Faculty of Letters and Human Sciences

English Department
Pr. Rachid Acim
Autumn Term
2020

Study Skills
This course aims at achieving the following objectives:

✓ To endow students with the necessary tools to become effective and

independent learners
✓ To help them be deeply immersed in the learning process required at the
college level

Course description:
This course intends to introduce students to some of the basic techniques of study and
research. It is equally devised to enable them to master some of the practical skills in time
management, team work, oral presentation, note taking, learning styles, etc. The following
chapters will be covered:

Course Content
Chapter 1: Motivation

Chapter 2: Note Taking Skills

Chapter 3: Time Management

Chapter 4: Team Work

Chapter 5: Oral Presentations

Chapter 6: Autonomous & Individual Work

Chapter 7: Learning Styles

Chapter 8: Study Skills

Chapter 9: Exam Preparation

Exam

Written

1
Where are you now?
Activity 1: Take a few minutes to answer yes or no to the following questions:

Figure 1.1

Questions Yes No

1) Are you highly motivated to do your tasks and assignments in all your -------- --------
classes.
2) Do you know how to increase and boost your motivation? -------- --------
3) Do you often stop working on a task if you find it so difficult? -------- --------
4) Are you aware of your preferred learning style? -------- --------
5) Do you ascribe your success or failure to how hard you work? -------- --------
6) Do you attend classes regularly and stay up to date with your -------- --------
assignments?
7) Do you evaluate your performance on exams based on how others do -------- --------
in class?
8) When you read your text assignments, do you just skim the chapter to -------- --------
get the general idea?
9) Have you really thought about why you are in the university? -------- --------
10) Do you self-test or take online tests before quizzes and exams? -------- --------

Total Points: ------

Give yourself 1 point for each yes answer to questions 1, 2, 4, 5, 6, 9, and 10 and 1 point for
each no answer to questions 3, 7, and 8. Now total up your points. A low score (0-4) indicates
that you need some help getting motivated. A score of 5 to 7 indicates that you are motivated
in some areas but not in others. A high score (8-10) indicates that you are well motivated to
succeed in university. What did you learn about yourself by completing this activity?

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 Chapter 1: Motivation

1. What is Motivation?

• It can be described as something that energizes, directs, and sustains behavior

toward a particular goal (Van Blerkom, 2006).
• The word motivation comes from the same root word as motion (L. motio, fr
motus: “to move, a proposal for action”). So motivation invigorates and
energizes behavior.
• Drives within a person that account for the degree, direction, and persistence of
effort expended at work (Bagshawe, 2011).

Activity 2:

List three academic study tasks that you completed recently. You might list a chapter that you
read, a homework assignment that you completed, or an essay that you wrote. Then answer each
of the following questions.

• How hard did you work when completing the tasks? Rank your level of effort on a scale
of 1 to 10 with 10 being a great deal of effort and 1 being very little effort. Jot the
number next to each task.
• Were you bored at any pint when completing the task? If so, put a B next to the task.
• Did you find that the task became difficult at any point? If so, put a D next to the task.
• Did you have difficulty concentrating when completing the task? If so, put a C next to the
task.
1. --------------------------------------------------------------------------------------------------------
2. --------------------------------------------------------------------------------------------------------
3. --------------------------------------------------------------------------------------------------------

Discuss the results with a group of your classmates. Talk about the tasks that you rated and why
you had difficulty getting motivated or staying motivated when completing one or two of your
academic tasks this week.

Remember: Effort & Motivation are correlative.

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 2. Motivation Problems
Activity 3: Reasons Why Ss have low Motivation

Figure 3.1

General Reasons Course-Specific Reasons

don’t believe I can do it couldn’t understand the material

too tired to do anything homework isn’t collected or graded
homesickness professor is boring, or doesn’t care
more interested in socializing not interested in or don’t enjoy the class
friends aren’t in school so they don’t have the workload got too heavy
same work to do course is not relevant to my major
competition for time with job plan to change my major and class won’t count
my goals seem far away class become boring or repetitive
there’s always something better to do got a low grade on first assignment or first exam
fear of failure assignments were just “busy work”
too many distractions felt like I’d never use the “stuff”
family or relationship problems grade on the first exam didn’t meet my
no friends here expectations
roommate problems didn’t like the class or didn’t like the instructor
too much freedom to do what you want didn’t see any value in the class
stressed out wasn’t learning anything I didn’t know
tired of school and want the term to be over felt like I should have been in a higher-level course
don’t know what I want to major in text reading was never on the exam
first time I ever had to manage my time at some point lost hope (no chance to pass)
myself got so far behind that I knew I couldn’t catch up.
thought college/university would be more like
high school

 Now, why aren’t you more motivated? Choose one or two of the reasons that you
checked in figure 3.1. Write a paragraph explaining the motivation problems that you
experienced or you are still experiencing. Discuss the specific class, course or task
that caused your motivation problems. Why aren’t you more motivated? What could
you or your instructor have done differently to increase your level of motivation?

3. Maslow Hierarchy of Needs

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• Maslow’s hierarchy of needs → five leveled pyramid.
• Specific types of needs: physiological needs, safety needs, social needs, esteem needs,
and self-actualization.
• The first four levels are deficiency needs.
• Until the first four levels of needs are met, students cannot be motivated by their need
to know and understand.

Figure 3.2: Maslow Hierarchy of Needs

4. Factors Influencing Motivation

➢ Goals: they help direct your effort and channel your energy.
Do you set realistic goals?
Do you set challenging goals?
OR, do you simply plan to do as little as possible to accomplish a task?
➢ Self-efficacy: belief in your ability to successfully complete a task.
Unlike self-confidence, self-efficacy is task-specific.
Many psychologists argue that past successes result in future successes.
➢ Effort: How much time/energy you put forth on a task.

5. Tips For Increasing Motivation

• Set challenging but realistic goals

• Set learning goals
• See the value in the task
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 • Have a positive attitude
• Use positive self talk
• Break down tasks
• Monitor your progress
• Monitor your learning
• Create interest in the task
• Learn from your mistakes

T (Time) + E (Effort) + RS (The Right Strategies) = Success

The secret to success is motivation

How to help Ss get motivated

1/ Work hard
2/ Persevering
3/ Setting realistic goals
4/ Scheduling tasks

To be successful in university life

✓ You need to have sufficient motivation
✓ You need to channel your motivation in the right direction
✓ You need to be motivated to attend classes regularly
✓ You need to complete your assignments
✓ You need to prepare for your exams

What is motivation?
• It can be described as something that energizes, directs and sustains behavior toward a
particular goal
• Motivation and goal setting are interrelated

Students come to class for different reasons

• To learn new strategies
• To get better grades this term
• To get new information
• To take notes in class
• To learn something that may help me to become successful

Note: Many students actually have more than one reason for attending class. They have
multiple motivations.

Two Types of Motivation

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1/ Intrinsic Motivation is the type of motivation that comes from inside of you – internal
motivation. When you find interest in the task, you can be intrinsically motivated to do it. If
the task is challenging or gives some personal satisfaction, you will be motivated to
accomplish it.

2/ Extrinsic Motivation: when you are motivated by the promise or expectation of earning
rewards (such as a car, money or a trip, etc/ grades or other types of external gains (praise
from instructors/ family, friends. Being motivated by external rewards can be described as
extrinsic motivation/external motivation.

Ss are motivated by intrinsic and extrinsic motivation. You may begin to read a novel for
example because you’re concerned about your grade in the course (extrinsic motivation).
However, as you proceed on reading, you may find that you become interested in the material
and want to learn more about the topic (intrinsic motivation).

Intrinsic & extrinsic motivation can be beneficial

You may want the grades to be accepted in an interview or to be more competitive in the job
market, but you may also want/or love the courses in your major and want to master the
material.

Motivation affects
✓ Whether you begin an assignment
✓ Whether you complete it
✓ How you do it – the process you use (whether you skim a chapter, highlight it, take
notes while reading, or quiz yourself on the material.
✓ How much time you spend on the task
✓ How much effort you put into doing it
✓ How much you learn in the process of completing the task

Causes of Motivation Problems

Why aren’t all Ss motivated?

In fact all Ss are motivated. Yet, some are motivated to study, to do their tasks, while others
are motivated to make friends, to socialize, to play sports or participate in other activities.

Some Ss experience low motivation at the beginning of a course or lose their motivation as
the course progresses. For some Ss, this maybe due to deficiency needs, but for others, it may
be due to problems with specific courses or with individual instructors.

