study and exam tips

Active Learning

noreply@blogger.com (Unknown) — Fri, 04 Jun 2010 23:30:00 +0000

What is active learning?

Active learning is experiential, mindful, and engaging.
Through it you can explore a set of learning experiences that can be more effective and interesting, and take more responsibility for your education. This is especially critical in an online environment where you may not even meet your teacher or fellow students.

Begin by defining content (what to study) and establishing your objectives (what to learn). Next read! Do your research. Then build a foundation of activities that can help you learn, and communicate what you have learned. Some may not be interesting to you; some a nice fit with your preferred learning style(s).

You can engage in these first activities as an individual:

Active listening:
Active listening intentionally focuses on who you are listening to, whether in a lecture, in a conversation, or a group, in order to understand what is said. As the listener, you should then be able to “replay” or repeat back in your own words what they have said to their satisfaction. This does not mean you agree with, but rather understand, what they are saying. See our guide on active listening.

Looking/seeing
Look at images, such as pictures and graphs and maps (for example, the Cone of Learning below).
Try to understand the use and importance of each image: enter key words that come to mind.
Verbal cues, such as titles and authors, and visual cues such as line, color, visual organization, etc. will help you interpret information and understand its story without the words.
Often the context of the image is vital to understanding it, as illustrations in a text book, examples in a catalogue, graphs in a financial statement.
So also a painting can be better understood by its time, art movement, etc.

Seeing and hearing:
In and outside classroom PowerPoint lectures, multimedia and movies have the advantage of illustrating reading and lecture content in new (engaging) formats
Demonstrations and field trips build on classroom experiences
Provide an individual or shared learning experience on a topic
Enable you as learner to witness how concepts are practiced or exemplified in real life processes or situations
Remember: you don’t need a classroom trip to visit locations that will help you understand your studies! Brainstorm organizations, factories, etc. and send an email or phone to set up a visit. Don’t just go and expect professionals to stop their work.

Cone of Learning adapted from Edgar Dale (1946)

As we progress into “active” learning , a group can make the task more effective.
Within the group, you share responsibility to participate and collaborate, take advantage of each participant’s strengths, and rely on each other for good project management and effective learning.

Classroom, online and public presentations:
Develop, produce, practice and deliver speeches and presentations;
multi-media and interactive programs; newsletters, Websites and blogs, etc.

Stages to develop these include:
Defining objectives; developing your “voice” and point of view;
identifying and writing for an audience; mapping out program content;
identifying presentation tools/resources and communication technologies; scripting/developing the piece; practice and presenting;
documenting your message, and evaluating how you could have done better.

As an exercise, this is not static but rather a dynamic learning process.
Build on, apply and reinforce what you have learned.
In the process of translating content into message,
you refine what you think you know, and uncover more that you will need to understand since communicating relies on developing your message for a specific audience.
If in a collaborative project, you have the advantage of sharing perspectives as well as skills;
each should be open to personalized feedback that includes
questioning, listening and evaluating answers.

Saying and doing:
The more you work with the content of what is learned, the more confidently you will recall it.

Examples include interviewing and developing oral histories;
role playing, performing, debating through opposing points of view;
case studies and problem-based learning, gaming and simulations;
research projects and symposiums; developing models;
student teaching including developing evaluation instruments (test questions);
leading discussions and review sessions.
There is no better way to learn a language than to live in its environment.

Where’s writing?
Writing is communicating/expressing what you learned, a method of evaluating what you know,
as well as an active learning exercise

In pairs or a group, online or in person, you can read and react to what other learners post/write, and respond to and provide feedback in a collaborative environment, even collaborate on the development of an exercise.

Understand writing as a process
rather than a simple exercise of drafting and editing.
The goal is to refine its message value for an audience, and for that you need an audience!

Learn how to exchange feedback on an assignment.
Learn to listen to comments about content as if peers are the audience of the piece.
How they understand it, or expect to understand it:
What are the strengths and weaknesses, point of view, etc.
What is the role of grammar and vocabulary you are using?

Collaborating on the writing of an assignment, either in groups or online,
can be practice for employment situations!

Guides referenced in Active Learning:

ANALISIS DAN GRED PURATA PRINSIP PERAKAUNAN SPM 2009 PERINGKAT NASIONAL (Calon sekolah bantuan kerajaan)

noreply@blogger.com (Unknown) — Sun, 14 Mar 2010 16:13:00 +0000

A+ = 6.7 % – Cemerlang

A = 12.7 % – Cemerlang

A- = 6.4 % – Cemerlang

B+ = 7.0 % – Kepujian

B = 7.7 % – Kepujian

C+ = 9.6 % – Kepujian

C = 8.9 % – Kepujian

D = 11.4 % – Lulus

E = 10.4 % – Lulus

LULUS = 81.0 %

GAGAL = 19.0%

Jumlah Calon = 85,382 orang

Gred Purata MP = 5.14

Effective Habits for Effective Study

noreply@blogger.com (Unknown) — Sun, 14 Mar 2010 11:40:00 +0000

You can prepare yourself to succeed in your studies.
Try to develop and appreciate the following habits:

Take responsibility for yourself
Recognize that in order to succeed you need to make decisions about your priorities,
your time, and your resources
Center yourself around your values and principles
Don't let friends and acquaintances dictate what you consider important
Put first things first
Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals
Discover your key productivity periods and places
Morning, afternoon, or evening?
Find spaces where you can be the most focused and productive.
Prioritize these for your most difficult study challenges
Consider yourself in a win-win situation
When you contribute your best to a class, you, your fellow students,
and even your teacher will benefit.
Your grade can then be one additional check on your performance
First understand others, then attempt to be understood
When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.
Now ask yourself how you can best make your argument given his/her situation
Look for better solutions to problems
For example, if you don't understand the course material, don't just re-read it.
Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center
Look to continually challenge yourself

adapted from studygs.net

Reading critically

noreply@blogger.com (Unknown) — Wed, 20 Jan 2010 15:45:00 +0000

The best book is not the book I like best.
The best book is the book
that takes you where you want to go.

Characteristics of Critical Thinkers

They are honest with themselves
They resist manipulation
They overcome confusion
They ask questions
They base judgments on evidence
They look for connections between subjects
They are intellectually independent

Ask yourself the following questions as you read:

What is the topic of the book or reading?
What issues are addressed?

What conclusion does the author reach about the issue(s)?

What are the author's reasons for his or her statements or belief?
Is the author using facts, theory, or faith?

