Fully revised for the fourth edition, it contains everything students need to succeed. The Study Skills Handbook. Synopsis : Everything you need to know to succeed in collegeWant to do well in college but aren't sure how? This book makes clear what is expected from you and helps you to develop the skills you need to succeed.
Covering all essential study skills such as reading, writing, note-taking, critical thinking, memory, test taking, time management and coping with stress as well as e-learning and numeracy, it provides you with all the tools you need to get good grades. No-nonsense advice and practical activities help you to identify those methods that work for you, making learning easier, faster and more enjoyable.
Success as a Student 2. Developing Your Skills 3. Stella Cottrell Skills For Success -. Stella Cottrell Skills For Success. Cottrell, research paper on laptops Stella. She supports students from diverse backgrounds, such as those with dyslexia and mature, international and disabled students. Her publications for staff and students have sold more than a million copies worldwide.
First published in , The Study Skills Handbook is now in its 5th edition. In the June edition of Education Bookseller , Victor Glynn characterised Cottrell's books as "concise, clearly laid out and covering a wide range of subjects.
This book is specially designed to show you where your strengths are and what you need to work on, so you get a practice plan that is perfect for your needs. It then arms you with the principles and practice to get ahead in your academic writing, presentations and group work.
From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. It gives practical step-by-step guidance in long-term planning for optimal performance through to last minute revision strategies. This fully updated, two-colour edition includes two brand new chapters.
Using the library, avoiding plagiarism, and how to get help with specific learning needs are among many practical issues covered. The style is accessible throughout, and the needs of students are central.
Twenty years of experience in directing postgraduate degrees inform the material offered, which is down to earth and anchored in experience. Think about the material Absorb Take in the Analyse Investigate details in information, at a basic Compare and contrast Draw out depth; identify how parts level, making sure you have similarities and differences relevant connect to the whole; scrutinise seen or heard correctly. Follow and grasp evidence, reasoning, what is stated, at either conclusions, etc.
Apply Use the information to develop your argument. Apply theory to practice. Select relevant information to read, note, reflect on, analyse, compare, Reflect Active, contrast, write about, ask about, structured thinking about Extrapolate Draw out present, submit in assignments. Below, are some key questions to guide your initial enquiry. Jot down main points you discover. Full-size versions of the following charts are available on the companion site at www. Its distinctiveness For each of the How and why does it differ from When did it originate?
When were they details. Values and culture written and by whom? What kinds of things are valued by those working in the field? What are the key characteristics What matters to them about the associated with this approach? See opposite. What did it add to study of the are useful tools discipline? What kind of knowledge, What are its drawbacks or understanding, skills and other limitations? How have later researchers Being good at it? Why did they do this to be good at your subject?
Ten Golden Rules! They will take you a long way towards completing and passing your course. Make good use of personal tutorials 2 Recognise the potential value of this source of support. Plan for it in advance so you use the time to your advantage. Keep in touch with your tutor. Be well informed 3 Boost your confidence by making sure you know what you need to know. Enjoy feeling in charge. Find purpose and value 4 Identify your own purpose for course activities, including attending taught classes.
Be clear why you are doing things and the benefits to your study or more generally. Gain full benefit from taught sessions 5 Use all of this valuable time for learning — with full attention, great preparation and useful notes.
Gain confidence from being familiar with the material before class. Engage with the course and experience 7 Be active in participating in class, in the life of your course, and with the broader student experience. Contribute to making the experience a valuable one. Value your peers 8 Other students can make a great difference to your experience and achievement. Get to know them — give it time. Respect their learning, too.
Work at it from different angles until you get it. Get your mind engaged. Learn more and raise the quality of your work by enjoying some good thinking time about course material.
Mull it over. Question it. Have ideas. Question your ideas. Get below the surface 11 Find out what shapes and characterises your subject discipline: this helps you make sense of new material and produce better assignments. Enjoy a greater sense of mastery in the discipline. Take away your own messages 12 Consider which messages in the chapter are most useful and relevant to you: make a list.
Take a few minutes to note into your planner or journal how and when you will take action. Would you check the most of these. Personal development planning PDP What does it involve?
Study skills activities are part of a wider process of personal 1 Deep and ongoing reflection The development. This is not something you do once and forget; focus of this will change over time, rather, it is an attitude towards your future.