Factors That Influence Motivation

a/ Goals: your goals influence your motivation to complete a task. Without academic goals,
you might have spent your time playing computer games or surfing the net. Goals help direct
your effort – channel your energy. You can work hard playing soccer or writing an essay or a
paper.

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Do you set specific goals so that you know exactly what you need to do when you sit down to
study? Do you set realistic goals – ones that are achievable? Do you set challenging goals, or
do you simply plan to do as little as possible to complete a task? Ss are typically motivated to
complete tasks by setting either mastery or performance goals.

Mastery Goals: (often referred to as learning goals) can be described as goals that
focus on learning the material or on mastering new skills. Mastery goals motivate Ss
to learn the course material – to master it – for the sake of learning it. Mastery goals
help Ss persist, or persevere, even when a task becomes difficult. Ss who are
motivated by a desire to achieve success set mastery goals.
Performance goals: can be described as goals that involve achieving good grades or
gaining praise or recognition by outperforming others. Performance goals are often
associated with extrinsic motivation. For example, a student recently reported that he
had earned a 60% score on biology exam. Rather than being upset by such a low score
(which seem to say that he did not master the material), he was elated. He explained
that the class coverage on the exam was only 55% and that he had done better than
most of his friends. He was clearly motivated by performance goals than by mastery
goals. Ss who set goals to achieve high grades, to be the best in class, even to gain the
praise of others are often motivated to succeed. However, performance goals are not as
effective mastery goals for motivating Ss to work hard to achieve success. Ss
performance goals can motivate Ss to take shortcuts (such as cheating) in order to
succeed.
Performance avoidance goals (avoid getting the lowest grade, avoid being the last,
avoid criticism of other, etc) to be less motivated to work hard.

b/ Self-efficacy: Your belief in your ability to complete a task, your level of efficacy can
affect your level of motivation. Unlike self-confidence, self-efficacy is task specific. You may
have high self-efficacy about completing your math assignment, but low self efficacy about
writing a term paper for sociology class. Each time you succeed in accomplishing one of your
goals (completing a task), it increases your self efficacy so that you can complete a similar or
even more difficult task in the future. Ss who have high self-efficacy are also more likely to
persist on a task when it is difficult. For this reason, many psychologists believe that past
success lead to future successes.

c/ Effort: Your motivation is also affected by the strength of your belief that the amount of
effort you put forth on a task affects your performance. If you attribute your successes and
failures to your level of effort, you are more likely to be motivated to work hard to complete a
task. A popular theory of motivation developed by Bernard Weiner is referred to as attribution
theory. Attributions are the reasons that people use to explain why they do the things they do.
You can attribute your success or failure on a task to the amount of effort that you put forth
while completing a task or the factors outside of your control.

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References
Bagshawe, A. (2011). How to improve motivation: How to get everyone in your business
motivated. United Kingdom: Ventus Publishing.

Brown, L. V. (2007). Psychology of motivation. The United States of America: Nova Science
Publishers, Inc.

King, P. W (2009). Climbing Maslow’s pyramid: Choosing your own path through life. UK:
Matador.

Van Blerkom, D. L. (2006). College study skills: Becoming a strategic learner. The United
States of America: Wadsworth, Cengage Learning.

9
 Chapter 2: Taking-Notes

Introduction
Effective listening and note-taking, either from lectures or readings, are essential skills for
university study. Both allow for a permanent record of important points that you can use in
your own writing or in exam preparation.

Effective Listening
➢ 80% of what you know is acquired through listening.
➢ Listening is a skill that requires the constant application of certain principles like:
• Be prepared to listen by keeping up to date with your textbook reading. Read
the chapter before the lecture.
• Identify the main idea.
• Recognize the speaker’s important point.
a. Pausing
b. Examples
c. Repetition
d. The intonation/Pich of voice
e. Body language (facial expression, gestures, posture, pace, etc).
f. Writing on the chalkboard
g. Direct statements (this is very important, quite significant, etc).

How to Improve Listening

• Maintain eye contact though the subject appears boring.
• Judge content, not delivery. Find out what the speaker knows, not how he introduces
it.
• Don’t listen defensively.
• Listen to get the gist by underlining the central facts, main ideas, organizational
patterns, etc.
• Be flexible in note-taking.
• Be attentive and resist distractions.
• Exercise your mind by developing an appetite for hearing a variety of speeches,
presentations no matter how difficult they might be.

Ask yourself while listening:

1. What is he saying; what does it really mean?
2. How does that relate to what was stated before?
3. What is the point he’s making?
4. Am I getting the whole sense and story?
5. Does this relate to what I already know?
6. Did he overlook anything?
7. Is it intelligible?
8. Do I need to show lack of understanding and ask for clarification?
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Reading and TakingNotes
Reading is to the mind what exercise is to the body (Richard Steele, English 1672-1729)

First: Read a section of your textbook chapter

Read just enough to keep an understanding of the material. Do not take notes, but rather
focus understanding the material. It is tempting to take notes as you are reading the first time,
but this is not an efficient technique: you are likely to take down too much information and
simply copy without understanding.

Second: Review the material

Locate the main ideas, as well as important sub-points

Set the book aside
Paraphrase this information: Putting the textbook information in your own words
forces you to become actively involved with the material

Third: Write the paraphrased ideas as your notes

Do not copy information directly from the textbook

Add only enough detail to understand
Review, and compare your notes with the text, and ask yourself if you truly
understand.

Why is Note-taking important?

• They trigger memories of lecture/reading
• They are often a source of valuable clues what information the instructor thinks most
important
• They boost your level of concentration in class
• They create a resource for test preparation
• They include information not found elsewhere.

Strategies for note-taking

1. Use ink not a pencil!
2. Get a notebook
3. Date your notes
4. Write legibly; notes are useless if you cannot read them later
5. Don’t be concerned with spelling and grammar at this stage
6. Leave wide margins
7. Use note-taking shorthand, abbreviations and symbols to reduce as many ideas as
possible
a. Avoid complete sentences
b. Use symbols as a substitute for words
c. Abbreviate by using initials, half words and creative spelling.
8. Avoid taking too many notes (do more listening than writing).
9. Avoid taking down everything said by the lecturer.
10. Avoid making a formal outline.

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 11. Listen for signals. Pay close attention to transitional words, phrases, and sentences
which signal the end of one idea and the beginning of another. Listen for words such
as “therefore”, “finally”, and “furthermore”. They usually signal an important idea.
Signals are always ignored by those who do not listen effectively. Expect signals and
be alert when you receive them.
12. Underline the first main topic.
13. Enumerate the lecturer’s ideas when necessary.
14. Read your notes over to ensure that there is clarity, coherence and consistency.
15. Do not perform manual activities which will detract you from taking notes. Do not
doodle or play with your pen. These activities break eye contact and concentration.
16. Listening, reading and note taking are SKILLS. The more you practice these
techniques, the more skilled you will become. REALLY TRY TO USE AND
IMPROVE THESE SKILLS. Soon you will be able to record the fastest lecturer to
your satisfaction.

Remember:

➢ Your notes should always be in your own words, short, clear, in logical order and
understandable.
➢ Stick to the golden rule: “Always summarize in your own words”.

5 Methods of Note-taking
a. The Cornell Method

Course, Topic, and Date

Study Cues Class Notes

Summary:

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 b. The Outline Method

A. Main Topic 1
➢ Subtopic
- supporting detail
➢ Subtopic
- Example 1
- Eaxmple 2
- Example 3
B. Main Topic
- Subtopic 1
- Subtopic 2
- Subtopic 3
C. Main Topic
- Fact 1
- Fact 2
- Fact 3, etc.
Active listening
c. The Mapping Method
Motivation

Note taking
skills Study Skills

Team work
Time Management

Critical thinking

13
 d. The Charting Method

Theorist Country of Birth Year Achievements

Origin
Jean Piaget Switzerland 1896 - Pioneered the study
of children’s
intellectual
development.
Albert Einstein Germany 1879 - Discovered the
photoelectric effect
- Won the Nobel
Prize

e. The Sentence Method

You simply write fragments & broken sentences

Topic: Education

- Education is about knowledge.

- Helping people to learn.

- Literacy: reading & writing.

- Light.

- Good interactions with others.

- Improve one’s skills & abilities.

- Expands people’s vision and raises awareness, etc.