Facts can be proven
Theory is to be proved and should not be confused with fact
Opinions may or may not be based on sound reasoning
Faith is not subject to proof by its nature

Has the author used neutral words or emotional words?
Critical readers look beyond the language to see if the reasons are clear

Be aware of why you do, or do not, accept arguments of the author

Preparing for (American) Classroom Learning

noreply@blogger.com (Unknown) — Wed, 30 Dec 2009 02:49:00 +0000

Compared to classrooms in some countries, United States' classrooms tend to be informal.
There are, however, some very important basic rules:

Before class:

Do your homework!
Read critically; form your own opinions
Review your notes
from the previous lecture and reading for the day
Communicate immediately with professors
about any study problems
Focus on the task at hand before class:
take a moment of silence to gather your thoughts and mentally prepare yourself to the topic
Write any objectives
that come to mind at the head of your notepaper:
- preparing for an up-coming test,
- understanding a particular concept,
- gaining a good foundation on a topic
- understanding or reviewing the readings

In Class:

Arrive on time for class.
Professors do not take lateness lightly
Position yourself in the classroom
to focus on the subject matter; consider the best location for:
- listening
- asking questions
- seeing visual materials
- discussing--not only with the teacher but also your classmates
Avoid distractions
that may interfere with your concentration
(daydreaming, looking around the room, talking to a friend, passing notes, dozing)
Evaluate as you listen:
- Decide what is important and should be placed in your notes and what can be left out;
- Listen long enough to be sure you understand what was said before writing.
- Ask clarifying questions (but wait for "breaks" in the instructor's stream).
Review your class objective(s) throughout the class period
- Did your objective(s) mesh with the instructor's introductory remarks?
- Has the class digressed from stated objectives, yours or the instructor's?
Make a "to do" list including
- assignments;
- reviewing difficult concepts;
- joining study groups;
- making appointments with a study pal, tutor, or the instructor.
  One resource often overlooked is a classmate who seems to have a good grasp of the material. If it seem appropriate, seek the individual out for help.

Tutoring

noreply@blogger.com (Unknown) — Fri, 18 Dec 2009 01:28:00 +0000

A tutor provides expertise, experience, and encouragement.
They do not provide "answers," but rather assist in problem solving, in getting answers.
The challenge is to focus on assignments within the context they are assigned.

Tutors should not be expected to diagnose learning disabilities.
Diagnosis should take place outside of the tutoring process
by a professional academic counselor.
If a larger problem becomes apparent, referral is the best strategy.

Tutoring strategies:

Seek out training to be a more effective tutor:
This includes subject matter as well as the tutoring procedures

Clearly establish expectations for your learner
What are the expectations of the learner?
of the teacher? and of those close to the learner
(classmates, department, school, family, etc.)

Keep and follow a consistent set of rules
Write them down; post them; refer to them!
Rules are necessary, but must be mutually agreed upon with the learner.
They must be fair and enforced consistently.
Rules cut down on unnecessary struggles.

Have a clear idea of your own strengths and limitations,
and what skills or knowledge you can offer as a tutor.
One reward of tutoring is the opportunity to use and apply what you have learned

Know the learner
Discover his or her strengths and challenges in learning.
Under what circumstances does he or she learn best? poorly?
(Do not assume that everyone's learning styles or conditions are the same,
or similar to yours)

Build a relationship and trust.

Be aware of the differences between you and the learner.
You are not trying to change the learner, but to accommodate and use their learning style(s) in order to complete the tasks.
Since you are more experienced,
it is your challenge to adjust, adapt, or find a way
Be open and honest
Sarcasm and condescension are not productive.
We do not tutor to impress, but rather to help.
Do not be afraid to acknowledge
that the chemistry between you and the learner isn't right,
and that another tutor might be more effective.
The goal is to help, not endure

Make sure the learner knows it is safe to not succeed at first
Learning is a process that often involves unsuccessful attempts.
This is not failure since options are eliminated toward the correct solution.
Learning and problem solving require passing through a period of sorting through facts and options toward success.

The tutoring session:

Listen closely to work out the real problem
Check to see if the learner has prepared with some time and effort
and attempted the assignments

Assess the situation
Think in terms of realistic objectives; develop a "contract" of

agreed upon learning outcomes

expectations of communication
(availability, one/several sessions;
means of communication (face-to-face, e-mail, telephone, etc.)

Use questions to enhance problem solving

Demonstrate or model similar processes

Don't be afraid to reveal that you don't know something
You can refer the learner to more sources, including the teacher
You can take the opportunity to learn/problem-solve, and bring back answers,
and demonstrate that you are in a learning process as well

Give positive feedback, use encouraging vocabulary
Find success, and reinforce effort, in even minor accomplishment

Summarize and review
Enable follow up

Celebrate accomplishment!

Keep records for future reference

Studying with Multiple Sources

noreply@blogger.com (Unknown) — Thu, 17 Dec 2009 02:16:00 +0000

Course information can be delivered
through a variety of formats:

Lectures
by teacher or guests
Textbooks
Fictional story/novels

Interviews and biographies
eyewitness accounts or commentaries
Duplicates/hand-outs
of (text) chapters, magazine articles
Original source material
as diaries, government documents,
proceedings, minutes

Electronic media
such as videos, radio programs
Internet
web site pages, discussion groups

Stahl, et al (1998) found that using multiple-text sources can only be effective if we are taught to use them properly. As beginners, we tend to be more consistent in what information we select from short, well-constructed texts. Longer, less structured documents tend to be more confusing.

Text books

provide a foundation of facts and viewpoints to provide an overview

sequence information and facts to understand issues

create a context for comparing and understanding other sources

are written in a neutral, objective tone

Problems with a single text
for a subject or course include:

information is often "academic"
lacking the drama of real life experience, adventure, and experimentation

bias is hidden or concealed
ignoring competing facts, priorities, minority viewpoints

a single interpretation limits how reported facts are prioritized/sequenced
restricting viewpoint (Euro/Caucasian) or subject testing (white male)

original/eyewitness sources of information are secondary to interpretative accounts

Additional readings and alternative sources
of information can assist you to

create a richer understanding
with additional information and perspective

interact or engage with facts, actors, circumstances
of the material

practice and familiarize
yourself with new subject vocabulary and concepts

process opposing, even conflicting,
points of view in order to assess, evaluate, defend

Conflicting information however can impede your learning,
unless you can

analyze it for commonalties

reorganize or synthesize
your model for understanding it

consider the impact of, and evaluate, conflicts

filter it with athe context presented in the basic text

Some Recommendations:

Read your text
to provide the factual framework from which to begin
(see also Taking notes from a text book)

Proceed to shorter, more focused sources
of information expecially if you are inexpereinced in the subject

Practice with multiple texts to improve your evaluative skills:

compare and contrast your sources

analyze them for bias or viewpoint

note when and where they were written, and how that affects the viewpoint

Understand the connections
between events, actors, and circumstances rather than learn a series of "facts" which can be easily be forgotten

Use in-class or on-line discussion time
to test your understanding and ask questions!

Making your website popular

noreply@blogger.com (Unknown) — Mon, 14 Dec 2009 09:38:00 +0000

Position & optimize your web site traffic with search engines & directories

Website development

Identify your audience
Is your audience
local? regional? national? international? professional? content driven?

Keep perspective on developing your website:
you are not competing with Microsoft, the United Nations, or the Library of Congress

Review your content
What in your content is valuable to your audience?

Recommendation:

create intuitive and obvious navigation; enable multiple topical "entry points"

clearly present current content

published research and items of interest

establish credibility with the credentials of authors and list awards

include a few items of personal interest (humanize)

delete gimmicks or gratuitous technology or distracting graphics that have no purpose to that of the website

facilitate contacts and feedback:
make it simple!

Structure your content
for convenient and intuitive navigation and access
Your audience should easily find what they are looking for
A web site of links has little value compared to search engines and directories

Positioning your web site for search engines, directories, and portals
Do not promote a site that is not well-developed
First (bad) impressions will affect later positioning.

Content development:

Competitive landscape:
Compare your site to similar sites;
Determine critical keywords/search terms

Prioritize keyword density
Constructively and proactively use keywords in your home page content;
make sure it reflects the content

Metatags:
Metatags are located in the HTML source code of a web page that detail administrative information about a web site/page. Some information is also scanned by portals, directories, and search engines and listed in the web site's description,
such as < title > and < description >

Title metatag
Displayed in the top line of a browser, and often duplicated in listings of search engines, etc.

