Goal Setting. There are 10 areas of people s lives that one may choose to make goals about

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1 Goal Setting There are 10 areas of people s lives that one may choose to make goals about Community Personal Career Health Financial Recreation Household Family Spiritual Friendship Tips for Writing Effective Goals: Write using I will instead of I wish Be as specific as possible about what it is you are trying to achieve (include details). Identify what you will benefit from achieving this goal (quality of life, personal fulfillment, pride, etc.) Identify why it is import to you that you achieve this goal. Make sure this is a goal you want to achieve and not something you think you should achieve. Make sure your goals support each other, not challenge or contradict. Make sure your goal is attainable aim high but be realistic. Breaking Down a Goal: To achieve long or medium term goals you most likely need to achieve many short term goals. Example: Long-term Goal: I will get an M.A. degree. Medium-term Goal: I will obtain a Bachelor degree with a GPA of 3.0. Short-term Goals: I will take the following courses in my first year and obtain a 2.67 in each: ABC 123.

2 Bloom's Taxonomy Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies. Competence Skills Demonstrated Knowledge observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. Comprehension understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend Application use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover Analysis seeing patterns

3 organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite Evaluation compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize From Benjamin S. Bloom Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education. Adapted by permission of the publisher. Copied from:

4 Module 3 Note-taking Strategy through Mind Mapping What is Mind Mapping? Mind Mapping is the process of capturing main ideas or related thoughts through single word or image triggers. It can be used as a note-taking strategy for readings and in lectures, as a tool to generate ideas in the writing process and as a studying strategy when reviewing. Who Should Mind Map? Students who respond to visual stimuli; respond well to key word or visual cues; and prefer to see concepts globally instead of sequentially What is the Mind Mapping Process? 1) Start with a central theme in the centre of an 8.5x11 page (usually best if page is turned horizontally). Theme can be expressed by a key word, phrase or image. In the case of a student taking notes the central theme may be identified by the chapter title in a text book or the course outline. Central Theme 2) The central theme should inspire secondary ideas that can be expressed by an individual word or image. This is connected by lines. It is important to try to limit the words. The idea is not to write out everything, rather select a key word of image that triggers the idea for you. In the case of a student taking notes the expansions can be the headings or subheadings in readings, or would be main points identified in lecture. Concept Idea Central Theme Focus 3) Continue to build from your secondary words as they can trigger more ideas and details. Again, try for one word or image to capture the idea. In the case of a student taking notes the third and fourth levels of the map can be key words from the readings or examples provided in lecture. Students are encouraged to try and simplify these definitions and examples by using an Idea Central Theme Thought

5 image or key word to remind the student of the meaning rather than write out the full definition or example. How Can a Student Make their Mind Map More Effective? If at all possible create the mind map by hand Instead of using straight, rigid lines use curvilinear lines to connect ideas Use colour If drawing by hand, place each new word or image on the curvilinear line instead of at the end of it Make the curvilinear line the length the same length as the word or image Example of Hand Drawn Mind Map Found Online (subject to copyright) Source - Resources: Tony Buzen - (articles, information and software) Tony Buzen on YouTube

6 The KWL Reading Method The KWL strategy consists of three steps: K - Know, W - Want, L - Learned What I Know What I Want to know What I have Learned After looking at the article title, put a few points in this column: After looking through the article s headings and subheadings: After You have finished reading, complete the chart: Brainstorm. Before looking at the text, think of keywords, terms, or phrases about the topic. Write these in the K column of your chart. Organize the entries into general categories. List some things that you would like to learn. Turn all sentences into questions before writing them down. They will guide you during reading. Write during or after reading. Check it against the W column, what you wanted to learn Paraphrase main ideas and key points. Make a note of ideas you don t understand.

7 The SQ3R Reading Method Use the SQ3R Method to Strengthen Reading Comprehension and Memory The SQ3R method of reading textbooks is an excellent strategy for both understanding and remembering information. The steps in the method are Survey, Question, Read, Recite and Review. 1. SURVEY the chapter for the main idea by using the title learning objectives (sometimes given at the beginning) summary/introduction SURVEY the rest of the chapter by looking for and reading the headings and subheadings boldface and italic print and marginal definitions example problems diagrams, graphs, tables, formulae conclusion list of key terms at the end of the chapter 2. QUESTION: Read one section at a time. Before you start to read, make or find questions. You may find questions in the learning objectives, at the end of the chapter, or in the study guide. Create your own questions from headings/subheadings or the learning objectives. Prepare one or two questions for the section. Write them down in the margin of the text or in the left 3 margin of a note sheet. 3. READ the section to find the answers to your questions. The questions will help you concentrate. 4. RECITE the information by covering up the text and answering your questions out loud. You can also recite the answers by writing them as notes. This step is a way for you to test/monitor your learning. For quantitative courses, test yourself by doing the exercises or assigned problems after each section. 5. REVIEW the entire chapter as soon as you have finished. Again, for each section, cover the text or your notes and try to answer the questions. If you don t remember an answer, repeat it until it s fixed in your memory.