Common Abbreviations
@ at O degree
% percent → leads to
$ dollar gvt government
W/ with q question
MPH miles per hour b/c because
ex example wrd word
& and diff different
min minimum max maximum
lr learn < less than
b/4 before > more than
p. page = equals

Activity 1:
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After taking a set of lecture notes using the strategies above, complete the following
assignment. Look carefully at your notes, and answer the following questions by circling Y for
Yes and N for No

1. Did you take time before class to prepare your note paper, or open and name a new
document in your word-processing program? Y N
2. Did you listen and watch for clues to the main ideas? Y N
3. Did you list the points your professor identified using numbers? Y N
4. Did you copy down graphic aids? Y N
5. Did you use symbols to indicate important points? Y N
6. Did you define new terms in your notes? Y N
7. Did you skip lines and leave space to add information later? Y N
8. Did you use abbreviations? Y N
9. Did you number the pages of your notes? Y N
10. Did you review your notes and fill in as much information as possible while the
material wa still fresh in your mind? Y N

References
Dilton, A. (2008). Get connected: Study skills, reading, and writing. The United States of
America: Thomson Wadsworth.

Kesselman-Turkel, J., & Peterson, F. (1982). Note-taking made easy. The United States of
America: The University of Wisconsin Press.

Listening note taking strategies. Available at https://student.unsw.edu.au/note-taking-skills

Mindtools. (2015). Mind maps: A powerful approach to note-taking. Available at

https://www.mindtools.com/pages/article/newISS_01.htm

Note-Taking. Library and Learning Study guide. Available at

http://www2.eit.ac.nz/library/ls_guides_note-taking.html.

15
 Chapter 3: Time Management
Time management is “a vehicle that can carry you
from wherever you are to wherever you want to go.” Brian
Tracey, author of Time Power.

The term Time Management is a misnomer. You cannot manage time; you manage the
events in your life in relation to time. You may often wish for more time but you only get 24
hours, 1,440 minutes or 86,400 seconds each day. How you use that time depends on skills
learned through self-analysis, planning, evaluation, and self-control (Chapman & Rupured,
2008).

Benefits of Time Management

People who practice good time management techniques find that they:

• Are more productive,

• Have more energy for things they need to accomplish,
• Feel less stressed,
• Are able to do the things they want,
• Get more things done,
• Relate more positively to others, and
• Feel better about themselves (Dodd & Sundheim, 2005).

A Quiz

1. Do you estimate how many hours you will need to study each week?

2. Do you meet assignment deadlines?

3. Do you begin working on semester long projects early in the semester?

4. Do you write a daily “to do” list?

5. Do you prevent social activities from interfering with your study time?

6. Do you have a job that requires fewer than 10 hours a week?

7. Do you set specific goals for each study period?

8. Do you begin your study time with your most difficult subject/assignment?

9. Do you complete most of your studying during your most productive hours of each
day?

10. Do you treat being a full-time student like a full time job?

For every “Yes” you responded give yourself 1point. Tally the total number of points you
received.

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  If you scored 8-10 you are doing well managing your time. Maybe you need to change
one or two things.

 If you scored 5-7 you are average and have some good time management skills, but
clearly need some more help.

 If you scored 1-4 you should get a plan/Consult with an academic coach!

Strategies of Time Management

1. Know how you spend your time: Keep a time log to determine how you are using your
time. Record what you are doing for 15-minute intervals for a week or two. Evaluate the
results. Ask yourself if you did everything that was needed. Determine which tasks
require the most time. Determine the time when you are most productive. Analyze where
most of your time is devoted – job, university, family, personal recreation, etc. Identify
your most time-consuming tasks. See if you are investing your time in the most important
activities. Know that time is like money. It is valuable and limited; it must be used wisely
and protected.
2. Set priorities: Managing your time effectively requires a distinction between what is
important and what is urgent (MacKenzie, 1990). One of the easiest ways to prioritize is
to make a “to do” list. Whether you need a daily, weekly or monthly list depends on your
lifestyle. Be careful not to allow the mist-making to get out of control and do not keep
multiple lists at the same time. Rank the items on your “to do” list in order of priority
(both important and urgent). You may choose to group items in categories such as high,
medium and low, number them in order, or use a color coding system. Keep in mind that
your goal is not to mark off the most items; rather you want to mark off the high priority
(MacKenzie, 1990).
3. Use a planning tool: Experts of time management recommend using a personal planning
tool to enhance your productivity. Examples of personal planning tools include electronic
planners, pocket diaries, calendars, computer programs, wall charts, index cards and
notebooks. Writing down your tasks, schedules, and memory joggers can free your mind
to focus on your priorities. Some reminders when using a planning tool are:
• Always record your information on the tool itself.
• Review your planning tool daily.
• Carry your planning tool with you.
• Remember to keep a list of your priorities in your planning tool and refer to it
often.
• Synchronize electronic planners with your computer and recharge the batteries in
your planning on a regular basis.
4. Get organized: Most people argue that disorganization leads to poor time
management. Professional organizers recommend that you first get rid of the clutter
around you.
5. Schedule your time appropriately: scheduling is not just recording what you have to
do (e.g. meetings and appointments), it is also making a time commitment to the
things you want to do. Good scheduling entails that you know yourself. Using your
time log enables you to know the times during the day when you are more productive
and alert. Plan your most challenging tasks when you have a high level of energy.
Block out time for your high priority activities first and protect that time from
17
 interruptions. If you know you will have waiting time or commuting time, schedule
small tasks such as writing a letter, jotting down a shopping list, reading or listening to
educational audiotapes to capitalize on the time loss (Lakein, 1973).
6. Delegate: Get help from others. Delegation means assigning responsibility for a task
to someone else, freeing up some of your time for tasks that require your expertise. It
starts with identifying tasks that others can do and then selecting the appropriate
person(s) to do them. You need to choose someone with the appropriate skills,
experience, interest, and authority needed to accomplish the tasks. Be as specific as
possible in defining the task and your expectations, but allow the person some
freedom to personalize the task. From time to time, check if the person is making
progress and provide assistance if needed. Give rewards and suggest improvements.
7. Stop procrastinating: Most of the students put off tasks for a variety of reasons.
Perhaps the task seems overwhelming or unpleasant. So, try to break down the task
into smaller segments that require less time commitment and result in specific,
realistic deadlines. If you are having trouble getting started, you can complete a
preparatory task such as collecting materials or organizing your notes. Also, try
building a reward system as you complete each small segment of the task.
8. Manage external wasters: Know that your time may be impacted by external factors
imposed by other people and things. You can reduce or eliminate time spent in these
activities by implementing some simple tips like:
• Use voice mail and set aside time to return calls.
• Stay focused on the reason of the call.
• Stand up while you talk on the phone.
• Set aside times of the day for receiving calls and let others know when you are
available.
• Tell friends that you cannot meet with them at this time and schedule the
meeting for a more convenient time.
• Know the purpose of the meeting in advance.
• Arrive on time and end the meeting on time, etc.
9. Avoid multi-tasking: Recent psychological studies have shown that multi-tasking
does not actually save time. As they have different tasks to complete, people are more
likely to lose time when switching from one task to another, a fact which results in a
loss of productivity (Rubinsteim, Meyer, & Evans, 2001). Daily multi-tasking can lead
to difficulty in concentrating and maintaining focus when needed.
10. Stay healthy: The care and attention you give yourself is an important investment of
time. Always schedule time to relax, or do nothing as this helps you rejuvenate both
physically and mentally, enabling you to accomplish tasks more quickly and easily.

Effective Aids:
a. “To Do” List
➢ Before the beginning of each week, sit down and list all of the things you need to get
done in the upcoming week
➢ Decide what to do at the moment, what to schedule for later.
➢ Prioritize tasks. You can use (1), (2), (3) system; an A, B, C arrangement; or M, S, C (for
Must, Should, Could. (ex: ………………………………….)
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 ➢ You may even want to assign times “1’s” if you have a very hectic (busy) day ahead.
➢ Carry your “To Do list” with you during the day. Consult it when needed to make sure
that you at least complete you “1’s” or “Musts” during the course of the day.
➢ Review your list at the end of the day and make any adjustments needed during the rest of
the week.
b. Daily/weekly planner
➢ Block out time for the basics of daily living: eating, sleeping, personal maintenaince, and
travel.
➢ Write down appointments, classes, and meetings on a chronological log book or chart.
Always know what’s ahead for the day; always go to sleep knowing you’re prepared for
tomorrow.
c. Long term planner/Master schedule
➢ Use a monthly chart (or a calendar) so that you can always plan ahead. Long term
planners also serve to remind you to plan your free time constructively.
➢ Block out exam times and any other fixed time commitments: tests, papers organizational
meetings, conference, participation to a festival, etc.