Description metatag:
Employs keywords well-reflective of content; duplicated in Alta Vista's listings of your site
Should be consistent for all submissions: directories, search engines, portals
Should be descriptive, not hyped: The Open Directory Project (ODP) rejects sites with promotional descriptions.

Keyword metatag:
Generally obsolete but still necessary:
Google does not index the metatag for "keywords"

Add metadata to images
with the < alt > tag and include/reinforce keywords

Open Directory Project
"The Open Directory Project (ODP) is the most comprehensive human edited directory of the Web, compiled by a vast global community of volunteer editors. The ODP powers core directory services for some the most popular portals and search engines on the Web, including AOL Search, Netscape Search, Google, Lycos, DirectHit, and HotBot, and hundreds of others."

ODP criteria
for submitting and listing web sites

For an excellent illustration of the central role the ODP plays
go to Bruce Clay, Inc. "Search Engine Relationship Chart"

Search engines:

Google
Spiders/crawls the Web and ODP monthly for web sites (submitting a site not necessary)
Increases the rank of your website by the number and quality (keywords!) of links to it

Yahoo
Most sites in this directory are suggested to it

Promoting your site

Is the Web site incorporated consistently into all marketing plans?
Is the URL/address prominent in all print and media publications?

Are there professional e-newsletters, listservs, blogs, etc. where the site can be promoted or referenced?

Do professional organizations list member Web sites?

Are you a part of any Webrings?
(An Internet site that links web sites that have the same theme)

Do you encourage your personnel to refer to the site in publications, speeches, etc.?

Do you monitor traffic on the site, especially its most popular pages for opportune developments?

Have you reviewed all search engines, portals, directories for positioning?

Do you submit your site for awards?
and post the kudos?

Do you exchange links with appropriate entities?

Develop associated resources: an electronic newsletter, users group, events alert, blog, etc.

Tools to monitor website traffic and links to your site

GOOGLE analytics
A free service with executive, marketing, and webmaster analyses

Search Engine Colossus:
International Directory of Search Engines

Link popularity:
Alta Vista | Yahoo | MSN
Enter: link:www.studygs.net or
link:http://www.studygs.net for Google
Use your own URL/address following this format!

Alexa
Monitors traffic of those using its tool bar

Developing Web Sites

noreply@blogger.com (Unknown) — Thu, 10 Dec 2009 05:25:00 +0000

There are many tools which will enable you to create clear, effective websites.
However, if you are new at the game, it is helpful to

gain an understanding of effective websites
fit your concept into a process of design
have fun creating your website!

Summary of design:

identify your audience
- motivate your audience: treat them with respect and provide proactive feedback opportunities
- establish clear, measurable web site objectives or design purposes
- acknowledge reactions, effort & success, and built in help for failure to meet expectations
Content
- focus and define your website content
- language should be simple, understandable for a global audience
- promote scanning content for important concepts
- build in white space
- prioritize your information, as with an outline or concept map

Navigation:
- simple
- clear
- layered (site maps)
- organized (think "outline")

Incorporating graphics
Developing websites begins with its text and structure. After the basic structure is developed, the content should be analyzed as to what would benefit from illustration whether line or photographic graphics
Principles:
- choose a background and text colors with high contrast
- use a browser safe palette
  to be consistent across platform and browser
- format text consistently
  - avoid color changes
  - avoid italics (hard to read), color changes, and underlining (mistaken for links)
  - avoid overly-large text
- avoid textured backgrounds
  that make it difficult to read
- illustrate content with simple, symbiotic, scaled (small), stagnant (non-moving) graphics
- avoid "dancing dogs":
  graphics that show off but do nothing for content
- file formats: compressed (.jpg) photographs, and drawings in (.gif)

Netiquette" E-guides on social interaction and communicating electronically

noreply@blogger.com (Unknown) — Sun, 06 Dec 2009 07:30:00 +0000

Communicating clearly on the Internet
without creating misunderstandings is a challenge.
One problem is that you haven't any facial expressions, body language, or environment to help you express yourself;
another that there is little "give and take" for developing what you mean to say or are discussing

These guidelines hopefully will help you:

Be clear
Make sure the subject line (e-mail) or title (web page) reflects your content
Use appropriate language
If you have a question on whether or not you are too emotional,
don't send the message, save it, and review it "later"
Remember: no one can guess your mood, see your facial expressions, etc.
All they have are your words, and your words can express the opposite of what you feel
Don't use ALL CAPITAL LETTERS--it's equal to shouting or screaming
Be brief
If your message is short, people will be more likely to read it
Refer to the Guide on "Writing for the Internet"
Make a good impression
Your words and content represent you; review/edit your words and images before sending
Be selective on what information
you put in an e-mail or on a web site:
Information on the Internet is very public, and can seen by anyone in the world including criminals, future employers, and governments
Forward e-mail messages you receive
only with permission of the sender
Remember you are not anonymous
What you write in an e-mail and web site can be traced back to you
Consider others
If you are upset by what you read or see on the Internet, forgive bad spelling or stupidity;
If you think it violates the law, forward it to the FBI or your state's Attorney General
Obey copyright laws
Don't use others' images, content, etc. without permission
Don't forward e-mail, or use web site content without permission
Visit the Library of Congress' Guide on "Copyright Basics"
Cite others' work you use
Refer to the Guide on "Citation"
Use distribution lists appropriately
and with permission
Do not send SPAM
SPAM is posting or e-mailing unsolicited e-mail, often advertising messages, to a wide audience
(another way of thinking of it is electronic junk mail)
Don't forward chain letters
If you receive one, notify your web master
Don't respond to "flames" or personal attacks
Contact your web master for action and referral

Evaluating Website Content

noreply@blogger.com (Unknown) — Sat, 05 Dec 2009 06:34:00 +0000

I. The Problem

The Internet is a relatively new and untested information and communication medium. As such, we need to evaluate, expand, and adapt existing criteria for evaluating content, as well as develop new techniques.

The Internet is a ubiquitous medium: aside from questions of affordability, it is very pervasive in both authorship and audience. A web address is now an international information and persuasion medium

The Internet can very well be an unregulated and un-regulatable medium. As such, it is the visitor to a website who must have both tools and responsibility to discern quality websites.

II.. Examples of the problem

Have you been to New Hartford, Minnesota? (Probably only virtually...)

What do you think of the distinguished academic study "Feline Reactions to Bearded Men" by Catherine Maloney, Fairfield University, Fairfield, Connecticut, Sarah J. Lichtblau, University of Illinois, Champaign, Illinois Nadya Karpook,
University of Florida, Gainesville, Florida Carolyn Chou, University of Pennsylvania, Philadelphia, Pennsylvania, Anthony Arena-DeRosa, Harvard University, Cambridge, Massachusetts?

III. Eight basic types of website purposes:

Personal with biographic data, often called "vanity pages"
Promotional to sell a product
"Current" to provide extremely up-to-date information, as for newspapers' sites
Informational to share information on a particular topic or hobby
Advocacy/persuasive as propaganda to convert you to particular point of view
Instructional to teach a unit or course of study;
Registrational to register for courses, information, and/or products, accumulate a database of, and simplify communication with, registrants
Entertainment!