8 Essay Writing 1. Select the topic of your essay. 2. Choose the central idea, or thesis, of your essay. For example: Information technology has revolutionized the way we work. 3. Outline your essay into introductory, body and summary paragraphs. 4. The introductory paragraph begins with an interesting sentence. For example: Home workers have grown from 150,000 to over 12 million in the past 5 years thanks to the wonders of the computer. 5. After this first sentence, add your thesis statement from above. 6. Use one sentence to introduce each body paragraph to follow. For example: The Internet has made this possible by extending the office into the home. 7. Finish the introductory paragraph with a short summary or goal statement. For example: Technological innovation has thus made the traditional workplace obsolete. 8. In each of the body paragraphs (usually two or three) the ideas first presented in the introductory paragraph are developed. 9. Develop your body paragraphs by giving detailed information and examples. For example: When the Internet was first introduced it was used primarily by scientists, now it is common in every classroom. 10. Body paragraphs should develop the central idea and finish with a summary of that idea. There should be at least two examples or facts in each body paragraph to support the central idea. 11. The summary paragraph summarizes your essay and is often a reverse of the introductory paragraph. 12. Begin the summary paragraph by quickly restating the principal ideas of your body paragraphs. For example: The Internet in the home, benefits and ease of use of modern computer systems The penultimate sentence should restate your basic thesis of the essay. For example: We have now passed from the industrial revolution to the information revolution. 14. Your final statement can be a future prediction based on what you have shown in the essay. For example: The next step: The complete disappearance of the workplace. Tips: 1. Use strong verbs and avoid modals to state your opinion. It is better to write: The workplace has evolved than The workplace seems to have evolved 2. Do not apologize for what you are saying. An essay is about your opinion. 3. Do not translate from your mother tongue. It will quickly get you into trouble!

9 Self Editing Checklist SCOPE AREA CHECKED Global Does the paper flow? Is there a clear thesis statement? Is the purpose of the paper clear to the reader? Are there topic sentences for each paragraph? Each paragraph flows logically from one to the next. Is there an introduction, body and conclusion? Paragraph Is there one major idea per paragraph? Does the topic sentence relate to all or part of the thesis statement? Are quotes, paraphrases or academic sources used to support the topic sentence? Is there enough academic evidence provided to support the argument? Are the ideas presented in the paragraph logical? Are paraphrases clear and succinct? Do quotes flow naturally with the sentences preceding and following? Is all supporting evidence appropriately cited? Sentence Agreement Tense Pronouns Style/Tone Punctuation Words Canadian Spelling Plurals vs. Apostrophes Vocabulary Wrong Word Homonyms

10 Organizing for Final Exams 1. Find out whether the exam is one the entire course or only on material covered in the latter part of the course. 2. Determine the test format (e.g. short answer, problem-solving, multiple-choice). 3. Determine the type of questions (e.g. definitions, application, analysis). 4. Determine the sources of questions (e.g. textbook, assignments, lecture notes). 5. Use as many learning resources as possible (e.g. lecture notes, assigned readings, professor's notes). 6. Figure out how to devote your study time. Create a weekly study schedule. Figure out the date for each exam and count back to when you can begin studying. Break each course down into study sections and allocate times for those study sections in your weekly schedules. Clear away major distractions during exam prep time. 7. Maintain as regular a schedule as possible (i.e. sleeping and eating at regular times, maintaining an exercise routine). Test-Taking Tips & strategies Multiple Choice Read the directions carefully Preview the test. Read through the test a second time and answer more difficult questions If time allows, review both questions and answers If in doubt, reread the question, it is possible that you misread questions the first time Make a guess when there is no penalty Eliminate options... you know to be incorrect that grammatically don't fit with the stem that are totally unfamiliar to you that contain negative or absolute words. Short-Answer Tests Prepare thoroughly for the test. Write down a summary of key facts. Focus on concepts, key words and vocabulary, Organize and the material; use cue-cards for a quick review Respond directly to the question and write concise answers. Incorporate key ideas into short sentences Write whatever you remember; do not leave a question unanswered True/False Tests If any one part of the sentence is false, the sentence is likely to be false. If a sentence is negative, read it without the negative. If the positive is true, the negative would be false. Read sentences with general qualifiers (sometimes, often, frequently) carefully; they are more likely to be "true". Similarly, sentences with absolute words (No, never, always) usually indicate "false" answers Pay attention to the cluster of phrases in a long sentence. Even if one fact is false, the sentence is likely to be false Essay Exams: Write down the key words before writing out the exam. Set up a time schedule to answer each question and to review. Pay attention to how the question is formulated (i.e. analyze, compare, contrast). Think before you write, and make a brief outline for each question. Get directly to the point, and state your main point in the first sentence. Provide an overview in the first paragraph; discuss the details in the rest of your essay. Organize your answer well; keep it concise and precise. If you know only a few points, expand and support them well. Develop your argument and begin each paragraph with a key point from the introduction. Develop each point in a complete paragraph. Use transition words and phrases to connect your points. Summarize and restate the central idea in the last paragraph; indicate why it is important. Complete the questions if left unfinished. Review, edit, correct.