Exercise Transition and Expectations

Trinity College DublinGeneric Skills Integration Project

Learning Skills

LEARNING

SKILLS

MODULE

Exercises & Handouts

Generic Skills Integration Project (GENSIP)

Student Counselling Service & Staff Development

University of Dublin

Trinity College

Compiled by Tamara O’Connor

February 2003

EXERCISES

Transition & Expectations

Why?

ReflectionGood & Bad Learning Experiences

Strengths & Weaknesses

Analysis of Past Learning

Goal Setting

What Works, What Doesn’t Work

Assessing Environmental Conditions

Purposes in Reading

It’s Hard to Know . . .

Look At Your Notes

Take Notes a Different Way

Self-Evaluation for Writing Assignments

Analysing Key Verbs

Sourcing Information

Creating Affirmations

How to Help Improve Concentration & Motivation

Visualisation

HANDOUTS AND EXAMPLES

Reflection

Study Questionnaires

Time Management Tools

Deep Approach to Learning

Active Reading Strategies

Planning Assignments

Key Verbs

Essay Writing Strategies

Essay Writing Checklist

Exercise – Transition and Expectations

Please do not put your name on this sheet. Provide honest and relevant answers.

What aspect of coming to college has been the most frightening or overwhelming for you?

What aspect of starting at university do you enjoy most?

Exercise – Why?

Why did you choose to enrol on this particular course of study?

What do you hope to gain from your university studies?

What skills do you think you will need to successfully complete your course of study?

Exercises – Reflection

Good and Bad Learning Experiences

Think about a “good” and a “bad” learning experience. What was the difference? Identify key factors.

Study Questionnaire

Analysis of Past Learning

Reflect on your past learning, perhaps doing an analysis.

My Strengths and Weaknesses

Think about your strengths and weaknesses with regard to learning. Identify two weaknesses you’d like to improve and write them down.

Exercise – Goal Setting

List three short term study goals for the week.

Complete the following SMART sheet for each goal (at least mentally if not physically).

SMART Goal Planner

Goal: ______

______

VerySlightly Not

Is this goal Specific? ______

Measurable? ______

Action-based? ______

Realistic? ______

Time-based? ______

If it’s not very specific, specify your goal: ______

______

How will you measure success? ______

______

If necessary list your action steps and the deadline:

______by (time): ______
______by (time): ______
______by (time): ______
______by (time): ______
______by (time): ______

Exercise – What works, What doesn’t work?

Think about the way you manage yourself and your time. What works? What doesn’t work and why not?

Exercise – Assessment of Environmental Conditions

Lighting

I often turn on extra lamps for reading. _____
People sometimes tell me I’m reading in the dark. _____
I prefer to sit by windows at home o r in class. _____
I prefer to sit in the back or corner of a classroom. _____
I often choose seats directly below overhead lights. _____
I find I sometimes shade my eyes while reading. _____
Low light makes me sleepy. _____

Structure

I prefer to stand and walk around when studying. _____
I prefer to study seated on the floor rather than at a desk. _____
I find it more difficult to concentrate in lectures than in lab experiments.
I find I twitch and fidget after sitting for a short length of time. _____
I find myself tapping a foot or knee after sitting for a short period of time.

Sound

I prefer to study in silence. _____
When I really concentrate, I don’t hear a thing. _____
I find myself distracted by noises in class, even when I am interested in the topic under discussion. _____
Background noises – conversation, soft music, TV – don’t affect my ability to study. _____
Sometimes I wish I could tell my classmates to be quiet. _____
I often hum to myself or tap while working. _____

Visual Stimulation

I find myself distracted by classroom movement, even when I am interested in the topic under discussion. _____
When I study, I have notes, papers, texts, and other materials spread around me. _____
I find busy environments – crowded stores, a variety of items on a desk, similar images – confusing. _____
I prefer highly coloured, busy patterns. _____
I am very organised; when I study, I only have the bare essentials of what I need at hand. _____
I enjoy courses in which the lecturer is theatrical and moves freely around the classroom. _____

Scoring:

If you checked the odd-numbered statements in the section on lighting, you probably prefer to study in strong light. If you checked the even-numbered statements, you prefer more subdued lighting.