Characteristics of 5 types (outside links):

Jan Alexander and Marsha Tate,
Wolfgram Memorial Library,
Widener University

IV. Contexts of website evaluation:
header * body * footer * navigation

V. Five evaluative guidelines from the School of Journalism & Library Science:

Authority Who is responsible for the page?
What are their qualifications and associations, and can you verify them?

Check the footer
for name of the web page author, his/her credentials and title, organizational affiliation. Is the information verifiable?

Currency Are dates clear when the website was first created and edited?

Check the footer
for when the website was created, and when last edited.

Check the content
for news items, indications that the site is actively maintained, acknowledgements/responses to visitors

Coverage What is the focus of the site? Are there clear headings to illustrate an outline of the content? Is the navigation within the website clear?

Check the header
for a clear title and web site description

Check the content
for headings and keywords

Check the navigation
to reflect content outline within the web site

Objectivity Are biases clearly stated? Are affiliations clear?

Check the content
for statement of purpose,
to determine the type of web site and potential audience
for outside links for information external to the website
for graphics and cues for affiliations

Check the header/footer and URL/domain (.gov .com .edu)
to determine organizational source of website and how this reflects on content type

Accuracy Are sources of information and factual data listed, and available for cross-checking

Check the content
for accuracy of spelling, grammar, facts(!), and consistency within website

Check content for a bibliographic
variety of websites (external links), of electronic media (electronic databases of references, established (print & on-line) journals, of electronic indexes (ERIC), and of books for comparative/evaluative purposes

VI. Bibliography (Author, web site, date last visited) related to evaluation:

Preparing yourself for online learning: Questions to ask

noreply@blogger.com (Unknown) — Mon, 30 Nov 2009 10:30:00 +0000

Preparing yourself for an online course,
whether it is totally online or with some classroom time,
is a matter of asking a series of questions.

Studies have shown that it takes a certain amount of self discipline and motivation
to schedule and manage yourself through such a course.
If this is your first experience with online or distance learning,
your skill set of experiences and expectations begin with your educational goals with the course.

Concept map of elements of
an online learning experience

What purpose does this online course serve in my education?
Think the process through!
You may have to work without face-to-face contact with your teacher,
your classmates, and possibly outside academic support

How confident am I of

Managing my time?
Keeping your focus on the course objectives and assignments?
Taking responsibility for accomplishing tasks?
Meeting unexpected problems or challenges?

The course syllabus provides information about

Prerequisites
Course objectives and priorities
The teacher and language of instruction
Course schedule
or pacing as regards timelines for completing tasks
Procedures for submitting assignments
Requirements for interaction
whether live or asynchronous contributions
whether in person or online via
email, text messaging, chat rooms, videoconferencing
whether discussions, feedback on projects, Q&A sessions,
whether with the instructor, course mates, experts
Assessment & tests
Grading scales
Academic support, whether online or in person
Study guides, help lines, reference works, research librarians
Opportunities for feedback throughout the course.

What is this course electronic learning environment like?

What are the course technical requirements
hardware, software, specialized applications
What is the optimal browser, and perhaps email client
What training is necessary for the course applications?
What training or orientation is available for the textbook website, CD, DVD, etc.
What training or orientation is available for the course learning system, such as Blackboard, WebCT, Moodle, etc.
What training or orientation is available for additional communications options?
Conference or chat rooms, discussion boards, video conferencing, email, voicemail, text messaging, etc.

What is my home learning environment like?

What hardware and software do I have at home?
What access to the Internet and email do I have?
How fast is the connection and what connection is necessary?
What technology does this course require?
If not explicitly stated, ask the teacher
If I should have a computer failure (disk crash or virus attack),
what is my back up?
Can I schedule time to complete assignments without interference?
What alternatives outside the home are available to me?

Visual/spatial learning

noreply@blogger.com (Unknown) — Thu, 26 Nov 2009 00:20:00 +0000

“Learning, for visual-spatial learners, takes place all at once, with large chunks of information grasped in intuitive leaps, rather than in the gradual accretion of isolated facts, small steps or habit patterns gained through practice. For example, they can learn all of the multiplication facts as a related set in a chart much easier and faster than memorizing each fact independently." ¹

Organizing:

The visual/spatial perspective is the organizing principle
Perfectionism for visual/spatial learners is a well-ordered and -designed space with each object in its place and appealingly so.
They are uncomfortable, even restless, encountering incomplete or unsettled situations

With an instinctive sense of balance and completeness
they can tell when something is out of alignment, or not truly horizontal or vertical.
They are adept at working with mirror images and rotating images in their minds, and strive to bring order by constructing, arranging, color coding, or fixing things

Observing/experiencing:

Visual/spatial learners are good at seeing the “big picture”
of both simple and complex systems. Overviews or summaries are their specialty, often at the expense of remembering details or constructing sequences

Personal presentation (dress, grooming, even gestures) is important
Their own presentation/dress is as important as what they notice about others. They establish eye contact when speaking, though can be distracted by their surroundings. So also background sounds can disrupt their listening skills, and they often doodle during lectures, at meetings, etc.

They prefer to read and work under subdued or natural lighting
and in comfortable conditions, and are uncomofrtable with glare/harsh lighting, rough clothing, drafts, and temperature extremes

Learning strategies:

Focus on the learning objectives of the class
Meet with the teacher to understand and apply these to your situation

Request advanced organizers
to help you relate to new material with what you already know

Look for opportunities to work with, manipulate and/or engage new material

Hands-on approach manipulating forms or objects

Using visual clues or landmarks rather than (verbal) sequential steps

Look for visual/spatial dimensions in your study:
Example: geometry has more visual components than algebra in mathematics;
physics rather than chemistry in science;
graphic applications in computer science and technology fields;
studio arts in the creative arts, architecture, mechanics, aeronautics, engineering, urban planning

Seek out independent and open-ended studies,
problem-based learning, case studies, or ways you can be more active with the material to be learned and have alternative strategies of assessment or demonstrating learning

Study habits

Always have the "big picture" before you
especially when studying its parts or details

When trying to remember things,
close your eyes to get a “picture” or image of the information to facilitate recall or use flash cards with limited information so that you can "picture" details and concepts

Once a concept is grasped,
Practise applying the information to new situations or progressive stepped learning
in place of routine drill and practice that will challenge your attention span

Use mind or concept maps (rather than outlines)
to organize writing assignments to visualize ideas, their connections, sequences, and conclusions
Brainstorm using illustrations, mind maps and models

Look for alternative sources of visual material when you study
videos, overheads and PowerPoint demonstrations, graphs, maps, and media programs

Using technology:

Take advantage of the visual elements
of the computer in studying or locating information

Take advantage of stop/start/replay
in mediated programs

Produce your own mediated programs
in place of written reports

Develop and apply graphical and/or three dimensional models
to understand new material

For lectures

Avoid visual distractions
in classroom seating (windows, open doorways, etc.)

Look for opportunities to break up lectures
with reflective though active exercises (question-write-pair-share) and brain-storming sessions

Illustrate your notes
with images and graphs

Review and organize your notes after class
with concept maps

Keep and organize a file of handouts
and summary documents after lectures for review

Request "guided notes" or blanks in handouts
that provide you with cues for completion

Reading text books

Look through titles, charts, graphs, and pictures
to get an overall idea of the content before reading a chapter

Use color highlighers
to emphasize important material

Write or illustrate in the margins
to emphasize important material

Test taking/assessment

Write out/illustrate steps in a sequence
as a checklist to keep on task

Think of visual cues and associations in remembering information
(You may also see the location of an answer rather than the answer itself!)