It does not but it should involve some focused finish, as there are always changes and new opportunities to thought about what kind of person consider and prepare for. And why. You can be an active agent, creating new chances are more likely to make the and preparing yourself to be ready to act on opportunities right choices if you are open to that arise. A greater sense and ambitions — and weaknesses of purpose helps you to deploy your time and energies well, and shortcomings.
The PDP process itself develops reflective, strategic, 3 Being informed It should mean you analytical and creative thinking skills relevant to study and life. You then gain more than just a degree from your education. Of the benefits listed below, circle any that you value. You work out a strategy of life I want for keeping yourself on that path. Readiness A sense of Awareness of my You anticipate potential barriers and to seize direction training needs setbacks that could derail you so opportunities you are ready for them!
A steer on how Better use of Increased sense 6 Engaging with what is on offer — to direct my time work appraisals of purpose such as the Careers Service, A greater sense of control Having a framework to awards, training, speakers, over my own destiny help me make decisions portfolio-building available through your college or Uni. Your personal development so far Your personal development history Personal development as a It is likely that you already have experience of personal student planning.
Draw on that to consider what worked well and lessons to apply to future planning. Use the Activity below to start your thinking. FF Planning and preparing to find a job. FF Taking courses that develop self-awareness e. FF Taking courses to develop personal interests 4 Developing a personal study strategy: FF Travelling in order to challenge your ideas and based on your goals, experience broaden your perspective and preferred ways of doing things Chapter 4.
Developing work and career readiness Below are key steps to take now to increase your readiness later when applying for jobs and pursuing Decide how to use Careers careers that interest you. Services Careers Services usually provide a range of services such as those below. Ideas about possible career routes for me Labour market information, trends and data Things I can do to become more employable. Choosing the right courses and subject options so I can follow particular career routes Further qualifications I might need What employers look for in job applicants Building my CV Experience and skills I should acquire Best times to apply for specific kinds of job Visit the Careers Service It is never too early to use Careers Services: choices Entrepreneurship and decisions made in the first and second years can Enterprise have long-term effects.
Most Careers Advisers would prefer students used the service in their first year. Projects for local employers An early chat about your aspirations and goals can Finding a mentor point you in the right direction, helping you make good decisions such as about module choices and Self-employment extra-curricular activity, which can save you time, Progressing to a further degree e. Masters, money or disappointment later. Doctorate or teacher training The Careers Services can advise on the wide range Pursuing a research career of choices open to you: around half of graduate jobs are open to graduates of any degree subject.
They Practice with applying for jobs may have useful contacts and can advise on how to Feedback on practice applications make strong job applications. Job interview skills.
Labour market trends Information about part-time work opportunities Ask Careers Advisers about labour market trends and how these could affect you. What opportunities Internships are there locally and elsewhere? Are these expected Volunteering opportunities to change in the next few years? To make the most of your visit to the Careers Reflection Service, prepare a few questions on issues that What matters most?
The impact of study options? Do these suit you? What could you do that would help this? If so, would this be acceptable to you? How much stress would you be prepared to put up with? Would you be prepared to accept these? Does that appeal to you? How did that happen?
Skills audits help you … depending on the weather. Here you kept in mind your confidence and insight to identify areas that long-term goal for the garden, showing need further development dedication and perseverance. Use the beautiful acknowledged. Take stock of these and garden example for ideas. Consider recognise their value so that you can draw the following questions in relation to on them when needed. How did I do it?
Did you practise? Or urge yourself on in some way? Or find others to help? Or just believe you could do it? Do you tend to underestimate or page 54 for the following activity. If not, go through those at which you excel.
Most people 4 Give examples For each item you selected, already have qualities and skills that they can starting with those you starred, jot down adapt to academic study. Use it for job applications, for setting responsibility, working with others, managing priorities for personal development, and time, and perseverance — all valuable assets to inspire yourself too! Evaluating skills and setting If you did not select many items, search through your priorities past experiences for better examples — or go through the list with a friend.
You may be being too modest! Awareness of your current skills increases your confidence, which in turn increases your chances of success. Gaining the right skills and Ideally, preparation should start in your first year of study, so that by the time you apply for jobs you are attributes in a strong position and can give good examples of By themselves, your degree subject and grade will each.
It is likely that they will consider When you make job applications, you will be asking how well you used your time as a student, such as yourself a range of questions: the choices you made and extra-curricular activities. However, you do not have to invest all your Takes Enables others Has work time in study.