Time Scheduling Suggestions

Very few people can rigorously keep a detailed schedule day after day over a long period
of time. In fact, many students who draw up a study schedule and find themselves unable
to stick to it become impatient and often give up the scheduling idea completely. The
following method of organizing time does not take much time and is more flexible than
many methods.

a. Long Term Schedule –One per month (or trimester)

Construct a schedule of your fixed commitments only. These include only obligations
you are required to meet every week, e.g., class hours, organization meetings, etc.
b. Intermediate Schedule –One per week
Now make a short list of MAJOR EVENTS and AMOUNT OF WORK to be
accomplished in each subject this week. This may include non-study activities. For
example:
▪ Quiz Wednesday
▪ Paper Tuesday
▪ Ball game Friday afternoon
▪ Finish 40 pages in Novel by Thursday
▪ Finish 3rd chapter in Grammar by Friday

These events will change from week to week and it is important to make a NEW LIST FOR
EACH WEEK. Sunday night maybe the most convenient time to do this.

c. Short Time Schedule-One per day

On a small note card each evening before retiring or early in the morning make out a
specific daily schedule. Write down specifically WHAT is to be accomplished. Such
a schedule might include:
Wednesday
o 8:30-9:30 Preview Grammar and prepare for Quiz
o 5:15- Pay a bill or buy something on way home
19
 o 7:00-8:30 Meeting
o 9:30-10:30 Preparing for tomorrow’s comprehension course
o 10:30 Phone calls
CARRY THIS CARD WITH YOU and cross out each item as you accomplish it. Writing
down things in this manner not only forces you to plan your time but in effect causes you
to make a promise to yourself to do what you have written down. Later, you will discover
that you are never overwhelmed with a lot to do. It is also a means to become more
PRODUCTIVE.

Remember that

➢ Poor time management can result in fatigue, stress, moodiness, and more
frequent illness.
➢ Good time management can lead to a greater personal happiness, greater
achievements at home and at work, increased productivity, and a more
satisfying future.

Forms of procrastination:
• Ignoring the task, hoping it will go away
• Underestimating how long it will take
• Overestimating your abilities and resources
• Telling yourself that poor performance is okay
• Doing something else that isn’t very important
• Believing that repeated “minor” delays won’t hurt you
• Talking about a hard job rather than doing it
• Putting all your work on only one part of the task
• Becoming paralyzed when having to make choices

How To Overcome Procrastination

• Win the mental battle by committing to being on time.
• Set and keep deadlines.
• Organize, schedule & plan.
• Divide a big job into smaller ones.
• Find a way to make a game of your work or make it fun.
• Reward yourself when you’re done.
• Tell your friends and room mates to remind you of priorities and deadlines.
• Learn to say “no” to time wasters.

Activity

What do you want to change about the way you manage your time (e.g., to establish three
reachable personal and career goals, to learn to set priorities, to learn to say no tactfully, to
take better care of yourself)? List below no more than 5 objective that you will commit to.

1. --------------------------------------------------------------------------------------------------------
2. --------------------------------------------------------------------------------------------------------
20
 3. --------------------------------------------------------------------------------------------------------
4. --------------------------------------------------------------------------------------------------------
5. --------------------------------------------------------------------------------------------------------

List your four or five most important lifetime dreams, values, and goals (e.g., to have three
close friends, to make $80,000 per year, to get all your kids through high school):

1. --------------------------------------------------------------------------------------------------------
2. --------------------------------------------------------------------------------------------------------
3. --------------------------------------------------------------------------------------------------------
4. --------------------------------------------------------------------------------------------------------
5. --------------------------------------------------------------------------------------------------------

List the three or four goals you want to accomplish in the next five years (e.g., to develop one
close friendship, to complete business school, to be prepared for retirement):

1. --------------------------------------------------------------------------------------------------------
2. --------------------------------------------------------------------------------------------------------
3. --------------------------------------------------------------------------------------------------------

Pretend that you have only six months to live. If you knew you were going to die within six
months, what goals would you want to accomplish? List four of them below. Rank your goals
in the order of importance to you.

1. --------------------------------------------------------------------------------------------------------
2. --------------------------------------------------------------------------------------------------------
3. --------------------------------------------------------------------------------------------------------
4. --------------------------------------------------------------------------------------------------------

References
Chapman, S.W., & Rupured, M. (2008). Time management: 10 strategies for better time
management. Available at
https://static1.squarespace.com/static/5e78d8f6d2a3100564f69351/t/5e8229a01580dc2
e7c2410fd/1585588644397/time_management.pdf.

Dodd, P., & Sundheim, D. (2005). The 25 Best time management tools and techniques: How
to get more done without driving yourself crazy. Ann Arbor, MI: Peak performance
Press, Inc.

Lakein, A. (1973). How to get control of your time and your life. New York: New America
Library.

Rubinsteim, J., Meyer, D., & Evans, J. (2001). Executive control of cognitive processes in
task switching. Journal of experimental psychology-Human perception and
performance, 27(4), 763-797.

21
Van Blerkom, D. L. (2006). College study skills: Becoming a strategic learner. The United
States of America: Wadsworth, Cengage Learning.

Chapter 4: Team Work

1. Group Work: a key to dialogue

✓ Working with other people is a central feature of disciplines like cinema studies and
drama.
✓ Dialogue is important to the creation and development of ideas.
✓ Various social roles are played in social development.
✓ University learning is autonomous learning. So, students have to take part in
developing their team work.

2. Networks
• Networking means students link in with things and people to help them make a
success of learning. A group meets together and the members know one another.
• Human beings belong to networks, but they only know directly the people and things
that they link to. From your point of view (and that of every individual in a network)
the network is a star, with lines radiating out from you in all directions.

3. Advice about working in groups

a. Forming and shaping a group
Small groups (less than six) work faster and it’s easier to manage and coordinate the
work of group members. If the project is relatively small and short, go for a group of
three or four. But, a small group may lack a range of expertise, and if one member drops
out, is ill, or does not work you could have problems.
Large groups (of six to eight) can cope with larger projects. They can share out the
work, get more done, do more reading, etc. But, large groups can be difficult to organize.
It can also be difficult to write a group report or give a group presentation. A large group
will need more structure, more formal meetings, clearer individual roles, and so on, if it is
to work well.
Selecting group members is not just about being with your friends. Effective groups
contain a balance of types of group members with different strengths to complement each
other. You have to work at becoming a team. You will benefit from getting to know each
other as individuals. You should also look out for tasks that you can carry out together.
These could include brainstorming an issue, compiling lecture notes together, making a
collective mind map. Among common mistakes, there are having an aimless chat and
allowing an individual to dominate.
b-c. Group Aims and Rules
All self help groups have to make decisions about their aims. Groups started by students on
their own initiative need to decide everything about their own aims. Self help groups only
succeed if their members take responsibility for the aims of the group. You need to discuss
and decide:
• What you are doing: What is the timetable for the work and what are the deadlines?
22
 • Why you are doing it: What do you want to get out of it?
Furthermore, when a group is formed, it is helpful to make some explicit rules or
guidelines about how the group will operate, especially on such points as attendance,
participation, and division of labour. One area that causes many problems is attendance. A
self help group is dependent on the good will of its members to turn up to arranged
meetings or to notify someone that they are unable to attend (because of illness, for
example). Also, another rule is that the members will encourage participation from
everyone – and accept the value of everybody’s contributions to discussions and to
decisions.
As for the division of labour, the members should divide the jobs between the members of
your group. So, it is important at the start to make a list of the tasks and try to divide them
fairly between members of the group. Be as specific as possible. Do not just write down
“Do background,” but say what needs to be read. Estimate how long the task will take and
set a date for completion. Decide who will do what, and write it all down.

