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Week 2: University Life
01 January 2021

09:25 PM

Habits for Success: Reality Check
• University is a training ground for success in the global marketplace
• What do you think are the important criteria employers look for when hiring a new employee?
➢ Leadership
➢ Ability to work in a team
➢ Communication skills ( written )
➢ Problem-solving skills
➢ Strong work ethic
➢ Analytical / quantitative skills
➢ Technical skills
➢ Communication skills ( verbal )
➢ Intuitive
➢ Computer skills
➢ Flexibility / adaptability
➢ Interpersonal skills ( relates well to others )
➢ Detail oriented
➢ Organizational ability
➢ Strategic planning skills
➢ Friendly / outgoing personality
➢ Entrepreneurial skills / risk taker
➢ Tactfulness
➢ Creativity
What does college means?
• More independence and responsibility
• Increased workload
• More challenging work
• More out-of-class time to manage
What / Who can help you?
• People - instructors, advisors, counsellors, administrators
• Knowing how to use technology ( computer and e-mail systems at your school )
Changing or creating a new habit
• Identify
• Actions
• Support
• Get Started
• Be accountable ( Note progress )
• Evaluate progress
• Switch gears
Common Reasons Why Students Don't Do Well in College
• Sleeping Late
• Absences
• Partying instead of studying
• Looking at the book instead of studying and learning
• Losing books, assignments and papers
Procrastinating on assignments
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Procrastinating on assignments
Tuning out in class
Taking classes out of sequence
Overloaded with too many classes
Accepting too many classes
Not using time well
Slow reading
Lacking understanding on materials
Weak vocabulary
Lack of support group
Family distractions
Lack of transportation
Not reading assignments
Not willing to learn
Poor note taking skills

The Habits of Success
• Persist
• Keep Learning
• Think before you act
• Reach out to others
• Create and imagine
• Put your senses to work
• Ask questions
• Use what you know
• Listen actively
• Take responsible risks
• Be flexible
How does these habits help you?
• Focus effectively on academics
• Manage your time, money and responsibilities
• Improve self-knowledge
• Set and achieve goals
• Succeed on the job and in your personal life
Ways to develop persistence
• Learn from successful people
• Expect a hard way, have the right expectations
• Don't underestimate the amount of time required
• Understand why
• Anticipate and handle failure
• Find encouraging partners
• Minimize stress

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Week 3&4: University Life
14 January 2021

11:19 PM

Building and Using Self-Knowledge
Knowing yourself brings you
• Classroom benefits
➢ Play to your strengths
▪ If you are a musical learner; you might records the lecturer for play back
➢ Work to strengthen weaker areas
• Study benefits
➢ Helps you pick the right strategies
➢ Help you understand others you study with
• Workplace benefits
➢ Better performance and teamwork
➢ Better career planning
Assessing your learning style
• Multiple Intelligences
➢ Learning preferences
➢ What abilities and areas of learning come most easily to you
▪ Music Smart - Musical
▪ Body Smart - Bodily-Kinesthetic
▪ People Smart - Interpersonal
▪ Word Smart - Verbal-Linguistic
▪ Logic Smart - Logical-Mathematical
▪ Nature Smart - Naturalistic
▪ Self-Smart - Intrapersonal
▪ Picture Smart - Visual-spatial
• Personality Spectrum
➢ Personality traits
➢ How you interact with information and people
Intelligence

Definition

Abilities and Skills

Study Techniques

VerbalLinguistic

Communicate through language

• Analyzing own use of language
• Remember terms easily
• Explaining, teaching, learning, using humor
• Understanding syntax and word meaning
• Using written or speech to convince someone
to do or believe something

• Reading Text
• Highlighting selectively
• Using a computer to retype / summarize
• Teaching someone else
• Reciting information

LogicalMathematical

Understands Logical reasoning and Problem solving • Recognizing abstract patterns
• Using facts to support an idea, and generating
ideas based on evidence
• Discerning relationship and connections
• Performing complex calculations
• Reasoning scientifically ( formulation and
testing a hypothesis )

• Organizing material logically; spreadsheet
• Explaining sequentially to person
• Analyzing and evaluating information
• Fine patterns
• Write outlines

BodyKinesthetic

Uses physical body skillfully, uses body sensations,
good coordination, good with hands

• Strong mind-body connection
• Controlling and coordinating body movement
• Improving body function
• Expanding body awareness to all senses
• Using the body to create products or express
emotions

• Moving while you learn - pacing &
reciting
• Rewriting & retyping notes - muscle
memory
• Designing and playing games to learn

Visual-Spatial

Understand Spatial relationships

• Perceiving and forming objects accurately
• Recognizing relationships between objects
• Representing something graphically
• Manipulating images
• Finding one's way in space

• Mind maps, think links
• Charts & tables
• Using colours in notes
• Link thoughts with item / places that you
visualize

Interpersonal

Can relate to others, sensitive about moods and
feelings, social activity, teamwork, cooperative
learning

• Seeing things from others' perspectives
• Studying in groups
• Noticing moods, intentions, and temperaments • Discussing information over the phone,
of others
messages
• Cooperating within a group
• Teaching someone else
• Communicating verbally and nonverbally
• Creating and maintaining relationships

Intrapersonal

Understand own behaviour and feelings and the
time spent alone, is self-aware and independent

• Accessing one's internal emotions
• Understanding feelings and using them to
guide behaviour
• Evaluating own thinking
• Understanding self in relation to others
• Forming a comprehensive self-concept
( identity )

Music Rhythmic

Comprehends and creates sounds, sensitive to music • Sensing tonal qualities
patterns
• Creating / enjoying rhythms and melodies
• Being sensitive to sounds and rhythms
• Using an understanding of musical patterns to
hear music
• Understanding the symbols and structure of
music