Careers Services can advise. Speaking a common language? Activity The Association of Graduate Employers reports that almost one-third of large employers find it difficult Which skills do employers value? It is worth thinking not just about the skills you have, but differences in the way those skills might Translate skills into be described and used in education and in the 'employer-speak' workplace. See page 57 Employers value soft skills in the following areas: for examples and add your own.
Articulate skills for employers. Verbal skills. A template is available on the companion site. Area of academic activity Examples of potential transferable and soft skills which could be developed through academic study. Independent study Working without supervision; organising your own time and work; taking personal responsibility; self-reliance; knowing when to ask for help. Lectures Listening skills; identifying and selecting relevant points; recording salient information; preparing for meetings; using the information heard; critical thinking.
Seminars, group work, team Listening; teamwork; negotiating; oral communication; giving and taking projects, collaborative learning directions; taking responsibility; working with people from diverse backgrounds; cultural sensitivity; dealing with differences in opinion; sharing knowledge; contributing to meetings and discussions.
Lab work Following protocol and instructions; taking responsibility; designing tasks for particular purposes; precision and attention to detail; attention to health and safety requirements; ethical understanding; measuring change; recording results; being systematic; drawing conclusions.
Oral presentation Speaking in public; persuading and influencing others; making a case; time management; presentation skills; using audiovisual aids; planning; sharing knowledge; adapting communication style.
Writing essays and other Task analysis; structuring writing for specific audiences using relevant forms of academic writing style and conventions; developing an argument; making a strong case; working to word limits and deadlines; sharing knowledge; breaking tasks into component parts; attention to detail; critical thinking.
Maths and statistics Problem-solving; presenting information; interpreting data; sharing knowledge; critical analysis. Observations Listening skills; working with a diverse range of people; information management; attention to detail; drawing conclusions; making precise and accurate notes and reports. Research projects Time management; using search tools; managing large amounts of information; working to deadlines; decision-making; project management; using technology; developing ethical understanding; taking responsibility for larger pieces of work; critical thinking.
Exams and revision Planning; working towards deadlines; using time effectively; decision- making; managing stress; coping with challenges; resilience. On this, you list your There is no substitute for work experience; it educational and work history, your interests, and develops skills and attributes hard to gain through other activities you have undertaken.
Your academic study alone. It need not be in your intended career qualifications form only one part of a CV. It is better nothing but study, you might have little to write on to have any recent work experience than none, your CV or discuss at interview. Plan and prepare ahead so that you have some experience to draw upon when applying for jobs and in job interviews. This may be through work experience, Broaden your life experience but can also be through activity related to your course Look for ways to develop a broader range of skills or interests, such as putting on an exhibition, taking part and experience, to enhance your CV.
Do this regularly so you can send it at gain problem-solving and leadership experience. Adapt it to fit the roles for which you apply. Every six months, update a thumbnail sketch about yourself.
Celebrate success Maintaining a personal portfolio When you have achieved a goal or personal success, A portfolio is a folder where you bring together take the following steps. A personal portfolio credit for what you have done. Keep it meaningful and easy to use. What is the purpose of a portfolio? Write a personal statement Personal statements are a means of drawing Records of achievement together, succinctly, key details about where you are now, where you want to be, and how you will get Records of achievement can vary from being a list of there.
Typically, they include: qualifications to a more detailed formal record such as the HEAR in the UK or a portfolio of work. If so, refresh yours so it It is useful to maintain a record of how you achieved focuses on the person specification for the job. Ask your goals, for future reference and for preparation your careers service for feedback on your CV and for job interviews. Why take more qualifications? Whilst studying You might be able to take modules, units or workshops alongside your main qualification or as choices integrated into it.
Such interest you courses can be competitive so put yourself in the best possible position to gain a place. Ask support services Build research skills: Developing these to a high about resources or workshops at your standard now can boost grades as well as position you institution, local colleges or online.
It is a good way of testing your interest and gives you require a post-graduate certificate, diploma, you a head start on your post-graduate study.
Masters, doctorate, or updates in training as part of continuous professional development CPD. Interested in an academic career? Ask a tutor. The overwhelming majority things as registering for tax and national insurance, of jobs are with small businesses that value an and for personal insurance.
A great many are micro- businesses with just one or two employees. You might want to join one of these, or to set up your If you employ others own business, or work for yourself. Consider what your selling point is — such as speed versus accuracy? Delivery time versus quality? Develop deeper self-awareness 2 … so you make the right choices and understand your strengths.