d- Formal and informal group roles

Working together in groups we play roles. Dividing tasks can make a group effective,
because, when everyone is supposed to do them, nobody may do them. Some of the roles
are formal, such as minute taker. Others are informal. The following list of possible
formal roles will help you organise your groups. Two roles that are important in most
groups are the Chair and the Secretary. The Chair is the person who chairs meetings takes
responsibility for clarifying aims and setting an agenda, and for introducing items. He/she
will need to summarise discussions and decisions. If a group finds that members are
interrupting one another, or that some members are talking all the time, and others not at
all, it is sensible to have someone as chair who will go round the group asking for
everyone's opinion, and making sure that everyone's ideas are considered. The Secretary
takes notes at meetings as a record of what has been decided: who has agreed to do what,
by when, date of next meeting etc. He/she needs to be sure what has been decided. After
the meeting this person should prepare an outline of the important decisions and this
should be copied for each member. Other roles you may think of giving people are the
Progress Chaser (who checks that everyone is doing what he/she agreed) and the Time
Keeper.

f- Well Ordered Meetings

Meetings to discuss group work should be more than a social chat. You need to learn to run
a meeting where the academic work gets done and decisions are made. You will need to
order your meetings. In this regard, formal meetings have roles, an agenda (list of topics to
be discussed), and notes of decisions that are made. Before members arrived they should
know what the meeting planned to achieve. Sometimes they will have a clear list of things
to work on. Sticking to an agenda is important. Here is an example of an agenda layout:

Notes of the last meeting: a list of who was present and missing and a record of what was
discussed and decided, to remind everybody and allow everybody to check that they are
correct: these notes should have identified who was responsible for doing what.

Matters arising from the last meeting: what happened as a result of the decisions taken,
what progress has been made on action.

23
 Items for discussion: these have usually been agreed beforehand, and form the core of
the meeting.

Any other business (AOB): additional items which have arisen as a result of the
discussions or which have been raised since the agenda was formed.

Time and place of the next meeting: and a statement of what the meeting will be for.

References

Study Skills notes sent by Prof. Chaouch, K. (2013). Beni Mellal: Sultan Moulay University.

24
 Chapter 5: Oral Presentation

1. What is an Oral Presentation?

• It simply means the process of speaking that occurs when you talk on a certain topic with
the members of an organization or government in public settings. An oral presentation is
usually a requirement in your college life. In the classroom, for example, you are called
upon to make some discussions on a particular topic of interest. When you do the speech,
you are having an oral presentation (Aquino, 2008, p. 247).

• An oral presentation is a formal way of conveying your message to your audience. Oral
Presentation is different from communication. While oral communication is an interactive
process of sharing information, oral presentation is formal, structured, systematic and
intended to raise a particular issue for discussion (Gupta, 2008, p. 91).

2. Factors Important for Effective Oral Presentation

a. Purpose. Clarify your purpose, prepare accordingly. Whether your presentation is
intended to motivate, inform, persuade, teach or just convey a message.

b. People. Know your audience, their mental level, their expectations from you. Use the
language appropriate to the audience. Keep your audience’s interest intact. Provide
variety and relief if possible. If you are presenting before an enlightened audience,
your research should go into more details. You must know beforehand the age level,
the educational level, the special interest, the cultural background of your audience.
Tailor your presentation accordingly.

c. Planning. Outline your topic, gather information, do sufficient research. Plan to add
stories, anecdotes, demonstrations, testimonials. Plan effective introduction and ways
to encourage audience’s participation.

d. Preparation. Planning the presentation would help you in the preparation. You can
start the preparation by using the gathered material, the researched material. Make
note-cards to avoid last minute humiliation. Do not go too much into the details of the
topic that it may become vague. Prepare for the unexpected queries. What if there is an
unexpected question—prepare accordingly.

e. Practice. Always practice before the final day. Review your notes beforehand to avoid
last minute changes. You may be brilliant in your presentation but practice would
boost your confidence.
25
f. Be positive. Treat the topic of your presentation with positivity. Do not take the
negative questions as personal offence.

g. Personal appearance. Your audience would know about your ability only after you
start delivering your presentation. Before that they will look at you; pay attention to
your personal grooming. Always wear a formal dress but never overdo your grooming.

h. Preach not. Convey controlled enthusiasm for your subject. Have confidence, be
assertive but do not preach. Be concrete, specific, relevant and practical but do not
preach. Audience likes to be treated on equal level.

i. Place. The use of audio-visual aids must correspond with the venue of the
presentation. How can you use your audio-visual aids in that particular place? How
can you plan and adapt to the logistics of that place.

j. Punctuality. Be in time for your presentation. Don’t go over the time allotted. If you
have been allotted two hours for your presentation, keep the last half an hour for
feedback. There should be no shortfall or time overrun. Division of allotted time
would make your more confident.

k. Posture. Maintain a balanced posture. Don’t lean. Try to position yourself that you
can see the audience properly and you are also viewed by them. Maintain eye contact.
But don’t stare too much. Use gestures naturally. Do not block the visual aids

l. Pretend not. Be honest. If you do not know an answer, say so.

m. Physical mannerism. Be your natural self. Don’t over-act. The focus should not be on
you but the subject.

n. Panic not. Maintain the confidence. Being nervous is natural. Everybody gets
panicked, but proper preparation, planning, practice should boost your confidence.

o. Proper Feedback. Question answer session is an important part of any presentation.

Plan the last part of your allotted time for feedback. Anticipate questions and prepare
answers. Be firm and assertive without being aggressive and defensive. Do not let
interruptions disturb you. Avoid circumstances that require an apology. Answers to the
questions asked by the audience should be thought-provoking and not a show off of
your knowledge. If you have to ask the questions, ask friendly questions, don’t ask
question to embarrass. Conclusion should include the summary of your presentation.

p. Language. Use only professional language in professional presentations; otherwise,

use language appropriate to the audience and the topic. Make sure that correct
grammar and word choices are used throughout the presentation. Avoid the use of
colloquialism or the slangs.

26
3. Basic Elements of Classroom Presentations:
• Practice by rehearsing the presentation: record it, or recite it to a few friends
• Basic goals of your presentation: Develop your presentation's topic to a few main ideas
• Audience characteristics: Adapt the presentation's goals with the interests of the
audience
• Thesis statement: State where you are going and what you will prove
• Argument: Convince them with facts and logic
• Review and summary when complete: Summarize what you've told them
• Questions and discussion: Leave some time for questions and discussions

4. Techniques of Delivery:
• Create a good first impression (manner of sitting, standing, talking…)
• Put your audience at ease with a relevant anecdote, or get their attention with a
dramatic gesture or event...
• Make eye contact with the audience;
• Present your report with a conversational voice;
• Use transitions to signal the audience you're moving to a new idea;
• Direct questions to your audience to get them more involved; (don’t wait for answers!)
• Conclude by summing up your main ideas, points, or arguments;
• Leave time for questions, and invite feedback on your presentation
• Leave your contact information for further questions

5. Using Visual Aids or Media:

• Call early and make sure hardware is compatible with your software;
• Have several versions of computerized files (on your hard drive, disk, web site, and
overhead and/or paper;
• Come early and make sure everything works and that any media (audio, visual,
computer) can be seen, heard, understood by all
• Keep all visual materials simple in large text for visibility
• Do not distribute handouts, even outlines, before your speech (or the audience will
focus on the reading material instead of listening to you)

6. Public speaking
Know the room: Be familiar with the place in which you will speak. Walk around the
speaking area and practice using the microphone and any visual aids.

27
 Know the audience: Greet some of the audience as they arrive. It's easier to speak to a
group of friends than to a group of strangers.

Know your material: Practice your speech and revise it if necessary. If you're not
familiar with your material or are uncomfortable with it, your nervousness will increase.

Visualize yourself giving your speech: Imagine yourself speaking, your voice loud,
clear, and assured. When you visualize yourself as successful, you will be successful.

Realize that people want you to succeed: They don't want you to fail. Audiences want
you to be interesting, stimulating, informative, and entertaining.

Don't apologize: If you apologize for any problems you think you have with your
speech, you may be calling the audience's attention to something they hadn't noticed.
Keep silent.

Concentrate on the message – not on yourself: Focus your attention away from your
own anxieties, and toward your message and your audience. Your nervousness will
dissipate.

Gain experience: Experience builds confidence, which is the key to effective speaking.

7. Do’s for Oral Presentation

1. Be positive, firm and relaxed.

2. Take a deep breath before you start.

3. Anticipate questions, plan answers.

4. Practice.

5. Use note-cards.

6. Speak clearly.

7. Maintain eye-contact.

8. Structure your presentation.

9. Do research on the topic.

10. Speak clearly and correctly.

8. Don’ts for Oral Presentation

a. Do not rely on one source of data.

b. Do not panic.

c. Do not be boring.
28
 d. Avoid using technical terms not familiar to your audience.

e. Do not read from a script.

f. Do not speak too fast or too slow.

g. Do not go over the allotted time.

h. Do not forget your audience.

i. Do not forget to have a bit of fun.

