PROBLEM SOLVING TEACHING SERVICES

STUDY AIDS THREE: STUDY SKILLS

 

Contents

 

Section One:                           Motivation

Section Two:                           Types Of Research

Section Three:                        Study Techniques

Section Four:                          Reasons For Failure

Section Five:                          Concluding Comments

 

Appendix One:                        The Relationship Between Different Methods Of Learning And Particular Subject Areas

                         

                                                                                                                                               

Aims

 

 

Having read through ‘study skills’ the student should now be in a position to study more effectively.  In particular he/she should be capable of:-

 

1.         Relating any study skills gained to a variety of immediate to long-term goals.

2.         Appreciating the great importance of prioritisation.

3.         Distinguishing between the primary and secondary forms of research.

4.         Distinguishing between quantitative and qualitative data.

5.         The practical application of particular study techniques.

6.         Understanding that the learning process-itself undergoes a series of four stages.

7.         Avoiding any last minute ‘Cramming'.

 

 

 

 

1.         Interest In The Subject And A Desire To Pass Should Motivate Study.

To  Increase These Qualities It Is Important To Devise:-

1:1       Long Term Goals E.g. To Help Clarify Career Prospects

1:2       Short Term Goals, E.g. To Fulfil Assignment Deadlines

1:3       Immediate Goals E.g. To Locate Literature On Study Skills

 

2.         In Order To Be Effective, Such Goals Need To Be:

2:1       Realistic

2:2       Attainable

2:3       Measurable (But Not Always With long-term Goals, These Can Often Be General)

2:4       Prioritised Between:

2:4:1    What MUST Be Done

2:4:2    What MAY Be Done

2:4:3    What MUST Not Be Done

 

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Primary research is that form of research where the student has to gather the data through appropriate research methods. In contrast secondary research takes place when the student relies upon data previously gathered by other people. From these two types of research there arises primary and secondary data. Sometimes secondary research may also be known as desk research.

 

A further difference arises between Quantitative and Qualitative data. The former represents data such as census returns, which can be expressed in numeric (or statistical) forms. Whereas, the latter consists of more subjective information; these include transcripts of in-depth interviews. All major projects should be able to combine all the aforementioned types of research and data.

 

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1.         Perhaps The Best Study Technique Is That Defined By The Term ‘MACRO’.  Each Individual Letter Stands For:-

 

M  =  MEMORY.  This Is Aided By The RAM (RAM Is Computer Jargon For Random Access Memory) Technique Which Consists Of:-

R         For Repetition, E.g. Of Visual Aids And Tables

A         For Association  Often In The Form Of Nonsense Sayings Such As Normal Normative           Economics

M        For Memory Joggers, E.g. Richard Of York Gave Battle In Vain (Representing The            Colours Of  The Rainbow)

A  =     AIMS -  Divided Into Long Term, short-term Or Immediate (See Above)

C  =  CONCENTRATION.  E.g. Actively Asking Questions About The Subject In Or to   INCREASE PERSONAL INTEREST.

R  =  Review And Recall, E.g. Asking Friends, Teachers Or Fellow Students To Test One's Knowledge Of A Topic.

O  =  Organisation  =  Planning And Devising A Timetable Which Allows For Both Study Times And Leisure                            

 

2.       Three Hour Stints Punctuated By Five Minute Breaks Each Hour In The Morning Are Usually The Most Effective Way To Study Difficult Topics.  To Add Variety, It May Be Wise To Look At Different Areas In Each Hour.  Afternoon And Evening Should Be Confined To Lighter Reading, Or For "Brushing Up" Notes.  Plenty Of Time Must Be Left For Sleep.

 

3.        Learning Tends To Go Through Four Stages, As Illustrated In Appendix One:

 

Stage 1, It Is Best To Read A Few General Texts In Order To Gain A Broad View Of The Subject.

Stage 2, Specific Topics Are Highlighted, And Relevant Notes Taken.

Stage 3, It Is Now Wise To Rest, Take A Week Or Two’s Break And Allow The Subject To Work In The Subconscious.

Stage 4, It Is Appropriate To Fill In Any Remaining Gaps Of Knowledge, To Check Facts And To  Begin To Evaluate The Information Accumulated, So By The Time The Peak Period Is  Reached, The Information Should Be Applied Effectively

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1.         Environmental Factors Including:

1:1       Strange Surroundings And People

1:2       Home Sickness

1:3       Poor Living Accommodation

1:4       Lack Of Guidance From Staff

1:5       Poor Strategy : (See Appendix Two)

 

2.         Personal Factors Including:

2:1       Accident, Illness And Bereavement

2:2       Spiritual Problems

2:3       Relationship Problems

2:4       Financial Problems

 

3.         This results in last minute cramming, and unnecessary fatigue in the  

          student.  Also less time is available to deal with unexpected problems.  

 

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1.       All of the advice given presents general guidelines only.  Each section is 

          NOT a cast  iron law that has to be followed at all cost.

 

2.      Those techniques capitalise upon existing knowledge.  They CANNOT act as a substitute for knowledge, which isn’t already there.  Nor, can they act 

         as a substitute for any kind of documentary research.

 

3.      Different subject areas require different methods of learning. Some of these are shown in Appendix One.

 

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SUBJECT AREA	LEARNING METHOD
1. Accountancy or statistical formula.	1. Pretty Polly & practice (or learn by heart and do).
2. Basic facts.	2. Colorful fact cards with cross references to relevant information sources. These can be placed in either  alphabetical or syllabus order. Diagram and visual summaries may also be employed.
3. Case studies.	3. Repeated reading, idea association and summarizing through employing various tool of analysis on either a private or team basis.
4. Causal relationships.	4. Memory equations. (x     y)
5. Creative work.	5. Memory words and a record of ‘brainstorm’ sheets. Also, ‘learning by doing’ on either a private or team basis.
6. Diagrams and tables.	6. ‘Flow chart’ by summarizing them ‘step by step.’ Employ downward pointing arrows (  ) between each step.
7. Discussion topics.	7. Comparative tables that list the positives and negatives.
8. Study skills.	8. Learn and practice. Use tally points  (IIII) to monitor the degree of application.

 

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