If you are challenged by standardized and/or timed tests,
meet with your teacher to discuss alternatives for assessment

Essay and/or short answer tests, or class presentations/demonstrations may be optional assessment techniques

Developing self-discipline

noreply@blogger.com (Unknown) — Tue, 24 Nov 2009 08:25:00 +0000

Self-discipline
Self-discipline can be considered a type of selective training,
creating new habits of thought, action, and speech toward improving yourself and reaching goals.
Self-discipline can also be task oriented and selective.
View self-discipline as positive effort, rather than one of denial.

Schedule a small task for a given time of the day;
Practice deliberate delaying.

Schedule a particular task in the morning and once in the evening.
The task should not take more than 15 minutes.
Wait for the exact scheduled time.
When the schedule time is due, start the task.
Stick to the schedule for at least two months.

Advantages: Scheduling helps you focus on your priorities.
By focusing on starting tasks rather than completing them, you can avoid procrastination.

Schedule a task and hold to its time;
Avoid acting on impulse.
Track your progress;
At the end of the allotted time, keep a record of accomplishment that builds over time.

Advantage: Building a record will help you track how much time tasks take.

If you begin to have surplus time, fill it with small tasks, make notes to yourself, plan other tasks, etc.

Harness the power of routine.

Instead of devoting a lot of hours one day, and none the other and then a few on an another day and so on, allocate a specific time period each day of the week for that task.
Hold firm.
Don't set a goal other than time allocation,
simply set the habit of routine.
Apply this technique to your homework or your projects, you will be on your way to getting things done

Advantage: You are working on tasks in small increments, not all at once. You first develop a habit, then the habit does the job for you.

Use self discipline to explore time management

Time management can become an overwhelming task.
When you do not have control over your own self, how can you control time?
Begin with task-oriented self-discipline and build from there.

Advantage: As you control tasks, you build self-discipline.
As you build self-discipline, you build time management.
As you build time management, you build self-confidence.

Maintain a self-discipline log book.

Record the start and end times of the tasks.
Review for feedback on your progress

Advantage: This log book can be a valuable tool to get a better picture over your activities in order to prioritize activities, and realize what is important and not important on how you spend your time.

Schedule your work day and studies.

When you first begin your work day, or going to work take a few minutes and write down on a piece of paper the tasks that you want to accomplish for that day.
Prioritize the list.
Immediately start working on the most important one.
Try it for a few days to see if the habit works for you.
Habits form over time: how much time depends on you and the habit.

Advantage: When you have a clear idea as to what you want to achieve for the day at its start, the chances are very high that you will be able to proactively accomplish the tasks. Writing or sketching out the day helps.

Discouragement:

Do not be intimidated; do not be put off by the challenge
If you slip, remember this is natural
Take a break and then refresh the challenge

Tricks:

Associate a new habit with an old one:
If you drink coffee, make that first cup the time to write out and prioritize your tasks.

Advantage: Association facilitates neural connections!

Tick your progress:
On a calendar in your bathroom, on a spreadsheet at your computer, on your breakfast table:
Check off days you successfully follow up. If you break the routine, start over!

Advantage: Visualizing is a ready reinforcement of progress

Role models:
Observe the people in your life and see to what extent self discipline and habits help them accomplish goals.
Ask them for advice on what works, what does not.

Concentrating when studying

noreply@blogger.com (Unknown) — Sun, 22 Nov 2009 01:35:00 +0000

Concentration: the ability to direct your thinking

The art or practice of concentration,
no matter if studying biology or playing pool,
is to focus on the task at hand and eliminate distraction

We all have the ability to concentrate -- sometimes. Think of the times when you were "lost" in something you enjoy: a sport, playing music, a good game, a movie. Total concentration.

But at other times,

Your mind wanders from one thing to another
Your worries distract you
Outside distractions take you away before you know it
The material is boring, difficult, and/or not interesting to you.
See the Flash distraction (needs high speed connection)

These tips may help: They involve

What you can control in your studies
Best practices

What you can control in your studies:

"Here I study"
Get a dedicated space, chair, table, lighting and environment
Avoid your cellphone or telephone
Put up a sign to avoid being disturbed or interrupted
If you like music in the background, OK, but don't let it be a distraction. (Research on productivity with music versus without music is inconclusive)
Stick to a routine, efficient study schedule
Accommodate your day/nighttime energy levels
See our Guide on Making a schedule and setting goals
Focus
Before you begin studying, take a few minutes to summarize a few objectives, gather what you will need, and think of a general strategy of accomplishment
Incentives
Create an incentive if necessary for successfully completing a task,
such as calling a friend, a food treat, a walk, etc.
For special projects such as term papers, design projects, long book reviews, set up a special incentive
Change topics
Changing the subject you study every one to two hours for variety
Vary your study activities
Alternate reading with more active learning exercises
If you have a lot of reading, try the SQ3R method
Ask yourself how you could increase your activity level while studying? Perhaps a group will be best? Creating study questions?
Ask your teacher for alternative strategies for learning. The more active your learning, the better.
Take regular, scheduled breaks that fit you
Do something different from what you've been doing (e.g., walk around if you've been sitting), and in a different area
Rewards
Give yourself a reward when you've completed a task

Best Practices:

You should notice improvement in a few days
But like any practice, there will be ups, levels, and downs:
It will benefit other activities you do!

Be here now | Worry time | Tally Card | Energy level | Visualize

Be Here Now
This deceptively simple strategy is probably the most effective.

When you notice your thoughts wandering astray, say to yourself

"Be here now"

and gently bring your attention back to where you want it.

For example:
You're studying and your attention strays to all the other homework you have, to a date, to the fact that you're hungry. Say to yourself

"Be here now"

Focus back on subject with questions, summarizing, outlining, mapping, etc. and maintain your attention there as long as possible.

When it wanders again, repeat

"Be here now"

and gently bring your attention back, and continue this practise, repeatedly. It will work!

Do not try to keep particular thoughts out of your mind. For example, as you sit there, close your eyes and think about anything you want to for the next three minutes except cookies. Try not to think about cookies...When you try not to think about something, it keeps coming back. ("I'm not going to think about cookies. I'm not going to think about cookies.")

You might do this hundreds of times a week. Gradually, you'll find that the period of time between your straying thoughts gets a little longer every few days. So be patient and keep at it. You'll see some improvement!

Do not constantly judge your progress. Take it easy on yourself. Good practice is enough to say that you did it, and that you are on the road. The mind is always different and the practice unfolds over time with many ups and downs.

Worry or Think Time
Research has proven that people who use a worry time find themselves worrying 35 percent less of the time within four weeks.

Set aside a specific time each day to think about
the things that keep entering your mind and interfering with your concentration.

When you become aware of a distracting thought,
remind yourself that you have a special time to think about them,

Let the thought go,
perhaps with "Be here now,"

Keep your appointment
to worry or think about those distracting issues

For example, set 4:30 to 5 p.m. as your worry/think time. When your mind is side-tracked into worrying during the day, remind yourself that you have a special time for worrying. Then, let the thought go for the present, and return your focus to your immediate activity.

Tallying your mental wanderings.

Have a 3 x 5 inch card handy. Draw two lines dividing the card into three sections. Label them "morning," "afternoon," and "evening."