Exercise

1. Discuss the features that make an oral presentation effective.

2. Can effective oral presentation help you achieve success at the university? How?
3. What role does feedback play in a presentation?
4. Prepare a presentation on the importance of team work/autonomous
learning/motivation/time management/learning styles, etc.

References
Aquino, A.M. (2008). Speech and oral communication for nursing. Philippine: Rex Book
Store, Inc.

Gupta, S. (2008). Communication skills and functional grammar. New Delhi: University
Science Press.

Hasman, M.A. (2000). The English teaching forum.Illinois: Northwestern University Library.

29
 Chapter 6: Learning Styles
Some people learn by listening and sharing ideas,
Some learn by thinking through ideas,
Some learn by testing theories,
And some learn by synthesizing content and context.
--Susan Morris.

Introduction
At the university, you are expected to be an independent learner. So, it is advisable to think
carefully about your learning style and how best you can use your learning strengths to
support your academic studies.

Defining Learning Styles

- A preferred way of thinking, processing, and understanding information. Each
prefers a pattern of thought and behavior that influences his or her learning process
(Allen, Scheve & Nieter, 2011).
- We all learn in different ways.
- If Students cannot learn the way we teach them, then we must teach them the way
they learn best.
- A student may learn through a combination of styles, but usually he or she favors one
learning style over others.

Learning Styles Questionnaire

Tick the response which best suits you.

1. Do you usually remember more from a lecture when:

a) You do not take notes, but listen very carefully
b) You sit near the front of the room and watch the lecturer
c) You take notes
2. Do you usually solve a problem by:
a) Talking to yourself or a friend
b) Using an organized, systematic approach like lists, etc
c) Walking, pacing or some other physical activity
3. Do you remember phone numbers (when you can’t write them down) by:
a) Repeating the numbers orally
b) Seeing or visualizing the numbers in your mind
c) Writing the numbers with your finger on the table or wall
4. Do you find it easier to learn something new by:
a) Listening to someone explain how to do it
b) Watching a demonstration of how to do it
c) Trying it yourself
5. When you try to remember something do you:
a) Try to see it happen in your mind

30
 b) Hear in your mind what was said or the noises that occurred
c) Feel the way ‘it’ reacted with your emotions
6. If you don’t know how to spell a word, do you:
a) Sound it out
b) Try to see it work in your mind
c) Write down in several ways and choose the one that looks right
7. Do you enjoy reading most when you can read:
a) Dialogue between characters
b) Descriptive passages that allow you to create mental pictures
c) Stories with lots of action in the beginning (because you find it difficult to
concentrate early on)
8. Do you remember people you have met by their:
a) Names
b) Faces
c) Nannerisms, movements, etc.
9. Are you distracted mainly by:
a) Noises
b) People
c) Environment (temperature, comfort of furniture, etc.)
10. Do you have problems sitting still to read? If so, do you:
a) Talk to a friend
b) Watch TV or look out of the window
c) Fidget in your chair, or can’t lie still in bed.

Characteristics of Learning Modalities

Are you a visual learner, an auditory learner, or a kinesthetic learner – or are you multimodal?
As you read the following descriptions, you may find that you have some characteristics of
each style.

a. Visual Learners
- They learn best by seeing things.
- Reading; looking at pictures, diagrams, and charts; and watching films, videos, and
demonstrations are ways that you can learn information from.
- Note-taking strategies such as outlining, mapping, and charting, work well for visual
learners.
- In exams, they see the correct answers in their mind’s eyes.
- They create questions in the margin and underline answers.
- They color code their notes and study sheets.
b. Auditory Learners
- Learn best by hearing information.
- Go to class and listen to the lecture before reading the text.
- Read difficult text passages out loud.
- Discuss the course material.
- Mumble information as they read and study.
- Ask/answer questions out loud.
- Listen to recorded study notes.
31
 - Create rhymes, poems, and songs to recall information.
- Form a study group to discuss the material they’re learning.

c. Kinesthetic/Tactile Learners
- They learn best by doing things.
- They prefer hands-on tasks that allow them to touch and feel.
- They recall information by the feel of how they created it.
- They learn from doing experiments, taking self-tests, or replicating the tasks they will
later have to perform in the testing situation.
- They create, word, question and problem cards and practice them in groups.
- They construct diagrams or models to practice the material.
- They participate in study groups and review sessions.
- They work problems.
- They make self-tests in the same format as the actual test and take them.
- They develop acronyms and acrostics to recall information and practice using them.
- They take online tests.

Multiple Intelligences
Gardner (2011) uses the theory of Multiple Intelligences to understand learning preferences
and differences. This framework outlines 9 types of intelligences:

1. Linguistic
2. Logical/Mathematical
3. Musical/rhythmic
4. Bodily/Kinesthetic
5. Spatial
6. Naturalist
7. Interpersonal
8. Intrapersonal
9. Existential

Your Preferred Style

Reflect for a moment on your style, and answer the questions below. You are more likely to
find it helpful to share your reflections with your classmates:

1. Which of the three learning styles is most like you?

2. Is there a second one that is close to your preference?
3. Which one is definitely not you?
4. Think about the people in your life (brothers/sisters, friends, parents, teachers, etc).
What are their learning styles?
5. Think about the people you most enjoy working with. What do you think their
learning styles are?
6. What type of people do you enjoy or like having in your group?
7. Do these answers tell you anything about yourself?

32
Remember:

Using a combination of visual, auditory, and kinesthetic strategies of learning will enable you
to benefit from all the ways that you can learn information. As you learn about note-taking,
autonomous learning, oral-presentation, exam-preparation in the upcoming chapters, keep
your preferred learning style in mind and see how you can improve it.

Further Reading
Allen, K., Scheve, J., & Nieter, V. (2011). Understanding learning styles: Making a
difference for diverse learners. Canada: Shell Educational Publishing, Inc.

Gardner, H. (2011). Frames of mind: The Theory of multiple intelligences. New York: Basic
Books.

Mehta, M., & Sagar, R. (2015). A practical approach to cognitive behaviour therapy. New
Delhi: Springer.

33
 Chapter 7: Autonomous/Individual Learning

1. Autonomous Learning
I. Definitions
• The “ability to take charge of one’s own learning” (Holec 1981).
• It has been both labeled and described through such concepts as independent learning,
flexible learning and student-centered learning (Macaro, 1997).
• It is a type of learning which is characterized by personalization, self-directedness and
less dependency on the educator (MacDougall, 2008).

II. Students’ Opinions about Autonomous Learning

➢ It means reading and learning on my own, at my own pace. I can now sit down and read
and I can do my research on my own. The skills I improved through autonomous learning
included doing intensive reading and summarizing what I learnt in a book. The skills I
would like to develop is writing a good essay and a good conclusion.
➢ Autonomous learning encourages an independent style of study.
➢ When I first heard about autonomous learning, I understood it as learning with no help
and support from tutors. My ideas about it have changed now and I know that support is
always there if one asks for it, but yet still everything depends on oneself.
➢ Autonomous learning is good but there is a disadvantage. The good thing about it is that
it gives you the direction of your own studies. The disadvantage is that you sometimes do
not know how to start your own learning because you need some guide lines.

III. Self-Directed vs. Other-Directed

The opposite of being self-directed is being directed by others.
• If you get lost in a maze [labyrinth] and someone else leads you out of it, you are other
directed.
• If you get lost in a maze, but then work out for yourself how to get out, you are self
directed.
Human life is a mixture of being other-directed and self-directed. There are times when being
directed by others is very important. For example:
• When you learn a language, you follow the instructions about which word means one
thing and which word means something else. If you make your own decisions about
which words to use for what, you will not be understood.
Being other-directed is an important part of life and education. The aim of others directing us,
however, is often to allow us to direct your own education more.
• The more education you have, the more you are expected to control your own education.
At university, what you learn is much more decided by you than in high school. The
intention is to make sure you have the skills (like being able to analyze, write and
communicate more) that you will need if you are to direct your own education more.
When we speak of autonomous learning, it is a matter of degree. Some methods of
education involve more reliance than others on self-directed learning. The more

34
 advanced the level of education, the more it tends to rely on the student taking
responsibility for his/her learning.

