Becoming an Independent Learner

Academic Skills Advice

Becoming An Independent Learner

This workshop will:

−Explore what is required to become an independent learner

−Look at the basic principles of how to achieve success

−Help students develop assignment and exam checklists

Teaching points:

How does it feel to be here?
What is an independent learner?
What do I have to do to be an independent learner?
How to achieve
Assignment and exam checklists

1.How does it feel to be here?

Many students feel like they are in a whirlwind when they first start at University. There’s so much to take in – where everything is, who everyone is, what everything is. And then you have your course to contend with!Mixed emotions are normal.

Activity 1: Feelings

Take a breath and think about this. On the Post-it note, write down a word or phrase that sums up how you feel. It can be a positive thing or negative. When you’ve done that, stick it to the wall/board. We will then have a group discussion.

Remember:

It’s common to feel doubtful and worried AND

Experience is usually more important than intelligence.

2.What is an independent learner?

A student who manages their own study in between taught sessions (lectures, seminars, tutorials, lab practice, etc.). Hours of independent study are different for each course – the more contact time, the less study alone.

A student who choses which books and pages to read, and how to interpret reading material

A student who deciphers assignment titles, and decide what to put in them and their structure

A student who managestheir time and make decisions about what sort of study to do and when (find out how many study hours your tutor has designated for different modules over the life of a semester)

A student whois be self-motivated, disciplined and focused, but can get help if needed

A student who is organised and able to find notes, references and other information quickly (all University students have their own ‘M’ drive to create folders to organise all notes and documents)

A student who makes choices about how many extra-curricular activities to take on and how they will affect study and, ultimately, a future career

Activity 2: Solutions to challenges

Overleaf is a table with the different challenges you will face a university student with the benefits overcoming them brings. With your neighbour, identify possible solutions to the challenges. The first one has been done for you.

Academic Skills Advice

Challenges / Benefits / Solutions
More control over your study time /

To manage time effectively
To meet deadlines
To know what is required for assessments

Use a diary, timetables and/or year planner to develop a routine
Check the modules descriptor literature

More control over your spare time /

Use it to build a personal profile
Know the difference between spare time and independent study time
Put time aside to relax, rest and enjoy yourself

More choice about when and where to study /

To create structures for your day
To organise a place to study
To work out the best places and times for you for different kinds of study activity

More choice about how you study /

To identify your learning style for different types of tasks
To take responsibility for your learning and achieving your goals

More responsibility for your own successes /

To identify barriers to your learning and address these
To identify ways of improving your own performance
To make effective use of feedback and to learn from mistakes
To know your assessment deadlines or dates and rules of submission

Directly adapted from Cottrell (2013: 19)

Academic Skills Advice

3.What do I have to do to be an independent learner?

‘Studying is reading with a purpose –

to obtain specific answers to specific questions’

(Moran, 2000: 6)

But what sort of reading? Is it just a memory test? What type of questions?

Some of the skills you will need whilst studying at university are:

Motivating yourself to study

Planning and adhering to your study time-table

Taking notes in lectures

Taking notes from hard copy literature and online

Thinking critically about what you hear or read (this is the asking questions bit – making judgements about what you read)

Learning how to use the library

Learning how to use various IT programmes

Learning how to concentrate

Remembering and understanding what you learn

Researching and writing essays/projects/reports/dissertations

Directly adapted from Moran (2000:11)

Whilst you are responsible for ensuring you learn these skills, there are lots of staff members who can help: tutors, Subject Librarians, Academic Skills Advice Service, Counselling, and many more. You are not alone!

What skills or activities are you most nervous of?

4.How to achieve

There is no special or magical power required to succeeding at University: simply…

turn up to all your classes
do the reading
make and transform your notes
hit your deadlines
complete all your exams

you will pass

If you wantmore than a pass, you will have to do more than the minimum.

More thinking

More reading

More note-taking

More discussion

More of everything

“People see the extraordinary feats of others but not the unwavering commitment and countless hours of perseverant effort that produced them”

(Bandura, 1997: 119)

People who do more work,

achieve more!