Each time your mind wanders, make a tally in the appropriate section. Keep a card for each day. As your skills build, you'll see the number of tallies decrease

Maximize your energy level

When is your energy level at its highest? When are your low energy times?
Study your most difficult courses at your high energy times. Sharpest early in the evening? Study your most difficult course then. Later in the evening? Work on your easier courses or the ones you enjoy the most.

Most students put off the tough studies until later in the evening when they become tired, and it is more difficult to concentrate. Reverse that. Study hard subjects at peak energy times; easier ones later. This alone can help to improve your concentration

Visualize

As an exercise before you begin studying, think of those times when concentration is not a problem for you--no matter what situation. Now try to feel or image yourself in that situation. Recapture that experience immediately before your studies by placing yourself in that moment.. Repeat before each study session.

Language Learning Strategies

noreply@blogger.com (Unknown) — Fri, 20 Nov 2009 04:45:00 +0000

The world can be your classroom—through home or school.
Explore these options to find strategies that match your interests, strengths and challenges, whether in or out of the classroom. Using the Internet and technology as an environment can make your goal and tasks fun and interesting.

Skills include listening, speaking, memorization, reading, writing, and test taking. At the beginning memorization and repetition are important, but do not be discouraged if you seem to go too slowly.

Listening and understanding

Practice listening!
Infants “listen” for more than a year before they can say anything close to “mom” or “dad”.
Watch videos and listen to music in your language, download Internet files with “speech” in the language. Try to recognize words, even sounds. Don’t bother trying to understand, just get used to the sound of the language.
Use the language lab.
Prepare yourself by reading exercises, then put them aside and listen.
Only speak or write when asked to.
When others in class speak,
listen for what they say and mentally build images of their answers—in the language itself.
Listen while a tutor or friend reads to you—
maybe even something as simple as a children’s book.

Speaking

Reading silently is not productive:
use your voice! Read aloud: think of it as training your mouth to make the new sounds!
Drills:
Learn a short standard sentence, then substitute vocabulary, even words you look up for fun.
Subject and verbs can change (I am going; you are going; etc.)
Objects can change (I buy a car; I buy a CD; etc.)
In class, if your “answer” does not come to mind
repeat the question in the language, or use your new language to say that you don’t know, or need help! For this last, prepare a standard response that you can fall back on, but be prepared to respond to a question that follows your response! Stay in the mind set of the language, giving your brain time to work in the new language.

Vocabulary

Be inventive in acquiring new words
Post note cards around your room to learn and identify what is in the room, refrigerator, computer, car, etc. Speak the list, and if the word has gender, or is singular/plural, make sure you use the article!
Create a visual thesaurus.
Draw an image of a new vocabulary word
Create a concept map of a word with synonyms, opposites, images, scenes, etc.
Look up new words
and their definitions in the new language’s dictionary or online, not in language pairs (for example, French-English). Write out the definition.
Add one synonym or antonym.
Memorizing:
acronym, acrostic, rhymes, loci, keywords, image-naming, chaining

Reading

Do not read word-by-word, or translate word-by-word.
Prepare yourself for a reading:
study its vocabulary first; review the advance questions.
Then put aside everything and just read, even twice.
Do not look up vocabulary while reading.
Read a phrase or sentence as a “thought” to get its sense or meaning.
Do not write in your text book or reading.
Separately develop a vocabulary list as above.
Go beyond your textbook!
Children’s books are illustrated and easy to read!
Websites are rich opportunities to explore your hobbies in other languages,
and have common vocabulary that gives you a sense of what is written.
(Google advance search will let you enter key words and choose a language for results!)
Read/sing song lyrics of the language!
As your skills advance, read novels,
but read for the story, not vocabulary.
Read a chapter, then if you see repetitive vocabulary, look it up and then read again.
As you advance through the novel, you will forget about vocabulary for the most part.

Writing

Some languages have unfamiliar alphabets and ways of writing.
Practice writing these alphabets to both learn correct orthography (correct writing), and vocabulary!
Develop writing assignments with the seven stages in your language
Write out sentences you have practiced orally.
Carefully construct patterns and then write out the sentences with substitute words--multiple times. If you have spell check and the “autocorrect” grammar feature in your word processing, use it!
When you get corrections, re-write them.
Correct what you got wrong, even repeating in order to embed it in your mind.

Technology

Create flash cards
whether digital or on paper
Explore using your IPod, MP3, CD in the language
in your car, and at moments when you are waiting or walking or biking, etc.
Some studies have even showed results during sleep!
Check out iPhone apps!
Use the Internet; search for websites.
Play games, read newspapers, look up your hobby, research for other subjects you are studying, etc.
Watch videos and movies in your new language.
Learn the words to popular songs and sing along!

Environment

Immersion!
Think of creating an environment in your room where you can be in contact with your language.
Visit centers and organizations that cater to foreign nationals and immigrants
International student centers, neighborhood and education centers, language and bi-lingual associations, national halls, consular offices, library, etc.
Study daily—develop a foreign language habit
Think of studying as you would for a sport or music: a series of skills that need practice!
Don’t miss a class!
And get to know at least one other student to study with.
Risk! Be fearless in making mistakes, and getting correction.
Would an athlete object when his or her coach corrected certain moves?
So also learning an instrument needs direction from a popular musician.
This is the role of a teacher or native speaker!
Think of building your skill set
Basics lead to more complicated variations:
for example, use “old” vocabulary to practice new grammar
Study with a friend, in a group,
involving yourself in speaking and listening. Play a game online or in the group in the language
Relax and enjoy yourself!
Do not worry about what you cannot remember, or cannot yet understand, or cannot yet say. You are learning and improving. The language will gradually become clearer in your brain as new connections are made, but this will happen on a schedule that you cannot control. So sit back and enjoy. Just make sure you spend enough time with the language. That is the greatest guarantee of success.

Tests

Testing in language learning often expects you to write, speak, etc.
Ask the teacher which skill (listening, speaking, writing, grammar, vocabulary, etc.) is tested! Prepare specifically for that skill.

Study abroad

One of the biggest mistakes students make in study abroad programs
is to hang out with those from their school in the new country. Don’t.
Get the most out of your trip by living with a family (home stay), asking for a dorm with local students, meeting students in the country, exploring (shopping!) by yourself or a companion who does not speak your language.
But be safe: ask advice about where to go and what to do.

Avoiding procrastination

noreply@blogger.com (Unknown) — Tue, 17 Nov 2009 00:17:00 +0000

Is your procrastination related to a project? or is it a habit?

To remedy procrastination:

Begin with one, modest project
Answer these basic questions
Keep the answers before you as you mark your progress:

What do you want to do?

What is the final objective, the end result?
It may be obvious, or not

What are the major steps to get there?
Don't get too detailed: think big

What have you done so far?
Acknowledge that you are already part of the way,
even if it is through thinking!
The longest journey begins with a first step

Why do you want to do this?

What is your biggest motivation?
Do not concern yourself if your motivation is negative!
This is honest and a good beginning.
However, if your motivation is negative,
re-phrase and re-work it until it is phrased positively

What other positive results will flow from achieving your goal?
Identifying these will help you uncover
benefits that you may be avoiding: Dare to dream!

List out what stands in your way

What is in your power to change?

What resources outside yourself do you need?
Resources are not all physical (i.e. tools and money),
and include time, people/professionals/elders, even attitude

What will happen if you don't progress?
It won't hurt to scare yourself a little...

Create a simple "To Do" list
This simple program will help you identify a few items, the reason for doing them, a timeline for getting them done, and then printing this simple list and posting it for reminders.

