muhammadmuizzzz

[muhammadmuizzzz]

Online Distance Learning Experience (UED102) By Muhammad Muizz

[muhammadmuizzzz]

Online Distance Learning Experience (UED102) By Muhammad Muizz

[muhammadmuizzzz]

E-portfolio of Study Skills (UED102)

[muhammadmuizzzz]

CHAPTER 7 - CRITICAL THINKING

GENERAL STRATEGIES FOR READING COLLEGE TEXTBOOKS

·       PREVIEW YOUR TEXTBOOKS

·       READ TEN PAGES AT A TIME

·       MONITOR YOUR COMPREHENSION

                      BECOME A CRITICAL THINKER

·       Critical thinking involves identifying, thinking about, reflecting on, and evaluating information in order to solve a problem or make a decision.

          THREE DEFINITIONS OF CRITICAL THINKING

i.  “Critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better.”         Richard Paul

ii.   “Critical thinking is reasonable, reflective thinking focused on deciding what to believe or do.”            Robert Ennis

iii.    “Critical thinking is a cognitive process we use to carefully examine our thinking and the thinking of others in order to clarify and improve our understanding.”       John Chaffee  

                 THREE PARTS OF CRITICAL THINKING

·       Critical thinking involves asking questions.

·       Critical thinking involves trying to answer those questions by reasoning them out.

·       Critical thinking involves believing the results of your reasoning (and taking action based on that belief).        Gerald Nosich

  SOME CHARACTERISTICS OF CRITICAL THINKERS

·       Ask questions

·       Gather information

·       Examine beliefs

·       Open minded

·       Consider other views

·       Consider all alternatives

·       Fair minded

·       Reflective

·       Make reasonable decisions

·       Flexible thinkers

·       Evaluate sources

·       Interested in solving problems

·       Value others’ input

·       Act on their decisions

·       Solve problems in a systematic way

·       Think before acting

·       Examine evidence

·       Identify reliable sources of information

·       Identify biases or assumptions

·       Explore all possible solutions

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                  THE PROBLEM SOLVING PROCESS

THE PROBLEM SOLVING PROCESS

DEFINE THE PROBLEM

CONSIDER THE ALTERNATIVES

MAKE A PLAN

TAKE ACTION

EVALUATE THE RESULTS

JOHN CHAFEE’S FIVE-STEP APPROACH TO PROBLEM SOLVING

Define clearly the decision to be made.

Consider all possible choices.

Gather all relevant information and evaluate the pros and cons of each possible choice.

Select the choice(s) that best meet the needs of the situation.

Implement a plan of action and monitor the results, making necessary adjustments.

                        BECOME A CRITICAL READER

Critical reading involves :-  

questioning

analyzing

evaluating what you read

                  FIVE CRITICAL READING SKILLS

Comprehension

Application

Analysis

Synthesis

Evaluation

                  COMPREHENSION STRATEGIES

Preview before reading

Make word cards

Read to the end of the paragraph before marking

Reread if you don’t understand

Highlight or take notes

Utilize text-based study aids

Complete exercises or reviews

Refer to graphics as they are mentioned in the text

Stop and think about what you read and recite key points

                          APPLICATION STRATEGIES

Think about how the material is related to what you already know

Think about how examples demonstrate the points being made

Make up your own examples

Apply the information to questions, activities, or exercises in the chapter

                                   ANALYSIS STRATEGIES

Pay attention to headings and subheadings

Identify main points and highlight them or write them in the margin

Write specific questions in the margin

Look for supporting points and mark them or write them under each key point in the margin

Compare points made in the conclusion to points made earlier in the text

                                SYNTHESIS STRATEGIES

Take notes to move details under appropriate headings

Write general questions in the margin

Summarize information in your own words

Compare information from different sections of the text.  

Take notes on similarities and differences

Create maps and charts

Create study sheets

                              EVALUATION STRATEGIES

Think about the author’s purpose for writing

Consider the author’s credibility

Do the facts, reasons, details, and examples support the author’s conclusions?

Is there sufficient evidence to prove the point being made?