5.Assignment and exam checklists

You’ve been given some hints and ideas about what you would do (taking notes) and where you would go (for researching sources), so let’s have a go at putting it all together.

Activity 3:Your own basic checklist

In small groups or pairs, think about what you would need to do and where you would go to write your first assignment. Use the space below for rough notes and the table overleaf to put them in order. You don’t have to fill in every row. You’ve been given the first and last stages to help.

Actions
Check handbooks; read brief/question/criteria; look at Blackboard
(Get feedback; read feedback; reflect; file feedback; plan how to improve)

Create an assignment checklist to stay organised!

Exams are a different animal altogether but a shift in perception may help you with any nerves or worries you may have:

‘Exams (are) opportunities to show what you know

rather than… tests to show what you do not know.’

(Moran, 2000:139)

With this positive attitude in mind, the following checklist is all about what you can do or have done or know:

Preparing for exams: checklist
I can find something positive for me in taking these exams
I can develop the right frame of mind for these exams
I know exactly when the exams are
I am aware how many questions are required for each exam
I have read the course or module details carefully to check what I am expected to know about the subject
I have organised my notes so that the material is easy to learn
I can work out how many topics I need to revise for each exam
I am aware of the range of questions that can come up for each topic
I have made a realistic revision timetable, with clear priorities
I know how to work on exam answers using past papers
I have started to practise writing out answers at speed
I am aware of the memory strategies I need to revise for the exam
I know how the marks are weighted for each question
I am aware of how to use time most effectively in the exam
I am aware of how to avoid common pitfalls in exams
I am aware of the differences between exam answers and course work
I know how to manage stress and use it effectively

Summary

•It’s common to feel doubtful and worried

•Experience and hard work is usually more important than ‘intelligence’!

•Know where you can go for information and assistance

•Create assignment and exam checklist to stay organised and motivated!

If you feel you need more assistance in any of the areas discussed, the Academic Skills Advice Service run in-depth workshops on all subjects discussed here. Just visit the website for the workshop schedule and also to discover other ways we can help.

References

Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman.

Cottrell, S. (2013)TheStudy Skills Handbook. 4th ed. Basingstoke: Palgrave Macmillan Ltd.

Marton F. and Säljö R. (1976) On qualitative differences in learning – Outcome and Process.British Journal of Educational Psychology 46, pp. 4-11. [online] Available at:

10.6.2014]

Moran, A. (2000) Managing Your Own Learning at University. Dublin: University College Dublin Press.

All visuals: Clip Art

Answers

Activity 2: Solutions to challenges

Challenges / Solutions
More control over your study time /

Use a diary, timetables and/or year planner to develop a routine
Check the modules descriptor literature

More control over your spare time /

Choose activities to enhance your overall appeal or gain new skills
Put spare time and independent study time into your timetable

More choice about when and where to study /

As above
Decide when and where you study at your best and work into your timetable

More choice about how you study /

Try taking notes from a screen or hard copies/taking notes in different ways (linear, mind-maps, etc.)/ recording and listening to tapes of your notes/ walking around whilst you study
Develop SMART targets and action plans for your goals

More responsibility for your own successes /

Think about what is stopping you study (phone, friends, favourite tv shows) and do something about it
Consider if you need a new skill or improve on one (note-taking, speed-reading) and sign up for help
Read feedback and correct future work
Read all module and course handbooks and documentation carefully

Activity 3: Assignment Checklist

Action
Check handbook; read brief/criteria; look at Blackboard (read feedback from last assignment)
Go to library; search for texts (books and journal articles) from reading list; find other texts
Read basic texts first followed by harder ones; search for recent articles online.
Make rough notes; sort rough notes into categories; decide on relevant categories; decide on key points in each category; sort key points into a list.
Make an assignment plan/structure: list of categories/areas and key points + the evidence (references)
Write first draft linking your key points and using evidence; proofread your draft; amend; repeat until happy
Check handbook for hand-in requirements; hand in.
Get feedback; read feedback; reflect; file feedback; plan what you will do differently to improve