IV. Advantages and Disadvantages of being in control:

The more autonomous your learning is, the more you take control of your own learning.
a. Disadvantages of Autonomous Learning: You become responsible for not doing it.
Recent Research in American universities has shown that the largest group of failing
students are the students who fail because they do not try. They fail or get low marks
because they do not take an active part in learning. If there are lectures, they do not
attend; if there is reading, they do not read; if there are exercises, they do not do them;
if they need to ask questions, they do not ask them. Then they get poor results.
b. Advantages of taking control of your on learning: you will gain much more from
education. Self-educated students are more successful than those who rely on others to
regulate their studies. To understand why this is so, we need to look at the importance
of action in learning (See next section).

2. Individual Work
Good & Smith’s Study Guide lists several keys to successful learning. To be a more active
student, they suggest that:

a.Set and revise your own aims

You should think about what your aims are in taking a course, direct our work towards those
aims, and check your progress in achieving them.

b.Think about your resources

A resource is anyone or anything than can help you to learn. It may help you if you make a
list of what you have, and what you need. The earlier you do this, the more chance you have
of making good use of the resources you have, and getting at least some of the resources you
need.
You should also think about how well you use your resources, and how to learn to use them
better. Your list of resources could include: what you know already; somewhere to study;
guides or handouts from courses (rereading, revising, and analyzing them); books you own;
books you can borrow (friends, professors, etc); libraries you can use; a computer you can use
(at home or in a cyber); the internet; television (or video documents); other students, friends;
Professors (outside the course); people you can contact. This kind of ‘linking in’ with your
resources is called by some: networking.

c.Organize your time

Time is a resource that some students do not have much of. Good organization can
compensate for this. A student who is taking care of his/her family, working to earn money
and studying part time may well become an expert in time management. The skills that we
learn as a reaction to personal challenges often enable students to excel despite difficulties.

d.Focus your reading

This applies to: the selection of what to read; the choice of how to read it; and what is done
with the reading. You will be mentally active if you anticipate what you expect to find in your
35
reading. The course may give you clues, and the title and chapter headings of books will give
you clues. You should have ideas about hat you want, rather than just reading what you have
been told to.

e.Draft your writing early

f.Struggle for clear ideas

Why is writing so important in education? Is it only because you need to show what you have
learnt and writing it down is a good way to do it? Or is it also because writing helps you to
learn? Writing is a good way to use ideas you have learnt, because it allows you to look at
your thoughts from the outside. For example, if I write this today, I can read it tomorrow as if
it was written by someone else. When I read what I have written, I usually have problems
understanding myself. I can think about what I meant, and try to make the writing clearer. As
I do this I will not only be making my writing clearer, but I will be also making my thinking
clearer.

Newby’s writing guide (p.2) says:

“Writing is a way of making clearer the process of thinking itself. Good writing is a
means of good thinking. If your writing is not the quality you would like it to achieve, it
will mean your thinking cannot find the precision and clarity of expression which it
deserves.”

g.Seek and use feedback

You should seek the most useful kind of feedback on your work from friends and family
members, other students and tutors. The most encouraging feedback is not the most useful.
You do not want your spirits broken, but you cannot do much with feedback that does not
point out areas for you to improve. When you get feedback, think about it, and act on it to
improve your work.

References

Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First
published 1979, Strasbourg: Council of Europe).
Macaro, E. (1997). Target language, collaborative learning and autonomy. Great britain:
WBC Book Manufacturers Ltd.
MacDougall, M. (2008). “Ten tips for promoting autonomous learning and effective
management in the teaching of statistics to undergraduate medical students involved in
short-term projects”. Journal of applied quantitative methods. Scotland: University of
Edinburgh.
Newby, M. (1989). Writing: A guide for students. UK: Cambridge University Press.

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 Chapter 8: Study Skills

It is important to establish good work habits at University early. This chapter offers hints on
how to get the most out of your course and do yourself justice.

1. What do we mean by Study Skills?

- Study skills are strategies and techniques that enable you to make the most efficient use of
your time, resources, and academic potential (O’Donoghue, 2005).
- A successful college student must possess a number of skills. You must be able to read and
write well, to listen and take notes well, to concentrate and take tests well, to participate in
class and manage time well (Carroll, 1990).

2. Who is the target group/audience of Study Skills?

- Any person engaged in learning can benefit from developing his/her study skills.
- Whether you are preparing for college or you have already started a course, you still have an
opportunity to enhance your ability to learn, retain and retrieve information.
- Please understand that your teachers are working in a partnership with you – one in which
they help you develop these skills, and you must help by demonstrating your willingness to
produce your best work.

3. Success in your university life entails that you must

- Attend classes regularly.
- Spend time every evening on university work.
- Actively read textbooks, taking notes on what you read.
- Be positive in your thinking.
- Get an attitude!

4. Develop Effective habits for effective study by:

- Being aware of the way you are studying.
- Reading books about study skills.
- Sharing experiences with your fellow students (and teachers), and discuss how best to plan
your study process.
- Your physical settings are important for your ability to concentrate. Perhaps the best study
location is not where you live, but the department library.

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- Planning the upcoming semester. Study the course catalogue, course descriptions, syllabus
and exam rules thoroughly, and decide on a provisional time plan which you try to follow.
- Keeping cool! And do not expect to be able to see things in the broader perspective from the
beginning. The sense of chaos is natural at the beginning, and it often takes some time before
things really begin to fall into place at your new university.
- Claiming responsibility for your learning process. Spend time and energy on your
independent study, and participate actively in class teachings. Pose questions and approach
subjects from a critical point of view.
- Working determinedly with your reading habits. Find out how the texts of your subject are
usually structured (structure, content, wording), and learn to organize your reading technique
in accordance with the purpose of reading. Learn to distinguish important parts of the texts
from unimportant parts.
- Remembering that your never start from scratch. You always have relevant academic
knowledge you are able to pu into use when acquiring new knowledge. It is important that
you recognize your “pre-knowledge” and render it visible when you attend a new course
and/or read new texts.
- Acquainting yourself with the local guidelines for studying, research papers and exams. They
may vary a lot, even though they take place at the same university.
- Research papers almost always have to be problem oriented, argumentative and independent.
Remember to reference sources carefully and thoroughly.

5. Concentration while studying

- Look over notes before class. This will refresh your memory about what was discussed
in the previous lecture and get you in the mindset.
- Resist distractions. Sit towards the front of the room and in the center.
- Practise active listening. Try using these simple techniques: face the listener, maintain
eye contact, minimize internal and external distractions and engage yourself thinking of
questions/counterarguments.
- Try the “shadowing” technique. In your mind, repeat the lecture’s last sentence in your
mind until you are focused on the lecture again.
- Stay awake! Take advantage of lecture. It is the one time where you are directly taught
the information.
- Make studying interactive. To avoid simply staring at your notebook, make use of other
study methods besides just looking over your notebook. Try reviewing your notes with
flashcards or a study group.

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 - Take short breaks, frequently. The average college student has a concentration length
of only about 20 minutes. Make your study time more effective by taking 5-10 minutes
breaks when you feel yourself not concentrating anymore.
- Find your place to study. Do you prefer to study with music or dead silence? At a desk
or in a comfy couch? Ask yourself these questions and then find 1-2 places that are
comfortable for you to do your work.
- Stick to a routine. After you find 1-2 best study places, stay consistent and only study in
those places.
- Set up your space. Lay out your necessary books, notes, writing utensils, and other
materials, so you do not stop in the middle of studying to find something and get
distracted.
- Study when you have the most energy and best level of concentration. Research has
shown that your mind is fresher during the day.
- Study for your harder classes first. You have more energy at the beginning of your
study time to do your harder homework.
- Break your larger tasks down. You will be more focused if you have a mini-goal in
sight, such as: read textbook chapter 13 or review one set of math problems.
➢ Remember that concentration is a matter of will. You must consciously choose to
concentrate on what you are doing, reading or on what someone is saying. And, you
must practice focusing your attention.

Activity 1:
Write a list of the main distractions which affect your ability to concentrate while you study or
are in class.

Suggest ways to minimize the distractions you listed.

Are you a distraction to others? DO you come late to class or do things in class that distract
others? If so, why?

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 References

Caroll, R.T. (1990). Students success guide –Study Skills. Pearson Custom Publishing.