Investigate your options 3 Be aware of the wide range of jobs, careers and other options open to you. Maintain your personal development. Recognise your skills 5 … and personal qualities and experience that could add benefit to the workplace. Build your CV 6 Create a rounded portfolio of skills and experience.
Tailor it to the job. Articulate your skills 7 Phrase and describe your skills, abilities and learning in ways that help employers to see how these can benefit their business. Develop a distinct personal profile 8 — of skills and experience that make you stand out. Consider further qualifications 9 … that you might want or need.
Investigate self-employment 10 — understand the benefits, risks and responsibilities. Maintain good records 11 … to support job applications over the longer term. Make use of services and opportunities 12 … such as Careers guidance, enterprise and extra-curricular activities.
Students do not, typically, give much time to thinking about these three aspects of study: it can seem easier to launch into learning more tangible study skills such as making good notes or writing an essay. However, it is worth putting time aside to think more strategically about what learning is, what has an impact on successful outcomes, and how, through reflection and planning, you can exert greater control over your own academic performance.
The impact of views of intelligence Such thinking creates barriers to success. Your marks were OK last Such thinking leaves students feeling disempowered time — but that was a fluke. This is very common, so it is important to look at what we mean by intelligence. University level study makes their potential or to lose confidence, especially greater demands, so requires new approaches. The if, as happens to most students at some point, right strategies and mentality can bring success they receive lower grades than they hoped for.
Such memories can resurface, exercising a disproportionate power to undermine self-belief. Ten different views of intelligence What is intelligence? IQ Terman, []; Spearman, A person who did well on one intelligence test would do well on others. Deary, The test requires participants to choose one visual pattern from a selection of options in order to complete a visual sequence see below.
Read the pages that follow. Note in what ways, if any, your opinions about your own e f intelligence change as a result of reading and reflection. For example, people change Mackintosh and Mascie-Taylor, A scientific way of thinking environment, rather than a good indicator of fixed is formed through practice, training and exposure to potential.
Skill in writing essays, reports or poetry can also be developed through training and We feel she has infinite practice. Some management, and reflection people show a weakness in one area such as a complete inability to recognise faces. Other people show poor development for most skills, but have an outstanding ability in one area such as drawing or mathematical calculation. Spatial abilities can there be for your having developed those abilities be important predictors of success in science, rather than others?
If you did not have ideal opportunities In Japan, the Suzuki Violin Talent Education for learning when young, or if you were not then Programme has trained many children to play the ready for these, it might take some time and work to violin to virtuoso level. The programme begins with catch up but it can be done. It is done, every year, by exposure to music soon after birth and involves daily thousands of mature students.
Even the less remarkable students perform to a level that in other cultures would be considered that of a child prodigy Suzuki, ; Gardner, Reflection Similarly, children exposed to several languages Using opportunity from an early age tend to become multilingual quite naturally. People who start later in life can also In what ways could you make more of develop into good violinists or linguists.
The Suzuki opportunities available for developing your Programme suggests the importance of the belief intellect? Excellence need not be the 5 Intelligence depends on what is needed preserve of the few. University provides part of that necessary networks — everything needed for the society and stimulation.
As you go through your course, the culture to continue. Intelligence is not measured language and thinking styles of your subject will in isolation as individual, but is seen as a social become part of your own thinking processes and phenomenon Vygotsky, ; Resnick, Levine and linguistic expression. Teasley, Academic economy or life in the mountains or desert.
Similarly, intelligence may be fostered by opportunities such the education valued for girls, or for the youngest as these: child within a family, has often varied from that valued for boys or for older siblings. For another person, the of your specific learning interests, whether for same environment and teaching methods might geometry, philosophy or cordon bleu cookery not work. Some people learn best in quiet stillness; others find that sitting quietly is a torture.
One student learns best when the There are ways in which you can increase these curriculum is highly structured; another when it is opportunities, such as by making use of library and flexible and offers choice about what they study, online resources, through courses and study, and when and how. Research into mathematical problem- done, it may be worth reflecting on how you learn solving suggests that for skills to be transferred from best — then compare this with the way you were one problem to another, the student has first to be taught.
You might also consider what you were good helped to identify their common features and the at when you were a child, and what you valued as underlying principles in solving that kind of problem. Were your interests shared and valued by If students can recognise that two problems have the people around you — your teachers, parents and similar underlying structures, they can apply the friends? If not, this could have made learning more principles for solving one problem in solving the difficult for you.
Are the things you value today shared by the people Also, unless the teacher makes the link between around you? Do they understand and support your the old and the new learning explicit, the student desire to study?
