluating conclusions from logical arguments and data analysis. Critical thinking requires background skills such as imagination and creativity, logic and reasoning, conceptual thinking, reflection and feedback.

Problem SolvingProblem solving is the ability to identify, define and analyze problems, to create solutions and evaluate them, and to choose the best solution for a particular context. It requires imaginative and innovative thinking to find new ways to approach a problem, analytical skills to examine the consequences of a particular solution, and reasoning skills to weigh one solution against another. A common form of problem solving in science is experimentation. Problem solving involves the background skills of imagination and creativity, logic and reasoning, data collection, conceptual thinking, reflection and feedback, and scientific experimentation.

AnalysisAnalysis is the ability to gather relevant data and information and apply methods of synthesis, critical thinking and data reduction to locate and understand patterns or connections in that information. Scientific analysis often requires mathematical techniques to manipulate data, such as graphing experimental results or using statistical tests to examine differences between sets of data. Analysis requires the background skills of data collection, dataanalysis, reflection and feedback, scientific experimentation.

DisseminationDissemination is communicating to others the purpose and outcomes of research. It requires the ability to summarise information, explain the aims, motives, results and conclusions of the research, and tailor the communication to the needs and knowledge level of a particular audience. Dissemination requires the background skills of imagination and creativity, logic and reasoning, conceptual thinking, reflection and feedback.

http://science.uniserve.edu.au/projects/skills/jantrial/research.htm

Critical LiteracyCritical literacy is the ability to actively read text in a manner that promotes a deeper understanding of socially constructed concepts; such as power, inequality, and injustice in human relationships. Critical literacy encourages individuals to understand and question the attitudes, values, and beliefs of written texts, visual applications, and spoken words.

The development of critical literacy pushes students to question issues of power; in essence, to become thoughtful, active citizens[2]. Becoming critically literate means that students


http://thinkcritically.weebly.com/references.html


http://science.uniserve.edu.au/projects/skills/jantrial/research.htm#reflection

http://science.uniserve.edu.au/projects/skills/jantrial/research.htm#conceptual

http://science.uniserve.edu.au/projects/skills/jantrial/research.htm#logic

http://science.uniserve.edu.au/projects/skills/jantrial/research.htm#imagination


http://science.uniserve.edu.au/projects/skills/jantrial/research.htm#scientific


http://science.uniserve.edu.au/projects/skills/jantrial/research.htm#dataanalysis

http://science.uniserve.edu.au/projects/skills/jantrial/research.htm#dataanalysis

http://science.uniserve.edu.au/projects/skills/jantrial/research.htm#collection















have developed and mastered the ability to read, analyze, critique, and question the messages inherently present within any form of text.

http://thinkcritically.weebly.com/critical-literacy.html

Planning Skills

Planning skills are any skills that allow you to look ahead and accomplish goals or avoid emotional, financial, physical or social hardship. These skills let you make and implement decisions. By Wanda Thibodeaux, Demand Media http://smallbusiness.chron.com/description-planning-skills-21226.html

Planning

Accurately estimate time and effort required to complete a task. Identify and organise systems and required resources. Organise personal time to carry out responsibilities. Maintain adequate preparation time for scheduled meetings/deadlines. Develop schedules and timetables with clear, specific milestones and

deadlines. Establish how to measure results and milestones for self.

http://www.strath.ac.uk/careers/skills/generalskills/planningorganisingskills/

Note-taking skills

During the learning process learners have to analyse information from different sources and organise it creatively to suit a particular purpose. The main goals of note-taking are remembering and recording. Note-taking is: analytical, organisational and creative. Usually people take notes for:

recording information for future use and sources of information

better understanding

writing different study materials

summarising and memorising

revising (especially for exams)

Note-taking is a range of different activities: watching, listening, reading, questioning, answering, summarising, writing, structuring, etc. It could be seen more as a strategy than a skill and requires flexibility. It could make study more satisfying and help to sort out the meaning of a large amount of information.

http://www.assetproject.info/learner_support/notes.htm


http://www.assetproject.info/learner_support/notes.htm

http://www.strath.ac.uk/careers/skills/generalskills/planningorganisingskills/

http://smallbusiness.chron.com/description-planning-skills-21226.html

http://thinkcritically.weebly.com/critical-literacy.html

Summary writing skills

A summary is a short statement or statements that give only the main points or core information of something excluding redundant information. Basically it reproduces main points of a speech, article, section, chapter or book. It does not strive for the style and tone of the original.

Today's work culture ultimately requires summary writing skills to save time, money and energy as use of summarized versions in a business organisation is essential at various stages. Thus, today candidates with adequate summarization skills are in great demand for employment.

Summarization is a skill and requires proper guidance, constant practice, special efforts and proper training. An abstract is written by an expert for experts. It presents specific analysis, whereas synopsis is brief account of research or business proposal and an outline is primarily a sketch presented professionally. These types of writing involves summarization skills. While writing summary one has to remember that he or she is not directed or allowed to mould, alter or change the main idea and introduce new ideas. Thus, summarization is a process that requires careful attention.

http://kalyan-city.blogspot.com/2010/09/how-to-summarize-passage-summarization.html

Using Texts

You will be required to use a wide variety of texts in your study. These may range from text books, journal articles, reports, websites, newspapers and magazines, to visual texts such as films, adverts, artwork. You will need to know how to access, interpret, analyse and evaluate these different mediums.

Developing and Delivering Presentations

A effective presentation makes the best use of the relationship between the presenter and the audience. It takes full consideration of the audience’s needs in order to capture their interest, develop their understanding, inspire their confidence and achieve the presenter’s objectives.

Careful planning is essential.

