Get Organised WorkshopMaeve Gallagher

Student Learning Developmenthttp://student-learning.tcd.ie

Tel: 01 8961407 Email: student.learning@tcd.ie

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.

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

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)

Academic Performance

Skill

WillSelf Management

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.

Will

‘Will’ involves:• Positive attitude and belief system• Creating meaningful motivators and rewards• (e.g. “what’s in this for me?” and “what are

the consequences if I don’t do this?”)• Setting and reviewing SMART Goals• Observing, recording and challenging negative

beliefs and behaviours.

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.

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)

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.

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?

Note-taking techniqueKey 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?

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.

Over to youWhat 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 I’ve been successful?

Over to you

What is my reward (what’s 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?

What’s next?

Final words

Good Luck

From Student Learning Development

Please contact us if you would like further guidanceTel: 01 8961407

Or email: student.learning@tcd.ie