|
|
| |
|
|
| |
| Study
Materials |
Faculties may get guidelines,
various study materials, examination preparation, preparing
students, analysing students at this page. They may also post their
experiences, articles, proven methods to study@studentsmart.in.
Contents are in this page purely for reference purposes only. |
| |
| For Lectures |
Lectures are one of the
main teaching methods currently employed in University teaching. The
following section of the web gives some guidance on how to make the
most of them.
| |
|
|
• |
Listening and being organised. |
|
• |
To note or
not to note? |
|
• |
What am I
getting from lectures? |
| Lectures : Listening and being
organised. |
"ACTIVE
LISTENING" means asking questions : Before, During and
After Lectures.
People develop their own questions,
appropriate to their subjects. The following are just some
suggestions to help you get started.
| •
Before |
| |
| |
|
|
• |
What do I want
to get out of this lecture? |
|
• |
How does it fit
into the course? |
|
• |
What do I know
already about this topic? |
| |
| |
| •
During |
| |
| |
|
|
• |
What are the
main points? |
|
• |
What
clues is the lecturer giving about what is to follow
(e.g. "There are three main theories...")? |
|
• |
What is
informative? |
|
• |
What is
analytical? |
|
• |
Is there
anything practical or about applications? |
| |
| |
| •
After |
| |
| |
|
|
• |
Quickly draw a 'mind map' or spider diagram
summarizing what you remember. |
|
• |
Write a list of
further questions. |
|
• |
Write a list of
which bits you did not understand. |
| |
| |
| |
| |
| |
| BEING
ORGANISED |
BEING ORGANISED means
having the right equipment. It may sound obvious, but do not forget
to test out which equipment suits you best: pens, paper (blank,
lined or coloured according to your needs and preferences),
highlighters, coloured pens or pencils, stapler/hole puncher and
folders. Filing your notes means that you expect to use them again
in the future. If you find that they are not used again, then
question why you are taking notes.
If you use a tape-recorder
be sure to check if this is OK with the lecturer and beware of
ending up with piles of extra work writing notes after the lecture;
develop a system for jotting down your own thoughts and responses
arising from the lecture.
| Lectures: To note or not to
note? |
Some people say you
should try to write down or record everything said by the lecturer.
Study experts say you should be an 'active listener'.
TO USE
LECTURES CREATIVELY, A BALANCE BETWEEN LISTENING CAREFULLY AND
TAKING NOTES IS NEEDED.
Useful lecture notes reflect the
structure of a lecture, which means that they include:
|
|
|
|
• |
INTRODUCTION |
|
• |
MAIN POINTS |
|
• |
SUB-POINTS |
|
• |
SUPPORTING
DETAIL |
|
• |
REFERENCES |
|
|
| You
should also leave space for your own responses which may
include:
|
|
|
|
• |
YOUR OWN
OVERVIEW / SUMMARY |
|
• |
ADDITIONAL
COMMENTS OF YOUR OWN |
|
• |
YOUR
QUESTIONS |
| AND always remember to keep a note of organisational
detail |
|
• |
LECTURE
TITLE |
|
• |
DATE |
|
• |
COURSE
TITLE |
|
• |
LECTURER'S
NAME |
|
|
|
Lectures:
What am I getting from lectures?
Lecturers differ in
style and purpose when giving lectures, and students vary in what
they want out of lectures. It can be useful to review your own
progress during the term by working out what you are expecting from
lectures, and whether this does or does not match what is happening
on your courses.
|
|
|
|
|
• |
I like
lectures to motivate me. |
YES / NO |
|
• |
I like
lectures to cover course essentials. |
YES / NO |
| |
I prefer
lectures to be a simple outline, and I fill in the depth and
details myself. |
YES / NO |
| |
I like
lectures which summarize difficult books, articles or
hard-to-get material. |
YES / NO |
|
• |
I prefer
lectures to cover the newest, unusual or not-yet-in-print
research findings instead of covering basic material. |
YES / NO |
| If
lectures are meeting some of your preferences but not others,
then ask yourself: |
|
• |
what else could I be doing? |
|
• |
Do
I need to use extra reading, seminars, practicals or lab. work
in different ways so that they supplement lecture notes
better? |
|
|
|
|
Think
about what additional sources of information you have which can help
you to make creative use of lecture notes.
| |
|
| • Reading |
| |
Academic reading is different
from other sorts of reading, so it requires different reading
skills. |
| |
|
| •
Remember |
| |
|
|
|
|
• |
The
Effective Learning Programme holds sessions on critical
reading. |
|
• |
The
Academic Support Programme has special expertise for
students whose first language is not English. |
|
• |
If you
face particular problems with the library due to a
disability, Fiona Rhodes is there to help you. |
|
• |
If you
think you might be dyslexic, talk to Chris Quinn in the
Disabilities' Office. |
| The following pages bring together ideas about
effective reading: |
|
• |
Critical Analysis and Questioning |
|
• |
Styles
and Purposes in reading |
|
• |
Diagnostic Thinking |
|
• |
Why is
Academic Reading especially challenging? |
|
• |
Being
a 'slow reader' |
|
• |
Critical Reading |
|
• |
Purpose |
|
• |
Establish a framework |
|
• |
Memory |
|
• |
Translating the Text |
|
• |
Emergency measures |
|
|
| |
| |
| |
| |
| > >
Click Here to Post your Course Notes. |
| |
| |
| |
| | |
|