Develop your plan, list

Major, realistic steps
A project is easier when it is built in stages;
Start small;
Add detail and complexity as you achieve and grow

How much time each will take
A schedule helps you keep a progress chart
and reinforce that there are way-stations on your path

What time of day, week, etc. you dedicate yourself
to work. This helps you
develop a new habit of working,
build a good work environment, and
distance distractions (It is much easier to enjoy your project when distractions are set aside.)

Rewards you will have at each station
and also what you will deny yourself until you arrive at each station

Build in time for review
Find a trusted friend, elder, or expert to help you
motivate yourself or monitor progress

Admit to:

False starts and mistakes as learning experiences
They can be more important than successes,
and give meaning to "experience"

Distractions and escapes
Do not deny they exist, but deny their temptation

Emotion
Admit to frustration when things don't seem to be going right
Admit that you have had a problem, but also that you are doing something about it

Fantasy
See yourself succeeding

Finally, if procrastination is a habit of yours:
Focus on the immediate task and project, and build up from there.
Each journey begins with one step.

Managing stress through organizing tasks

noreply@blogger.com (Unknown) — Mon, 16 Nov 2009 13:38:00 +0000

This strategy is one of many that can help you manage stress by setting realistic goals for yourself.
Try this exercise to organize, reduce and prioritize the number of events in your life.

Exercise text:
Organize tasks; manage your stress

Organize and prioritise your tasks and reduce your stress.
Enter three tasks you need to accomplish.
Develop each task into three steps.
Organize!
Re-arrange each of the steps from earliest due date (1 or highest priority) to those further out (12).
Print and post as a to do list.

Creating a to-do list

noreply@blogger.com (Unknown) — Sun, 15 Nov 2009 12:51:00 +0000

The what, why and how of to-do lists

What:

Listing!
A simple presentation of three to five tasks that enables you to identify and visualize a core group of tasks in one place for easy reference

It grows and shortens
as you work through items

Posted
on a bulletin board, refrigerator or space
readily reminds you of what you prioritize to do and when you need to do it (deadlines)

Organize!
It is an organizational tool that can be used for scheduling with
electronic calendaring, strategic post-it notes, email, instant messenger, SMS and other communication services, etc.

It can be a Not-to-do list where the time is not right, but you don't want to forget the item

May help you develop timelines, sub-tasks, etc. to get the job done!
(but separate from the to do list!)

Why:

Reduce stress
You can reduce stress by itemizing and prioritizing tasks and giving them a place in your life.

Remind yourself
A list displayed in a prominent place can remind you of what you consider important to do.

Strategize completion
When reminded, you also are thinking about the task,
as well as what resources, strategies and options for completing the task!

It can be fun!
Playing with the list can encourage thinking outside of the box for solutions.
Add images and pictures to create a more enjoyable even accurate presentation.

How:

Use the simple exercise above to identify tasks

Go to Prioritizing tasks to build an operational sequence

Enter items into electronic calendaring, strategic post-it notes, email, instant messenger, SMS and other communication services

Share
With friends, family and colleagues for assistance and insights
to communicate what you are working on and where you are

Cross off items and celebrate their completion

Apply the to do list to your daily life

Motivating Yourself

noreply@blogger.com (Unknown) — Fri, 13 Nov 2009 23:35:00 +0000

As young children, we have a great ability to learn and to see past setbacks.
We try things, again and again, until we get them right.
Setbacks are only part of a successful process of learning.
Our drive, motivation, even curiosity to learn is personal, or intrinsic.

Time Management Ten applications of time management for learning

noreply@blogger.com (Unknown) — Fri, 13 Nov 2009 02:22:00 +0000

Developing time management skills is a journey
that may begin with this Guide, but needs practice and other guidance along the way.

One goal is to help yourself become aware of how you use your time
as one resource in organizing, prioritizing, and succeeding in your studies
in the context of competing activities of friends, work, family, etc.

First: try our exercise in time management : How do you spend your time each day?

Strategies on using time:
These applications of time management have proven to be effective as good study habits.
As we go through each strategy, jot down an idea of what each will look like for you:

Blocks of study time and breaks
As your school term begins and your course schedule is set, develop and plan for, blocks of study time in a typical week. Blocks ideally are around 50 minutes, but perhaps you become restless after only 30 minutes? Some difficult material may require more frequent breaks. Shorten your study blocks if necessary—but don’t forget to return to the task at hand! What you do during your break should give you an opportunity to have a snack, relax, or otherwise refresh or re-energize yourself. For example, place blocks of time when you are most productive: are you a morning person or a night owl?
- Jot down one best time block you can study. How long is it? What makes for a good break for you? Can you control the activity and return to your studies?
Dedicated study spaces
Determine a place free from distraction (no cell phone or text messaging!) where you can maximize your concentration and be free of the distractions that friends or hobbies can bring! You should also have a back-up space that you can escape to, like the library, departmental study center, even a coffee shop where you can be anonymous. A change of venue may also bring extra resources.
- What is the best study space you can think of? What is another?
Weekly reviews
Weekly reviews and updates are also an important strategy. Each week, like a Sunday night, review your assignments, your notes, your calendar. Be mindful that as deadlines and exams approach, your weekly routine must adapt to them!
- What is the best time in a week you can review?
Prioritize your assignments
When studying, get in the habit of beginning with the most difficult subject or task. You’ll be fresh, and have more energy to take them on when you are at your best. For more difficult courses of study, try to be flexible: for example, build in “reaction time” when you can get feedback on assignments before they are due.
- What subject has always caused you problems?
Achieve “stage one”--get something done!
The Chinese adage of the longest journey starting with a single step has a couple of meanings: First, you launch the project! Second, by starting, you may realize that there are some things you have not planned for in your process. Details of an assignment are not always evident until you begin the assignment. Another adage is that “perfection is the enemy of good”, especially when it prevents you from starting! Given that you build in review, roughly draft your idea and get going! You will have time to edit and develop later.
- What is a first step you can identify for an assignment to get yourself started?
Postpone unnecessary activities until the work is done!
Postpone tasks or routines that can be put off until your school work is finished!
This can be the most difficult challenge of time management. As learners we always meet unexpected opportunities that look appealing, then result in poor performance on a test, on a paper, or in preparation for a task. Distracting activities will be more enjoyable later without the pressure of the test, assignment, etc. hanging over your head. Think in terms of pride of accomplishment. Instead of saying “no” learn to say “later”.
- What is one distraction that causes you to stop studying?
Identify resources to help you
Are there tutors? An “expert friend”? Have you tried a keyword search on the Internet to get better explanations? Are there specialists in the library that can point you to resources? What about professionals and professional organizations. Using outside resources can save you time and energy, and solve problems.
- Write down three examples for that difficult subject above?
  Be as specific as possible.
Use your free time wisely
Think of times when you can study "bits" as when walking, riding the bus, etc. Perhaps you’ve got music to listen to for your course in music appreciation, or drills in language learning? If you are walking or biking to school, when best to listen? Perhaps you are in a line waiting? Perfect for routine tasks like flash cards, or if you can concentrate, to read or review a chapter. The bottom line is to put your time to good use.
- What is one example of applying free time to your studies?
Review notes and readings just before class
This may prompt a question or two about something you don’t quite understand, to ask about in class, or after. It also demonstrates to your teacher that you are interested and have prepared.
- How would you make time to review?
  Is there free time you can use?
Review lecture notes just after class
Then review lecture material immediately after class.
The first 24 hours are critical. Forgetting is greatest within 24 hours without review!
- How would you do this?
  Is there free time you can use?