Watch for biased language

Annotate the text to gather and evaluate the information that is presented

                  THREE READING/STUDY SYSTEMS

P2R

SQ3R

S-RUN-R

1. THE P2R READING/STUDY SYSTEM :-

Preview

Read actively

Review

2. THE SQ3R READING/STUDY SYSTEM :-

Survey

Question

Read

Recite

Review

3. THE S-RUN-R READING/STUDY SYSTEM :-

Survey

Read

Underline

Note taking

Review

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CHAPTER 6 – PLAGIARISM

                                      Definition of Plagiarism

An act of using or closely imitating the language and thoughts of another author without authorization and not crediting the original author .

The following are considered plagiarism:

·       Turning in someone else’s work as your own

·       Copying words or ideas of others without credit

·       Giving incorrect information about the source of quotation

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CHAPTER 5 - TAKING LECTURE NOTES

                            WHY TAKE LECTURE NOTES?

·       Promotes active listening

·       Provides an accurate record of information

·       Helps you organize the information

·       Provides additional repetition

CHARACTERISTICS OF GOOD LECTURE NOTES

·       CONTENT

·       ORGANIZATION

STEPS IN THE LISTENING AND NOTE-TAKING PROCESS

·       Decide to listen

·       Receive messages

·       Pay attention

·       Select relevant information

·       Interpret information

·       Condense information

·       Organize information

·       Take notes

                STEPS IN THE NOTE-TAKING PROCESS

·       Decide that you want to listen

·       Pay attention to the lecture

·       Select relevant information and ignore the distractions around you

·       Interpret the information to make it meaningful

·       Condense the information before writing it down

·       Organize the information under the appropriate headings or subheadings

·       Take notes

                        THREE NOTE-TAKING SYSTEMS

THE INFORMAL OUTLINE

THE BLOCK METHOD

THE MODIFIED-BLOCK METHOD

               WHAT TO INCLUDE IN YOUR NOTES

i. HEADING

ii.  DETAILS

Facts

Explanations

Definitions

Enumerations

Examples

iii. ANYTHING REPEATED OR SPELLED OUT

iv. ANYTHING ON :

The chalkboard

A PowerPoint slide

A transparency

v.  DRAWING, CHARTS, OR PROBLEMS WRITTEN ON THE BOARD

vi. CONCLUSIONAL STATEMENTS

HOW TO TAKE NOTES ON POWERPOINT PRESENTATIONS

Copy headings and subheadings from handout and take notes in your notebook.

Print out and number slides.  Take notes on right side of notebook pages and tape in slides on left side.

Download slides to laptop one per page and take notes below each slide.

Take notes on your laptop and then paste each slide in above each topic. Save or print.

               WHY YOU SHOULD EDIT YOUR NOTES

To get feedback on your note taking

To get an accurate record of information

To organize the information in your notes

To review both the text and lecture material and integrate the course material

Prepares your notes for later review by adding recall questions in the margin

                            HOW TO EDIT YOUR NOTES

FILL IN GAPS

CHECK FOR ACCURACY

CLARIFY MEANING

IMPROVE ORGANIZATION

DEVELOP RECALL QUESTIONS

                 THREE WAYS TO REVIEW YOUR NOTES

RECITE FROM THE HEADINGS

RECITE FROM THE RECALL QUESTIONS

TALK ABOUT THE INFORMATION WITH OTHERS

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CHAPTER 4 - CGPA CALCULATION

                                          (COURSES TAKEN)

IMPORTANT UNDERSTANDING OF EXAMINATION RESULT

LNT-LULUS NAIK TARAF

·       PASS ALL COURSES WITH 2.0 CGPA. QUALIFIED TO FURTHER FOR DIOLOMA LEVEL.

D5- GAGAL D5

·       2.0 CGPA YET FAIL A FEW COURSES (2 ONLY). ALLOWED TO TAKE SPECIAL EXAM FOR THESE COURSES. DELAY ONE SEMESTER FOR DIPLOMA LEVEL.

D3- GAGAL D3

·       BELOW 2.0 CGPA. NOT QUALIFIED FOR SPECIAL EXAM AND DIPLOMA LEVEL.