Concentration: Back on track. Available at https://crc.losrios.edu/crc/main/doc/services/probation-

resources/concentration.pdf

Harboe, T., & Mullen, R.K. (2007). Study skills for international students. Copenhagen: The teaching
and learning unit of social sciences.

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 Chapter 9: Exam Preparation
“Make preparations in advance. You never have trouble if you are prepared for it.”

~ Theodore Roosevelt

You have got exams coming up and you have taken the first step towards success, thinking
about how you are going to prepare yourself. You should consider at least 6 or 8 weeks, but
the sooner you start the process, the easier it will become. This chapter is designed to give you
some helpful tips on revising and getting prepared for exams on different courses at the
university.

Take This Quiz

1. I sometimes have trouble sleeping the night before a test. Yes No

2. During a test my palms frequently sweat. Yes No
3. Before a test, I often get a headache. Yes No
4. During a test, I often get nauseated. Yes No
5. Because of panic, I sometimes leave class on a test day. Yes No
6. I often have pains in my neck, back or legs during a test. Yes No
7. My heart sometimes pounds just before or after a test. Yes No
8. I often feel nervous and jittery when I am taking a test. Yes No
9. While testing, my mind often goes blank, even when I am prepared. Yes No
10.I sometimes lose my appetite before a test. Yes No
11. I often make careless errors on tests. Yes No
12. I frequently worry when other students finish a test before me. Yes No
13. I often feel pushed for time when I am taking a test. Yes No
14. I sometimes worry that everyone is doing okay on the test but me. Yes No
15. When I am taking a test I sometimes think of my past failures. Yes No
16. During a test, I often feel as if I studied all of the wrong things. Yes No
17. I frequently have trouble thinking clearly during tests. Yes No
18. I often have a hard time understanding directions on tests. Yes No
19. After a test, it is not uncommon for answers that left blank or not answered to come to my
mind.

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If you checked “Yes” ten or more times to any of these questions, you are most likely
experiencing test anxiety. You need to consider seeing a personal counselor for tips on how to
relieve your symptoms.

1. Revision Techniques

• Recall what you have been taught in different courses through practice
• Answer questions through practice
• Assess answers by checking them with other classmates/teachers.
• Revision should be an active process in study groups.

2. What to revise

• Find out the format of the exam you are sitting for.
• Decide how many and which topics to revise.
• Consider the choice given in the exam – will questions combine topics?
• As there may be overlap between references, read introductions, summaries and
conclusions.
• Revisit your class notes.

3. How to revise

• There are multiple stages of learning: Acquiring, understanding, memorising and

testing knowledge. Each takes time, so allow for this in your planning.

ACQUIRING

TESTING KNOWLEDGE UNDERSTANDING

MEMORISING

4. Planning Revision

• Be realistic – prioritise. Do not set yourself targets that are unachievable. Take into
account what you have to do, including your personal working patterns, how much you
realistically have to do and how much time you have.
• Be flexible. You need to build in time to relax and time for the ‘unexpected’. Your
timetable may need to alter along the way depending on life circumstances.

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• Fix your goals. Occasionally set yourself deliberately easy targets, this will make you feel
good about yourself, boosting your determination continue working. When you sit down
to revise, make the learning process distinctive. The more specific the learning experience,
the more likely you are to remember it at the vital time.
• Colours. Colours can be used in many ways to add meaning and clarity to your thoughts:
- highlighting important points
- creating visual links to related topics/theories/ideas
- breaking up the page
- drawing pictures and diagrams
- changing the way you record your thoughts
• ‘Mind Maps’. More commonly known as spider diagrams, ‘mind maps’ are a creative
way of pulling together related topics and thoughts that interconnect. By reviewing your
work and collecting key words together to form the map, you are making connections
within your brain.
• Test each other. Try incorporating your social life with your revision. Once you are
confident on a topic, meet up with friends and cover areas together. They may be able to
bring fresh thoughts to any problems
• Reward yourself. When you’ve worked hard and achieved one of your goals (even if it’s
an easy one) reward yourself. Whether this is going out, having a relaxing bath, reading a
book or speaking to a friend, look after yourself and give your brain a rest!

5. Long Term Preparation

• Devise a timetable. Preparing for an exam is not just about revision. It’s about preparing
your body and mind for a stressful experience. This requires planning. Be realistic and
stick to the timetable. Don’t forget to allow time for relaxing, exercising, socialising and
unforeseen circumstances.
• Divide your work into topics. Allocate time to revise each topic.
• Find out the location, time, date and duration of the exam. Know well in advance the
date, location, duration and type of exam – although this may sound obvious, a number of
people each year miss their exams because they didn’t realise they were in the
morning/afternoon, etc!
• Go over past exam papers. Do this early on, not to spot questions to revise for the exam,
but to understand the format, style, and type of exam you are revising for. Do you have to

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 answer all the questions? Do you have to write an essay? Understand and plan how long it
will take to answer each part of the exam.
• Find out the exam format. Exam format changes from year to year, sometimes without
being mentioned in lectures. Find out form the lecturers if there are any changes this year.
• ‘Healthy body, healthy mind’. Make sure you eat well, get sufficient rest and exercise.
Take care of yourself.

6. Short Term Preparation

• Take time off to relax. As the exam gets closer, this becomes even more important.
Pushing yourself too hard may do more harm than good.

Strategies for coping with stress:

• Relaxation/meditation
• Daydreams/visualisation
• Increased assertiveness
• Talking to friends and family
• Effective time management
• Tension release (e.g. shouting ‘arrrrgghh’!)
• Exercise
• Diet
• Creative problem solving

• Don’t panic. Try not to panic about what you haven’t covered during the final waves of
revision. Concentrate on what you do know and polish it up.
• Prepare your materials. On the day before the exam, collect the materials and equipment
you will need (i.e. pens, pencil, BLANCO, dictionary, etc). This means you will not have
to worry about it right before the exam.
• All work and no play. Some people take the day or the morning before an exam off to
relax and de-stress. Although you may decide that this is not for you, follow the principle.
Set aside some time near the exam to do this.
• Get plenty of sleep. On the night before the exam, make sure you get plenty of sleep.
This means you will be refreshed and ready for the stressful experience ahead. If you do
not manage to get a restful night, do not worry.

7. On the day of the exam

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• Remember you materials – check you have everything necessary with you before you
leave.
• Arrive as early as possible.
• Relax and take it easy.
• Avoid exam conversation – if you know it will worry you do not discuss the exam with
anyone.
• Avoid using electronic gadgets like cell-phones, tablet computers, etc.
• Avoid CHEATING.

8. In the exam hall

• Check where your seat is. Most of the seats and desks are numbered during exams.
Before sitting, have a look at your identification number as it may be printed on one desk
somewhere.
• Get your student & identity cards ready. Remember that the people charged with
monitoring you during exams have the right to access your identity & student cards during
exams.
• Read the questions carefully. When you sit down, read the instructions and understand
what is required of you.
• Answer the questions. Take the first few minutes to read the question carefully and pick
out the ones you think you can answer. Take a deep breath, relax, concentrate and start.
Focus your answer exactly on the question.
• Plan you answers. In some cases you may find it useful to spend a few minutes planning
your answer. For example, if you have to write a long essay, you will need more details
than for the shorter answer.
• Keep within the time limits. Try to keep within the time limits for each question.
• Present your exam sheet in an appropriate way. Do not (over)cross your answers. Be
to the point and avoid irrelevant ideas.

References
- Wong, L. (2015). Essential Study Skills. UK: Cengage Learning.

- Revision Techniques and Exam Preparation. Available at

http://www.chaileyschool.org/media/3112/revision-techniques-booklet-2017-final.pdf

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 Samples of Previous Exams

I- Define briefly the following items in the context of ‘Study Skills’:

1) Delegation: …………………………………………………………………………………..……………………........
2) Left-brained:………….………………….………………………………………….....………………………..…............

II-React to one of the following statements in a fully developed paragraph

- “S/He listens well who takes notes.”

- “The best presenters have conversations with their audiences.”

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 Samples of Previous Exams

I- Define briefly the following items in the context of ‘Study Skills’:

1) Networking: ………………………………………………………………………………………………..................
2) Intrinsic motivation:………………….…………………………...………………………..…............

II-React to one of the following statements in a fully developed paragraph:

- “Coming together is a beginning. Keeping together is progress. Working together is
success.”
- “One of the best lessons that anyone can learn in life is how to use time wisely.”

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