If you checked any three of the five statements about structure, you probably prefer less structure and more mobility in your learning environment….you can modify and adapt your study surroundings to match your structural needs.

Do you learn better with more or less noise around you? If you checked the odd-numbered statements in this group, you probably prefer to learn in silence. If you checked the even-numbered statements, you learn best with some auditory background noise.

Adapted from Longman, D.G. & Atkinson, R.H. (1999). Study methods and reading techniques, 2nd. ed. Belmont, CA: Wadsworth, pp.37-38

Exercise – Purpose in Reading

Give students a short piece of reading or use assigned reading, asking some to focus on the purpose of gathering facts and the others to focus on the purpose of summarising. Have them compare what they decided to do and how they proceeded (either pairs, small groups or whole group).

Exercise – “It’s Hard to Know What’s Going On . . .

This exercise is taken from Ellis, D. (1994). Becoming a Master Student, 7th Edition. Boston: Houghton Mifflin Co., p. 119. However, you could probably create a similar exercise based on readings from your subject area.

IT’S HARD TO KNOW WHAT’S GOING ON . . .

UNTIL YOU HAVE THE BIG PICTURE

Read the following paragraph and then summarize it in one sentence.

“With hocked gems financing him, he defied all scornful laughter that tried to prevent his scheme. ‘Your eyes deceive,’ they said. ‘It is like a table, not an egg.’ Now three sturdy sisters sought truth. As they forged long, sometimes through calm vastness, yet more often over turbulent peaks and valleys, their days became weeks as many doubters spread fearful rumors about the edge. At last, from nowhere winged creatures appeared, signifying the journey’s end.”

Summarize this paragraph now.

______

Most people have difficulty knowing what in the world the previous paragraph is about. If it were part of a reading assignment you had previewed, and you had noticed it is about Christopher Columbus, then it would have made more sense. Read it again while thinking about the famous world traveler.
Exercise – Look At Your Notes

Either individually or in pairs, look at notes you have taken for a lecture or from a book. Compare and ask the following questions:

How are the notes organised?

Do they make sense now, after the fact?

Why did you include some things and not others?

Have the notes been rewritten or added onto later? (Is this something you would normally do if you had time?)

Will the notes still make sense in a month’s time?

If comparing notes with another student, in what ways do they differ?

Do you understand each other’s notes?

Exercise – Taking Notes a Different Way

Ask students to use one of the methods they haven’t used before. Give a 10 minute lecture. Ask students to compare with what they are used to using.

Ask students to use a method they haven’t used before (e.g. mind maps) during a lecture, one that you provide good lecture notes for so they’re not worried about missing something. Ask them to reflect on the advantages or disadvantages of the strategy and whether it is worth practicing (self-monitoring and self-evaluation).

Exercise – Self-Evaluation for Writing Assignments

Think about how you approach writing assignments. For each item below, circle 3 if it poses a difficulty and 1 if it doesn’t.

Not a problem / A difficulty
Starting a writing assignment / 1 / 2 / 3
Knowing what is involved in an essay / 1 / 2 / 3
Knowing how to analyse the topic or question / 1 / 2 / 3
Using a systematic approach to writing essays / 1 / 2 / 3
Planning stages of writing process / 1 / 2 / 3
Having a strategy for organising information / 1 / 2 / 3
Having a plan for gathering information / 1 / 2 / 3
Knowing where to get information / 1 / 2 / 3
Knowing how to critically evaluate information / 1 / 2 / 3
Knowing how to structure an essay / 1 / 2 / 3
Knowing how to develop and support an argument / 1 / 2 / 3
Knowing how to write paragraphs / 1 / 2 / 3
Making use of drafts / 1 / 2 / 3
Spelling and grammar / 1 / 2 / 3
Presentation of written work / 1 / 2 / 3
Using feedback to improve writing / 1 / 2 / 3

For those items you marked 3, decide if you think it is an area you need to improve. If so decide how you will do it. Remember there is support available in College.