How To Calculate GPA & CGPA

GPA = Total credit value registered of a semester / Total credit units in the same semester

CGPA = Total credit value registered of all semester / Total credit units in all semester

EXAMPLE - LNT

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EXAMPLE – D5 (CAN TAKE SPECIAL EXAM)

EXAMPLE – D3 (TOTALLY FAIL!)

EXERCISE

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CHAPTER 3 - TIME MANAGEMENT

          HOW DO YOU MANAGE YOUR TIME NOW?

·       KEEP A TIME LOG EVERY DAY FOR ONE WEEK

·       COMPLETE A PROSPECTIVE-RETROSPECTIVE CALENDAR EVERY DAY FOR ONE WEEK

                 IDENTIFY TIME AVAILABLE FOR STUDY

COMPLETE A FIXED COMMITMENT CALENDAR

·       Write in your fixed commitments

·       Identify available study blocks

·       Highlight the perimeters of the blocks

·       Make copies if your schedule changes

·       Total your available study time

                    IDENTIFY TIME NEEDED FOR STUDY

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·       CONSIDER YOUR CREDIT LOAD

·       CONSIDER THE DIFFICULTY LEVEL OF YOUR CLASSES

·       CONSIDER YOUR GRADE GOALS

·       LEARN HOW LONG IT TAKES TO DO YOUR ASSIGNMENTS

·       MONITOR YOUR CURRENT STUDY TIME

                         ESTABLISH A NEW TIME PLAN

·       REDUCE YOUR CREDIT LOAD

·       REDUCE YOUR FIXED COMMITMENTS

·       CUT BACK ON EXTRA-CURRICULAR ACTIVITIES

                       ORGANIZE YOUR STUDY TIME

·       CREATE AN ASSIGNMENT CALENDAR

·       PREPARE A RUNNING LIST

·       USE DAILY “TO DO” LISTS

SCHEDULE YOUR STUDY TASKS: TO STAY MOTIVATED

·       Assign tasks to available study time

·       Use your Fixed Commitment Calendar to schedule your study tasks

·       Use your daytime study hours

·       Use time between classes

·       Study in one-hour blocks

·       Take breaks

·       Tackle difficult assignments first

·       Switch subjects

·       Break tasks down

·       Work ahead

·       Plan rewards

                HOW TO MANAGE MULTIPLE PROJECTS

·       MAKE A PLAN

·       SET PRIORITIES

·       DEVELOP A SYSTEM

·       MONITOR YOUR PROGRESS

          THREE MAIN CAUSES OF PROCRASTINATION

·       SELF-DOWNING

·       LOW FRUSTRATION TOLERANCE

·       HOSTILITY

WHY STUDENTS PROCRASTINATE LACK OF MOTIVATION  

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·       Weren’t successful the last time

·       The task isn’t relevant

·       The task lacks value

·       Lack of clear, specific goals

·       Unclear about what to do

·       Tired or don’t feel well

WHY STUDENTS PROCRASTINATE LACK OF SELF-REGULATION

·       Not planning ahead

·       Getting behind in your work

·       Overscheduling

·       There are better things to do

·       Waiting for the perfect time, place, or mood

MOTIVATIONAL STRATEGIES FOR OVERCOMING PROCRASTINATION

·       Just get started

·       Use positive self-talk

·       Set realistic goals

·       Clarify the directions

·       Start with the easiest part of the task

·       Break down large tasks

·       Recognize that not all assignments are easy

·       Recognize that all courses are relevant

·       Plan rewards

SELF-REGULATION STRATEGIES FOR OVERCOMING PROCRASTINATION

·       Complete an Assignment Calendar

·       Create “To Do” lists

·       Schedule your personal tasks

·       Set priorities

·       Avoid overscheduling

·       Identify escapist techniques

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CHAPTER 2 - GOAL SETTING

WHAT ARE GOALS ?

·       Goals are the ends toward which we direct our effort.

HOW GOAL SETTING IMPROVES PERFORMANCE

·       Goals direct your attention to the task at hand.

·       Goals mobilize effort.

