A Guide to Learning Independently

A Guide to Learning Independently

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Description

A Guide to Learning Independently 5E describes techniques to help students succeed in formal education. It helps with learning tasks such as writing assignments, reading textbooks, making notes and concentrating when studying, as well as offering a range of suggestions as to how students can meet the requirements of their teachers and courses. It is also designed to help students discover their own learning goals and how they learn best. The text rests on the premise that it is possible for a person to change the way they approach their learning. It is directed to the individual student because it is the individual who must write the essays and reports, pass the exams and organise themselves in order to be successful in the tertiary education system. As well as offering realistic and well-tested study strategies, this Guide focuses on your reasons for study as you balance the demands of study with the rest of your life. It will help you clarify your particular strengths as a learner and develop a repertoire of independent lifelong learning skills.

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Product details

  • Paperback | 352 pages
  • Pearson Education Australia
  • Frenchs Forest, NSW, Australia
  • 5th edition
  • 1442559365
  • 9781442559363

Table of contents

1 You Your physical and emotional self Body rhythms Sleep Food and drink Physical exercise Senses Health and wellbeing Tension and relaxation Emotions Reflections Your cultural self Ways of thinking and learning Beliefs and values Your goals Your social self The people in your life Social groupings Your virtual social self 2 Becoming a university student What to expect from university University culture University disciplines The people Common images of university Paying fees Making choices and decisions Why are you studying? Where to study? University TAFE Private institutions What to study? Which units? Which mode of study? Which teachers? Which technology? Getting started The university year Orientation The first weeks 3 Engaging with university Focusing on your goals and aims Engaging with others Getting to know other students Approaching teachers Engaging with study Developing skills and attitudes Critical thinking Problem solving Researching Collaborative learning Using learning outcomes to guide your study Adjusting to being a student Coping with personal change Combining study with other work Seeking help from others Dealing with difficult situations Deferring or withdrawing from study Staying focused on your goals 4 Planning your study Why plan your time? When to study A semester overview (1-7) A workable weekly plan (1-4) A quick reality check of your week Tracking your use of time Weekly priorities Sticking to a plan Procrastination How to study Knowing what works for you Focusing From flicking to focusing Focusing for a sustained time Creating brainspace Concentrating Warming up (1-5) Sustaining concentration Losing concentration Where you study Location Study spots Comfort 5 Learning and remembering Filters on what you learn and remember Why remember? How you learn to remember What is important to you When you are ready A way that suits you Building on what you already know Suspending previous knowledge and beliefs Selecting what to learn Learning thoroughly Different ways for the same material Patterns and principles Before, during and after classes and study Study session techniques Memory keys Transferring and using what you learn Exams 6 Asking your own questions What questions might you ask? Why do I want to know? What do I want to know? How do I know that ...? Why? When? Where? How? Who? What? What happens when ...? What if ...? Pursuing your questions in formal education Independent study 7 Choosing and analysing a topic Purposes for assignments Your aims Learning outcomes and teachers' objectives Expectations of assignments Tertiary study Disciplines Genres Individual teachers Topics and questions Choosing a topic Personal opinions Analysing a topic and developing a research question 1 What is the topic about? 2 What do I already know about the topic? 3 How much breadth or depth can this essay have? 4 What might my thesis or theme be? 5 What are the possible main points? 6 Which sources might I use? 7 How might I structure my response to the topic? 8 What role might my personal opinions play? 9 What is my initial research question? Your initial working definition 8 Researching a topic The initial stages 1 Practical considerations Time available Download, print, copy, borrow or buy? 2 Selecting likely material a Devising a reference list b Key terms c Finding extra sources d Recording and filing references e The medium f Searching the Internet g Developing your research question 3 Evaluating your selection Previewing selected material Evaluating web pages Working with selected material Questioning and critiquing Integrating your ideas with information Communicating your ideas Towards the end of your research Your revised definition 9 Using information sources Starting points Unit materials Libraries Information and learning spaces Types of collections Discovering useful resources Guides and support Searching for and retrieving information Off-campus access The Internet Search engines Net neutrality? Information literacy University-level Internet Skills needed Using sources effectively The mass media Primary and secondary sources Quantitative and qualitative sources Research: a complex process 10 Reading Preparing to read Your purposes Examining your material Previewing a Why preview? b Previewing a book chapter or journal article c Previewing online text d Complexity of material e The discipline area Developing your vocabulary As you read Approaches to reading 1 Entertainment reading 2 Overview reading 3 Reading for specific information 4 Reading for an argument or theme 5 Reading for an in-depth understanding 6 Reading to question and critique Reading rates Notemaking and/or underlining Why make notes or underline? What to note or underline How much to note or underline How to make notes or underline After you read Reviewing the chapter 11 Listening to lectures Why lectures? Preparing for a lecture As you listen Making notes Overcoming concentration difficulties After a lecture 12 Participating in discussions Why discussion groups? Types of discussion groups Collaborative learning groups Setting up discussion groups First things Group size When and where to meet The first few meetings Getting to know each other The group's role and focus Ongoing meetings Attending meetings Ground rules Preparing for a discussion Playing your part during discussions Talking and listening skills Online discussions Taking responsibility Leading and monitoring a group Presentations The teacher's authority in a group Leadership styles Coping with a teacher's authority After a group 13 Developing your writing The process of writing Creating Editing Write often and reflectively Experiment with different methods Free writing Structured writing Write in different genres Letters, articles, poems and other forms Personal journals or diaries What is a journal A format Learning journals or logs Blogs Share your writing Writing groups Why join a writing group? Setting up a writing group 14 Writing essays Before you begin writing Your definition of the topic Your readers Writing your rough draft Writing methods Writing to a plan Free writing Other writing methods The parts of your essay The introduction The body of your essay a Ordering the main points b Linking information c Presenting each main point fully and accurately d Paragraphing e Balancing main points The conclusion Working with your rough draft Editing your final draft Evaluating your essay 15 Writing scientific reports Beginning a report Writing as you plan Your laboratory or field notebook Measurements, observations and calculations Planning your writing As you write your report Report sections 1 The title 2 The abstract or synopsis 3 The introduction 4 The materials and methods 5 The results 6 The discussion 7 The conclusions 8 The references Data presentation Why use tables or figures? How will you present data? Ordering data in tables Writing styles and conventions Style Conventions Editing the report Questions and mistakes 16 Using conventions Academic integrity Plagiarism and collusion How to avoid plagiarising Quoting, paraphrasing and summarising Why use quotations? How to present quotations Long quotations Short quotations All quotations Paraphrasing and summarising References Why include references? When to reference How to reference Author-date references Footnotes Endnotes Reference lists and bibliographies Reference lists Bibliographies How to present a reference list and bibliography Book entry Article, chapter or anthology item Additional points The finishing touches Grammar, spelling and punctuation Presentation 17 Learning from evaluation Why evaluation? Your aims Other people's objectives Who evaluates your learning? How is your learning evaluated? Your own evaluation Peer evaluation Teachers' evaluations Formative evaluation Summative assessment Criteria and standards Administrative requirements A learning portfolio Appendix Discrimination: sexist language and attitudes Avoiding sexist language Avoiding sexist attitudes Quotation sources Index

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