Review your ten applications above.
Select one, and develop a new study habit.
Try something you have a good chance of following through and accomplishing. Nothing succeeds like a first successful try!

Try the University of Minnesota's Assignment Calculator

Develop criteria for adjusting your schedule
to meet both your academic and non-academic needs

Effective aids:

Create a simple "To Do" list
This simple program will help you identify a few items, the reason for doing them, a timeline for getting them done, and then printing this simple list and posting it for reminders.
Daily/weekly planner
Write down appointments, classes, and meetings on a chronological log book or chart.
If you are more visual, sketch out your schedule
First thing in the morning, check what's ahead for the day
always go to sleep knowing you're prepared for tomorrow
Long term planner
Use a monthly chart so that you can plan ahead.
Long term planners will also serve as a reminder to constructively plan time for yourself

Problem solving and decision making: Adaptive Decision Making

noreply@blogger.com (Unknown) — Thu, 12 Nov 2009 01:35:00 +0000

Adaptive techniques for solving problems are a combination of logic and common sense, and while not precise, can produce satisfactory solutions.

If you cannot follow the complete problem solving process, use these techniques when you

have little time for research
don't need exhaustive analysis
can accept the risks
can make reversible decisions

Strategies toward adaptive decision making:

Managing by exception: exercise
Managing by exception: text
Work on matters critical to you; leave off matters that are not. Strategizing and prioritizing

Example: You tutor a child in math. You become aware that the family situation is troubled, but you haven't the skills to help. You inform the case manager for their action, but continue to focus on the supporting the child with his/her homework

Decision staggering
Make incremental decisions to achieve an objective and avoid total commitment to a decision you cannot change.

Example: Before installing air-conditioning, try screens, shades, and fans. These alone may do the job. If not, these improvements will still have helped cool the building and increase air-conditioning efficiency if later installed.

Exploration
Use information available to probe for a solution.
Exploring is a modified trial-and-error strategy to manage risk. Unlike a throw of dice, however, it requires a firm sense of purpose and direction. Use this technique to move cautiously in small steps toward a solution.

Example: Doctors avoid committing to a single, incomplete diagnosis of an illness. Through tentative but precise exploration, they determine the cause of an illness and its cure.

Hedging
Spread risk by avoiding decisions that lock you into a single choice if you are not prepared to commit.

Example: astute investors don't "put all their eggs in one basket." They spread risks with a balanced portfolio of stocks, bonds, and cash.

Intuition
Create options based on your experience, values, and emotions (your gut feelings and your heart)! While often able to arrive at the truth through intuition, don't rely on it exclusively. It can trigger snap judgments and rash decisions. Use logic first, then your intuition to make the decision "feel" right

Delay
Go slow and/or postpone committing yourself to a course of action
if an immediate decision isn't necessary and there's time to develop options.
Sometimes doing nothing is the best decision; the problem will either go away, conditions will change, the path may become clearer as you reflect on it, or events will change the problem itself.

Delegating decision-making or action to another person or group
Sometimes we take on problems that are not ours,
or that the problem can be solved better by someone else.
One strategy towards delegation is to identify stakeholders of the problem. A stakeholders is a person or group that interest in, or will be affected by, resolution of the problem. (This is a good practice for all decision-making!)
Another consideration for "out-sourcing" a problem's resolution is to consider if your resources will be adequate to the task. Resources are time, money, skills, confidence, etc.

Visioning
Focus on the future to uncover hidden opportunities and options that may resolve the problem.
With options, we make better decisions. Without them, decisions become forced choices.
By finding tomorrow's opportunities and developing options, you can make enduring, quality decisions.

Barriers to effective decision-making

Indecision
Avoiding decisions to escape the unpleasant aspects of risk, fear, and anxiety

Stalling
Refusing to face the issue; obsessive gathering of endless facts

Overreacting
Letting a situation spin out of control; letting emotions take control

Vacillating
Reversing decisions; half-heartedly committing to a course of action

Half measures
Muddling through. Making the safest decision to avoid controversy but not dealing with the whole problem

Problem Solving and Decision Making:

noreply@blogger.com (Unknown) — Wed, 11 Nov 2009 08:39:00 +0000

We solve problems and make decisions everyday/all the day:
at home, at work, at play, even at the grocery store!

Some problems and decisions are very challenging,
and require a lot of thought, emotion, and research. The steps of this guide are designed to help you make good decisions
Good luck!

Flexibility

This procedure looks as if one moves neatly from step to step. This isn't the case. These steps simply provide a structure for working on the problem. They overlap, and you may have to return to earlier steps or work them simultaneously as you find the best solution.

Examples of flexibility:

Information gathering occurs in all steps—from recognition of the problem to implementation of its solution

New information may force you to redefine the problem

Alternatives may be unworkable, and you'll have to find new ones

Some steps may be combined or abbreviated

Step 2: Defining the problem & gathering information

Adapted with permission from
Beckno, John, Action Officer, Chapter 3, Army's Headquarters Training and Doctrine Command, Fort Monroe, Virginia

"A.S.P.I.R.E." A Study System

noreply@blogger.com (Unknown) — Tue, 10 Nov 2009 00:42:00 +0000

A: Approach/attitude/arrange

Approach your studies with a positive attitude
Arrange your schedule to eliminate distractions

S: Select/survey/study!

Select a reasonable chunk of material to study
Survey the headings, graphics, pre- and post questions
to get an overview
Study marking any information you don’t understand

P: Put aside/piece together:

Put aside your books and notes
Piece together what you've studied, either alone, with a study pal or group, and summarize what you understand.

I: Inspect/Investigate/inquire/:

Inspect what you did not understand.
Investigate alternative sources of information you can refer to:
other text books, websites, experts, tutors, etc.
Inquire from support professionals (academic support, librarians, tutors, teachers, experts,) for assistance

R: Reconsider/reflect/relay

Reconsider the content:
If I could speak to the author, what questions would I ask or what criticism would I offer?
Reflect on the material:
How can I apply this material to what I am interested in?
Relay understanding:
How would I make this information interesting and understandable to other students?

E: Evaluate/examine/explore:

Evaluate your grades on tests and tasks
look for a pattern
Examine your process
toward improving it
Explore options
with a teacher, support professional, tutor, etc.

Revised, thanks to
Dwayne Ross; Edward R Wilkens, Stern Center for Language and Learning; Phyllis Utley, Greenville Technical College

Learning habits

noreply@blogger.com (Unknown) — Mon, 09 Nov 2009 02:06:00 +0000

You can prepare yourself to succeed in your studies.
Try to develop and appreciate the following habits:

Take responsibility for yourself
Recognize that in order to succeed you need to make decisions about your priorities,
your time, and your resources

Center yourself around your values and principles
Don't let friends and acquaintances dictate what you consider important

Put first things first
Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals

Discover your key productivity periods and places
Morning, afternoon, or evening?
Find spaces where you can be the most focused and productive.
Prioritize these for your most difficult study challenges

Consider yourself in a win-win situation
When you contribute your best to a class, you, your fellow students,
and even your teacher will benefit.
Your grade can then be one additional check on your performance

First understand others, then attempt to be understood
When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.
Now ask yourself how you can best make your argument given his/her situation

Look for better solutions to problems
For example, if you don't understand the course material, don't just re-read it.
Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center

Look to continually challenge yourself