Exercise – Analysing Key Verbs

Below is a list of verbs often included in instructions given for writing tasks. Read through them and note what you think each means. Next, read sentences A – F and match the appropriate explanation to a particular verb.

1. Criticise ______

______

2. Define ______

______

3. Illustrate ______

______

4. Describe ______

______

5. Explain ______

______

6. Discuss ______

______

A. Set down the precise meaning of a word or phrase, and/or examine different meanings of … _____

B. Give a detailed or graphic account of … _____

C. Make plain; give reasons for; interpret and account for … _____

D. Identify the faults, limitations, or usefulness of … _____

Give reasons for and against; examine by argument; sift and debate… _____

F. Use figures, diagrams or examples to explain or clarify; or make sense of using concrete examples of … _____

Exercise – Sourcing Information

Have a supply of several different types of information related to the subject area. Have students form small groups and give each group several sources of information.

They can then discuss them, asking the following questions.

What type of source is it (i.e. journal, book, newspaper, etc.)?
What type of writing is it (i.e. essay, case study, research, etc.)?
What is the purpose of the writing? Who is the intended audience?
Skim the source, paying attention to:

-The layout

-The structure

-The grammar

-The vocabulary

-The style

Are there references and quotes? How are they cited?
Has the author used an analytical approach?
How valid is the argument?
What are the strengths and weaknesses of the piece?
In your opinion, is it well written?

Exercise - Creating Affirmations

An affirmation is simply a statement of what you want. They are most effective if they are personal, positive and in the present tense. Also they need to be practiced, so try saying them several times a day, out loud if possible.

Here’s a couple of examples:

I am healthy.

I work well with many different kinds of people.

I have friends who love me.

I try hard.

I am a loving son, daughter, etc.

Now you write 3 positive affirmations for yourself. Remember – personal, positive, present tense!

______

______

______

Exercise – How to help improve concentration and motivation

Scenario 1

Your friend has so much to do he just doesn’t know where to start.

Do you have any suggestions?

Scenario 2

Your friend has a lot on her mind so is easily distracted from her study.

Do you have any suggestions?

Exercise - Visualisation

This exercise will help you manage anxiety or uncertainty associated with difficult academic situations, such as taking exams or standing up in front of the class to make a presentation. It is a good idea to practice the exercise regularly. That way, your body will begin to relax just out of habit. For this example we’ll visualise an exam situation with all the actions you want to perform. Try to involve all your senses, seeing yourself, hearing yourself, etc

This provides mental rehearsal and aids concentration.

Get comfortable, sit in a relaxed position, close your eyes, and breathe slowly and regularly. Try to clear your mind of all distractions.

Picture yourself sitting in the room just before an exam. See yourself sitting comfortably. See yourself getting the exam and reading each question calmly and with confidence. See yourself writing answers to the questions in a relaxed and efficient manner. Hear the pen writing effortlessly across the pages. See yourself finishing the exam and turning it in, knowing that you have been successful. Sit for a minute with that feeling of accomplishment and relief. Remind yourself that you have experienced success in the past, and that you will experience success again.

Replay the image over and over again.

Adapted from Davis, M., Eshelman, E.R., & McKay, M. (1995). The relaxation and stress reduction workbook, (4th ed.). Oakland, CA: New Harbinger Publications.

Example of Student Reflection

Here is an example of a student reflecting on how they revise for exams. However, if you can think of an example relevant to your course it will have more relevancy for the student. For example, perhaps a student reflecting on a lecture, and how the information can be applied to current affairs, etc.

Sarah is preparing for an essay exam in her sociology class. She is slightly worried because she finds expressing herself in writing difficult although she considers herself a hard working and competent student.