·       Goals increase persistence.

·       Goals promote the development of new strategies when old strategies fall short.

CHARACTERISTICS OF GOALS

Self-chosen

Moderately challenging

Realistic

Measurable

Specific

Finite

Positive

i. Goals should be self-chosen

Goals that are set by your parents, teachers or friends may not always work for you.

You need to determine or choose your own goals

You will be more motivated to achieve the goals if you set it on your own.

ii. Goals should be moderately challenging

One way to set moderately challenging goals is to consider what you have done in the past.

High school grades are fairly good predictors of college success.

You should set goals that will require you to achieve more than you did before but will not place undue pressure on you.

Goals can always be revised if you discover you can achieve more than you originally set out to accomplish.

iii. Goals should be realistic

Think about whether your goals are attainable.

To set realistic goals, you must carefully evaluate your chances of achieving each goal.

The Five-Step Approach to setting goals can help you to make this decision.

iv. Goals should be measurable

A goal is measurable if you can determine whether you reached it.

Goals for specific study sessions need to be measurable.

At the end of your study session, you’ll be able to determine whether you did what you planned to do.

v. Goals should be specific

The more specific your goals are, the more motivated you will be to achieve them.

If you formulate vague or unclear goals, you will be less likely to accomplish them.

vi. Goals should be finite

Goals need to have a limited time frame.

It is important to set deadlines for all of your goals.

You might also want to set intermediate deadlines to complete different parts of a task.

Without a deadline, many students tend to put off starting, working on and completing their goals

vii. Goals should be positive

Negative goal statements tend to make you feel that you can’t really be successful; they are not motivating.

You will always do better if you are working towards something – when you have a positive attitude.

Avoid using words like try, think, hope and should when you describe your goals.

Positive goals that emphasize success help motivate you to get your work done.

                                          TYPES OF GOALS

LONG TERM GOALS

SHORT TERM GOALS

ACADEMIC GOALS

PERSONAL GOALS

CAREER GOALS

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SET GOALS FOR THE NEW SEMESTER

BE OPEN TO CHANGE

SET PRIORITIES FOR THE FIRST THREE WEEKS

PLAN FOR EARLY SUCCES

MAINTAIN ACADEMIC HONESTY

IMPROVE YOUR  ACADEMIC STANDING

PLAN REWARDS  

CONSIDER CONSEQUENCES

LEARN HOW TO CALCULATE YOUR GPA

REVISE YOUR GOALS PERIODICALLY

MAIN REASONS STUDENTS ARE RELUCTANT TO CHANGE

THEY BELIEVE THEY CAN’T CHANGE

THEY DON’T WANT TO CHANGE

THEY DON’T KNOW WHAT TO CHANGE

THEY DON’T KNOW HOW TO CHANGE

          THE FIVE-STEP APPROACH TO SETTING GOALS

STEP 1 : Write down what you want to accomplish

STEP 2 : Write down any obstacles

STEP 3 : Write down any resources

STEP 4 : List your motivation            

STEP 5 : Review and revise your tentative goal statement

                           DEVELOP AN ACTION PLAN

SET ACTION TASKS

LIST THE MATERIALS YOU NEED

SET TIME FRAMES

EVALUATE YOUR PLAN

                              EXPLORE CAREER GOALS

DO A SELF-ASSESSMENT

EXPLORE CAREER CHOICES

CHOOSE YOUR MAJOR

EVALUATE YOUR DECISION

i. DO A SELF-ASSESSMENT

WHAT ARE YOUR SKILLS?

WHAT ARE YOUR INTERESTS?

WHAT ARE YOUR VALUES?

HOW MOTIVATED ARE YOU?

ii. EXPLORE CAREER CHOICES

CAMPUS RESOURCES

COMMUNITY RESOURCES

ONLINE RESOURCES

iii. EVALUATE YOUR DECISION

REASSESS YOUR CAREER CHOICE AT THE END OF EACH SEMESTER

ARE YOU EARNING HIGH GRADES IN YOUR MAJOR CLASSES?

DID YOU FAIL OR WITHDRAW FROM ANY CLASSES NECESSARY FOR YOUR MAJOR?