If not, as an adult, you can now take may not realise that two problems are connected. You can organise If teaching has not followed these lines, a student information in a way that suits your learning can feel lost and give up. In addition, students might preferences, such as by converting information to think that the fault lies with their intelligence, rather colourful charts or podcast recordings — whatever than in the way the problem was presented.
A good works for you. Applying multiple intelligences to study Reflection contexts Gardner suggests that different intelligences Managing your learning environment interact, a view also supported by genetic How could you change your total learning behaviourists Kan et al. Students who work in a multi-sensory or a learning experiences?
Do you need to surround multi-disciplinary way often find that learning in yourself with more people who support your one area enhances learning in other areas. If you study ambitions? Chapters 1, 4, 17 and 18 might develop a sense of rhythm, this can improve not only give you further ideas. Similarly, students who are sensitive to shades of colour can use these to structure and organise information 6 Intelligence is about applying what you visually and spatially, which in turn can help memory know to new contexts and understanding.
Sternberg emphasised that any skill is made It is important to look for connections between the up of underlying processes and sub-skills; he saw intelligences you have already developed and those intelligence as the ability to transfer those skills in which you feel you are weak.
What is to be a genius in music or art to harness music, important is not just that you are able to perform a colour, shape, and movement as learning tools. When we see the link, we can do the problem. When a person takes up a new skill, learning? The more you develop an ability, the more elaborate the neural networks or The popular view of intelligence is that it is an ability wiring system, and the faster your brain can process to answer the type of closed factual questions set on information related to that skill.
TV quiz shows. This does not take into consideration aspects of intelligence such as creativity or coping in When you begin to study a new subject, the speed real-life situations. Another view is that intelligence at which you will be able to take things in and is a capacity for abstract reasoning such as make sense of them will depend on how far your formulating hypotheses or deriving answers from brain can use past learning experiences.
Donaldson argued that the way we reason depends upon the particular context we are in and If a subject is very new, however, there is little on what we already know. She demonstrated that foundation upon which you can build. Your brain both children and adults interpret what they hear has fewer connections it can use to make sense by attending not just to the meaning of words, of the new information.
If the language used is but also to their personal understanding of those also unfamiliar to you, the brain will need to build words based on their own thoughts and previous connections for this too.
You may experience this as knowledge. As you information and reason with it. Some people may excel until we have filled the gaps. Students who struggled with familiar problem in an unfamiliar context, we may language- or number-based subjects at school can be unable to recognise that the two are similar.
This excel on university courses in the arts. Similarly, can make us look and feel like complete beginners people whose spoken communication skills are weak when it is not the case.
It might take somebody else can excel on a range of university courses. Einstein claimed from taking time to reflect, that his initial ideas on the relativity clarifying what is really being of time and space struck him in a moment of asked, the issues within the title, the reasons it was inspiration while he was daydreaming that he set, why it is phrased exactly as it is, and the best was riding on a sunbeam.
This kind of imaginative strategy to use. This way of thinking and working can thinking is difficult to measure using IQ tests. For a reflex and feels instinctive. Rapid and skilful example, research shows that students who do best reading comprehension develops through constant at problem-solving spend longer than other students reading, and familiarity with specialist texts typical in working out exactly what the problem is before of your subject.
The more you write, the better your trying to solve it. Other students look at the surface writing skills are likely to be. The more you apply of the problem and do not see the underlying your mind to thinking in critical analytical ways, the structure which connects it to problems they already more fine-tuned your thinking ability.
If you want to know how to solve. Successful students use strategies Reflection that can be learnt. Some students skim are you most familiar? Conscious learning Learning is conscious when we are aware that we are learning, as when we set out to memorise a poem or an Learning as process equation, or when we recognise that we have understood Learning is clearly more than just intelligence new material. Typical methods of learning consciously are: or study skills.
Learning peer group and physical environment is unconscious when we are unaware of it happening. Five learning dimensions So … New York Many different routes can be followed to is 4, miles arrive at the point where learning has taken away? These vary in level of enjoyment and active engagement; we might not even be aware that learning has taken place. Below are five dimensions along which learning activity can vary.
These are considered in more detail opposite. Others learn best through building up details, allowing the whole picture to emerge.
You may recall occasions when you tried hard to remember something but forgot it quickly, while remembering easily something to which you had paid little attention, such as an advertisement or song. Others take scenic learn it. The scenic route can lead to deeper processing and a richer experience.