She recalls previous exams she has taken, and the things she did right and things she didn’t do so well on. She knows she must give herself plenty of time to revise and that she’s probably better off not studying at home where there are lots of distractions. In the past she has usually just skimmed the material, often the night or two before the exam but she realises this will probably not be sufficient now. Instead she takes out paper and tries to outline topics and classify information from her books and lecture notes. She stops occasionally to ask herself how she’s doing. Is her plan working? Is she maintaining concentration? Does she understand the content? Sarah wonders what else might help build up her confidence and the next time she sits down at the library to prepare, she uses her outlines to practice writing answers to some sample questions.

Study Questionnaires

There are several questionnaires that assess the way students in third level education study and learn. Here is a few recommendations.

1.Approaches to Studying (Short Version). This is based on research in the area of deep, surface and strategic approaches to learning. Copies of the inventory are available at (Copies are also available from Staff Development).

2.The VARK Inventory offers an analysis of a preferred way of learning: visual, aural, read/write or kinaesthetic. This is available at

3.The traditional Honey and Mumford Learning Styles Questionnaire offers students a way to assess their preferred learning style ways of learning that suit their style . It can be ordered at

4.The Learning and Study Strategies Inventory determines what strategies a student uses on several scales relevant to effective, strategic learning (e.g. time management, concentration, information processing, etc). It can be ordered from (Some copies are available from the Project Coordinator).

Date: ______

TO DO LIST

PriorityItem (be specific)Reward (if necessary)

______

Study / Social Timetable

Day-time

Time

Mon

/ Tue / Wed / Thurs / Fri / Sat / Sun
7.00
8.00
9.00
10.00
11.00
12.00
1.00
2.00
3.00
4.00
5.00

Evening

Time / Mon / Tue / Wed /

Thurs

Fri

Sat

Sun

6.00
7.00
8.00
9.00
10.00
11.00

Notes

Total Study Hours

/ Total Social Hours / Total Physical Recreation Hours

Elements of the Deep Approach to Studying

Intention to understand

Active interest and personal engagement with material

Active, deep processing strategies:

Relating ideas
Gaining an overview
Creating outlines and structures
Questioning and using evidence critically
Seeking the central point
Drawing conclusions
Seeing the purpose of a task or seeing it in its wider context
Discussion
Teaching or explaining concepts, main points
Making associations

Students who adopt a deep approach to learning and studying tend to have better long-term retention of information and do better academically.

ACTIVE READING STRATEGIES

1. Identifying the Purpose

Students need to identify the reasons for undertaking a reading task and decide the best way to strategically accomplish it. There are several reasons for reading text. They include:

To get an overview or the gist of a subject or topic
To determine if more concentrated reading is necessary
To gather supporting evidence or information for a project or essay

These purposes do not require a complex strategy but a surface one such as skimming or scanning

To summarise main points
To understand material (e.g. textbook)

These purposes are more complex and need a more in depth strategy such as SQ3R

To critique or evaluate

This purpose is the most complex requiring in depth strategies and even several readings with time for reflection

To enjoy or for leisure

2. Selecting & Prioritising

“Efficient reading means being selective about what you read, and then reading it at whatever speed is appropriate to the nature of the material and to your purpose in reading it” (Rowntree, 1998, p. 80).

There are several ways you can learn to be more selective in order to be able for all the suggested reading on a course. Often students are very concerned that they may not be able for the reading. Rowntree (1998, p.81) makes the following suggestions:

Ask tutors to indicate which parts of the recommended materials are most relevant and why
Keep alert for hints and clues about relevant reading dropped by tutors, assignment feedback etc.
Ask fellow students
Ask students in the year(s) ahead of you
Share out reading and regularly report on what is worthwhile
Note which books/materials are most regularly mentioned in other books as being important
Skim very fast through recommended books (e.g. five to ten minutes per book) with a view to deciding which (or which parts) might repay closer study and which can be ignored.

It is also useful to monitor and evaluate as you read. For instance, ask yourself “Why am I reading this? What am I getting out of it?” Be prepared to stop reading if you are unable to give yourself satisfactory answers.