IS THIS SOMETHING YOU WANT TO DO FOR THE REST OF YOUR LIFE?

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CHAPTER 1- GETTING MOTIVATED

Motivation can be described as something that energizes, directs and sustains behavior toward a particular goal.

                                TWO TYPES OF MOTIVATION

•INTRINSIC

•EXTRINSIC

                     MASLOW’S HIERARCHY OF NEEDS

DEFICIENCY NEEDS

•Psychological Needs

•Safety and Security Needs

•Love and Belongingness Needs

•Self-Worth and Self-Esteem Needs

                         MASLOW’S HIERARCHY OF NEEDS

GROWTH NEEDS

•Need to know and understand

•Aesthetic needs

•Self-actualization needs

                                         MASTERY GOALS

• Mastery goals can be described as goals that focus on learning the material or on mastering new skills. •Mastery goals motivate students to learn the course material—to master it—for the sake of learning. •Mastery goals help students persist even when the task is boring or difficult.

                                     PERFORMANCE GOALS

•Performance goals are goals that involve achieving good grades or gaining praise or recognition by outperforming others.

•Students motivated by performance-approach goals generally work hard to earn the top grade or be the best in the class.

•Students motivated by performance-avoidance goals only work hard enough to avoid a low grade or looking bad compared to others.

               STRATEGIES FOR INCREASING MOTIVATION

•Set challenging but realistic goals

•Set learning goals

•See the value in the task

•Have a positive attitude

•Use positive self-talk

•Increase your level of interaction

•Work hard •Use active study strategies

•Break down tasks

•Monitor your learning

•Learn from your mistakes

           CHARACTERISTICS OF SUCCESSFUL STUDENTS

•ACTIVE

•STRATEGIC

• SELF-REGULATED

•INDEPENDENT

                COMPONENTS OF STRATEGIC LEARNING

•SKILL

•WILL

•SELF-REGULATION

                    STAGES OF SELF-REGULATED LEARNING

•PLANNING

•MONITORING

•EVALUATION

                            WHAT ARE LEARNING STYLES

Learning style refers to the way you acquire, process, and retain information—the way you learn best.

                                 LEARNING MODALITIES

•VISUAL

•AUDITORY

•KINESTHETIC

                    STRATEGIES FOR VISUAL LEARNERS

•Read and highlight

•Visualize pictures, charts, and diagrams

•Outline information

•Edit lecture notes

•Color-code notes

•Write out steps in a process for math

•Create study sheets

•Write word cards

•Make question cards

•Write questions in the margin

•Take online tests

                    STRATEGIES FOR AUDITORY LEARNERS

•Read text out loud

•Recite at the end of headed sections

•Explain information

•Record lectures and play them when you commute

•Recite from the headings in lecture notes

•Recite answers to questions in the margin

•Teach the material to someone else

•Create a taped self-test

•Explains the steps for solving math problems

•Create rhymes, poems, and songs to recall information

                 STRATEGIES FOR KINESTHETIC LEARNERS

•Take notes as you read

•Predict questions in the margin of your text

•Create word cards and practice them out loud

•Label diagrams, recreate maps and charts to learn information for exams

•Make up self-tests and take them

•Participate in study groups and review sessions

•Work problems

•Take end-of-chapter and online tests

•Create mnemonics to recall information

[muhammadmuizzzz]

UED 102 – STUDY SKILLS

INTODUCTION OF STUDY SKILLS

Assalammualaikum,

Hello everyone, my name is MUHAMMAD MUIZZ BIN MANSOR. I lived at Desa Pandan, Kuala Lumpur. I’m a student from programme Pre Diploma in Faculty of Business and Management at UITM Jengka, Pahang.

The reason why I’m doing this portfolio is to introduce about study skills (UED 102). By learning study skills, as a student we should know some basic of study skills, students can improve their learning skills.

Topic for E-portfolio:

1.     Getting motivated

2.     Goal setting

3.     Time management

4.     CGPA Calculation

5.     Taking lecture notes

6.     Plagiarism

7.     Critical thinking