Activity However, it can generate information not relevant to the task in hand. Which way is appropriate depends on the Find your preferred sense learning task and the time available. Experiment with different sense sequences and motor movements to see which work best for you when learning that material. If, on the other hand, we are told it is an animal or a musical instrument, we will automatically call upon different sets of knowledge.
Our knowledge provides models or schemata to help us to make sense of the world. The same is true of academic learning. For example, it is easier to read when we have a good vocabulary. If we need to keep looking up words in the dictionary, our attention to what we are reading is continually interrupted — we lose the flow, which affects our comprehension.
We also have to try to make sense of what we are reading, whilst simultaneously remembering the meaning of the new words and fitting it all together. In reality, they are learning a great Imagine, for example, discovering that when Hannah deal — but too much at once. This discovery might challenge your previous learning: Your brain will take time to assimilate new that fire burns and is likely to cause pain.
It might information, and may need to see how it all stimulate a series of questions about why and how fits together, as well as what all the parts are this might not happen. People who seem to learn things very quickly may A new experience is an opportunity to learn — based simply have good foundations of information, and on curiosity, a desire to know, a wish to see how practice in similar problems.
Our brains try to fit new information into what we already know: to assimilate it. If that is not possible, the brain adapts previous knowledge to accommodate the new data.
We the significance of what we learn. This makes it generally need to repeat the action or the new more difficult to apply the new knowledge in other information several times to take it in at all, and then situations. We may ask If you think back to what you learnt at school, you ourselves questions to stimulate our thinking, will probably be aware of a vague overall knowledge exploring the problem from many angles.
Perhaps of some subjects even though the details may seem Hannah is very good at exercising mind over hazy. You would learn these subjects more quickly a matter?
Maybe she has a neurological condition that second time around. Just glancing again at some old prevents her from feeling pain? Maybe she does feel schoolbooks may bring whole areas of knowledge pain, but hides this? We may also start to wonder what pain really is. How does it work — is it regulated by the brain? Or 4 Processing new information chemicals in the body?
Or our attitude? Possibly, they were not hot flames at all. Maybe We may process new information at a superficial the answer is not in Hannah but in chemistry? For example, we may just note and remember that Hannah page 73 does not feel pain, and then As you analyse the experience from different angles, think no further about this.
We may learn it by heart raising new questions and experimenting with as a fact, like learning maths tables, or record it as an potential answers, you process at a deeper level. That is how much academic work progresses. We may need to check back over what we deeper level of understanding. It may then help:. Certainly, it is useful to have information readily available when you need it. For most courses, however, what counts is not how many facts you can fit into your answers, but how you use information.
We are not really sure of our knowledge until we have put it to the test — demonstrating Reflection to ourselves and others that we really do Strengthening your learning know it. Looking back over pages 71—5, consider what One way of testing our understanding of new insights these give you into your own learning.
In some cases there may be a practical application, such as fixing a How could you flex or adapt your approach to piece of machinery or producing a new design. Optimise your learning This chapter emphasises that, as adults, we can play an active role in personalising our learning, manipulating those factors that make our study more enjoyable and effective. These two pages sum up some of the key factors that have an impact on learning.
Consider these and identify which you could use to better effect. If you tire easily when state of mind for I can do when … learning. Make sure to best effect Be creative, reflective, that:. You need: best. Reflection learning Optimising my When information is 1 New experiences 2 learning organised Solid foundations 3 Rehearsal List five things that would … so that it is 4 Processing optimise your learning and easier for your 5 Understanding that you are willing and able brain to recall it 6 Demonstration to undertake now.
Write these page See pages 73—5. There are many psychological theories that divide people into a small number of basic types. You may If this aspect interests you, you might like to look have come across these at school. Some students further at your personal learning formula, using Skills find it helpful to identify with a type and consider for Success Cottrell, We bring to each learning situation different levels Activity of knowledge, confidence and skills that impact on how we learn.
It might have been at school, home or work. What made it into a good learning individual combination of styles, habits, attitudes, experience for you? Or practical? Or study outdoors, or some other special reason? Now think of a time when you found something difficult or unpleasant to learn. It can help to consider the particular factors was different from your first example? There may be many or just a few. Add in any others that you consider relevant to you.
With friends. With other students. A mixture. It depends on the day or task. Working to my own agenda. Working things out for myself. Studying collaboratively. Sharing ideas. Lots of guidance. Some guidance.
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