University of Leicester Learning development


http://kalyan-city.blogspot.com/2010/09/how-to-summarize-passage-summarization.html

http://www2.le.ac.uk/offices/ld/resources/presentation/planning-presentation

Report writing

The definition of report writing is creating an account or statement that describes in detail an event, situation or occurrence, usually as the result of observation or inquiry. The two most common forms of report writing are news report writing and academic report writing. Report writing is different from other forms of writing because it only includes facts, not the opinion or judgement of the writer. Academic report writing focuses on summarizing the process of conducting research. For example, the materials used, the process of testing and the observed results are all commonly found in an academic report. This kind of report usually includes a hypothesis or a statement regarding the expected outcome of the research. Like news reporting, academic report writing includes facts and a description of the events that took place during the research.

http://www.ask.com/question/definition-of-report-writing

Essay writing

An academic essay aims to persuade readers of an idea based on evidence.

An academic essay should answer a question or task. It should have a thesis statement (answer to the question) and an argument. It should try to present or discuss something: develop a thesis via a set of closely

related points by reasoning and evidence. An academic essay should include relevant examples, supporting evidence and

information from academic texts or credible sources.

https://student.unsw.edu.au/essay-writing-basics

Data Collection & statistics

Data collection is:

gathering data (for example through carrying out experiments, surveys, focus groups, interviews, literature reviews)

designing a data collection tool (for example, planning an experiment or constructing a survey).


IT Skills

IT skills include® Basic skills (use of keyboard, mouse, printer, file/disk management)® Standard software (word processing, spreadsheets, databases, etc.)



https://student.unsw.edu.au/essay-writing-basics

http://www.ask.com/question/definition-of-report-writing

http://www2.le.ac.uk/offices/ld/resources/presentation/planning-presentation

® Network applications (electronic mail, Internet, web browsers).Information handling, defined by Corrall, includes information sources, evaluation criteria,navigation methods, manipulation techniques, and presentation issues.Information technologies enable us to access information resources.Information systems organise information resources to make them readily accessible. Peopleneed to understand how these systems are organised and how they can be accessed.

http://www.sconul.ac.uk/sites/default/files/documents/Seven_pillars2.pdf

Referencing Skills

Academic writing relies on more than just the ideas and experience of one author. It also uses the ideas and research of other sources: books, journal articles, websites, and so forth. These other sources may be used to support the author's ideas, or the author may be discussing, analysing, or critiquing other sources.Referencing is used to tell the reader where ideas from other sources have been used in an assignment. There are many reasons why it is important to reference sources correctly:

It shows the reader that you can find and use sources to create a solid argument

It properly credits the originators of ideas, theories, and research findings

It shows the reader how your argument relates to the big picture

http://owll.massey.ac.nz/referencing/what-is-referencing.php

Time Management

Time management is the act or process of planning and exercising conscious control over the amount of time spent on specific activities, especially to increase effectiveness, efficiency or productivity.

It is a meta-activity with the goal to maximize the overall benefit of a set of other activities within the boundary condition of a limited amount of time.

Time management may be aided by a range of skills, tools, and techniques used to manage time when accomplishing specific tasks, projects, and goals complying with a due date. Initially, time management referred to just business or work activities, but eventually the term broadened to include personal activities as well. A time management system is a designed combination of processes, tools, techniques, and methods. Time management is usually a necessity in any project development as it determines the project completion time and scope.

The major themes arising from the literature on time management include the following:


http://owll.massey.ac.nz/referencing/what-is-referencing.php

http://www.sconul.ac.uk/sites/default/files/documents/Seven_pillars2.pdf

Creating an environment conducive to effectiveness Setting of priorities Carrying out activity around those priorities The related process of reduction of time spent on non-priorities

http://en.wikipedia.org/wiki/Time_management

Independent learning

An independent learner is someone who has found out enough about their subject requirements and their lecturers' expectations so that they can plan their study effectively. It doesn't mean you can't ask for help, or that you are expected to know what to do the whole time. It does mean that you can draw on criteria for your decision-making, like how much reading you should do for a topic; what questions to ask; whether to spend another hour studying before bed.

http://www.monash.edu.au/lls/llonline/study/your-learning-goals/1.xml

Rate your study skills

The following skills are needed in your studies. Rate your own abilities in each area on a scale of 1 – 5 with 1 being poor and 5 being excellent. At the end of each semester complete the chart again and keep a record of your progress and which skills you need to work on further.

STUDY SKILLS 1 2 3 4 5Research skills

Critical literacy

Planning skills

Note taking

Summary writing

Using texts

Developing & delivering presentations

Report & essay writing

Collecting data & statistics

Information technology skills

Referencing Skills

Time management

Independent learning


http://www.monash.edu.au/lls/llonline/study/your-learning-goals/1.xml

http://en.wikipedia.org/wiki/Time_management

Highlight any areas you have marked as 3 or under. The English section of TPC wikispace site has links and articles that will help you improve many of these skills. Go to www.begatafetpc.wikispaces.com. Also log in to the TAFE Moodle Live and click on Study Smart on the right hand menu. https://studysmart.tafeillawarra.edu.au/).

From there go to:

Learn and Study

and also:

Choose a Career and Course

and choose the bottom two options on the Related Skills menu:

Check your Learning Skills and Check your Technology Skills

Other ways to get help include:

Ask your class teacher for help with a particular skill. Talk to the TPC Course Co-ordinator. Talk to the Head Teacher , David Grainger Tel: 6492 9741 Talk to the counsellor for help with study skills and career pathways. Attending the study centre Form study groups with other students


https://studysmart.tafeillawarra.edu.au/

http://www.begatafetpc.wikispaces.com/

begatafetpc.wikispaces.com · web viewremind yourself why you are studying and what you will...

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