Naturalistic

Able to identify, distinguish, categorize species and
items, interested in the natural environment

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• Reflecting on personal meaning of
information
• Visualizing information
• Studying in a quiet area
• Imagining essays / experiments before
• Keeping a journal
• Creating rhythms out of words / songs /
raps
• Taking music breaks
• Beating out rhythms with hand and stick
while reciting concepts

• Ability to categorize something as a member of • Looking for relationships among ideas,
a group or species
facts
Ability to distinguish items in a group from one Studying in the natural setting ( forest

• Ability to distinguish items in a group from one • Studying in the natural setting ( forest
another
etc
...
Understand what information is required in solving problems
b
...
Choose a few in-depth sources for the information you want
• Analyzing it in different ways
➢ Breaking into parts
▪ Separate the ideas
▪ Compare and contrast
▪ Examine cause and effect
▪ Look for theme, patterns and categories
➢ Examine the evidence
▪ Credibility
 Is the source trustworthy?
 Author's credentials
 Quality control
 Posted summary / evaluation ( ratings / reviews )
 Spelling / grammar errors
▪ Accuracy
 Is information correct?
 Up to date?
 Comprehensive / complete?
 Who wrote it and for what?
 Lack of date / one sided views
▪ Reasonableness
 Is source fair? - balanced arguments / objective
 Is the author bias?
 Are the claims believable / moderate or wild?
 Inconsistencies
▪ Support
 Are there citations?
 Where is the info from?
 Consistent supporting external sources?
 Lack of citations
➢ Focus on logical connections
▪ Appeal to authority
▪ False cause
▪ Hasty generalization
▪ Personal attack
➢ Distinguish fact from opinion
▪ A statement of Fact is information presented as objectively real and verifiable
 Deal with actual people, places, facts, etc
 Uses concrete words and measurable date ( A definite number )
 Describe current events in exact terms
 Avoid emotional words and focuses on verifiable
 Avoid absolutes
▪ A statement of Opinion is a belief, conclusion, or judgement that is inherently difficult, and sometimes impossible, to verify
 Shows evaluation ( bad, good, pointless, beneficial )
 Use abstract words ( vague, imprecise words )
 Predict future events
 Uses emotional words
 Uses absolutes ( all, none )
➢ Examine perspective and assumptions
▪ Perspective is a characteristic way of thinking about people, situations, events and ideas
▪ Assumption is a judgement, generalization or bias influenced by experience and values
▪ Bias is a preference or inclination, especially one that prevents even-handed judgement
• Evaluating in order to
➢ Understand the information
➢ Solve problems
➢ Make decisions

Creative Thinking
• Combining existing elements in a new way
• Generating new ideas from seeing how things are related
• Having new ideas that go against how things have always been
How can you improve your creative thinking skills?
• Brainstorming
➢ Let your mind free-associate, generating ideas and solutions without immediately deciding whether they are valuable
➢ Find many answers
➢ Keep going ( past the 'best' answer )
➢ Find analogies
➢ In groups, get inspired by other ideas
• Take a new / different look
➢ Challenge assumptions
▪ Don't assume something has to be done a certain way because it always has been done that way
▪ Break the mould
Shift your perspective
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➢ Shift your perspective
▪ Ask others about their views
▪ Find new ways to approach the situation
▪ Going against your instinct
➢ Ask 'what if' questions
▪ Set up hypothetical environment
• Set the stage for creativity
➢ Create environments
▪ Place / music / people which inspires your creativity
➢ Be curious
▪ Try something new and different
▪ New experience = more ideas
➢ Give yourself time to 'sit' with the question
▪ Take some time to consider the question
• Take risks
➢ Fly in the face of convention
▪ Go against the norm
➢ Let mistakes be okay
Problem solving and decision making
• A problem exists when a situation has negative effects
...
In contrast, in decision making your choices are often determined
Define

Analyze

• Recognize the • Analyze the
problem
problem
• Identify the
• Examine the
goal
needs and
motive

Create

Evaluate

• Generate
solutions
• Name the
options

Identify the pros and cons Choose the solution /
of the solutions and
option which is the
options
best

Choose and act

When solving problems
• Use probing questions to define problems
➢ Focus on causes ( Prevention than cure )
• Analyze carefully
➢ How is the problem similar / different from other problems?
➢ Figure out the facts / opinions
➢ Identify your perspective and ask for other's perspective
➢ Don't let you assumptions cloud your analysis
• Generate solutions based on causes, not effects
➢ Lasting solution > temporary fix
• Consider how possible solutions affect you and others
• Evaluate your solution and let it lead to future action
➢ What worked for solution?
➢ What should be improved?
➢ What should be avoided?

When making decisions
• Look at the given options, then think of more
➢ There may be other alternatives
• Look at long term effects
➢ Do a short term and a long term evaluation
➢ Determine if the path you are on is positive
• Consider all factors
➢ Determine if all factors has been considered so that you can make the right choice

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Re-evaluate

Apply results

• Decide how well was your
solution / decision
• Did it solve the problem /
accomplish what you
hope?

Apply what you learn in the
future or choose a better
option

Week 9: University Life
06 April 2021

03:58 PM

Memory: Maximizing Recall for Test Success
Information processing model of memory
• Raw information acquired through senses reaches the brain
• Information goes into sensory registers ( a few seconds )
• Some information goes into short-term memory / working memory ( about 30 seconds ) - limited memory - When you pay attention
• With rehearsal over time, you keep the most important information the long-term memory ( your brain's more permanent storehouse ) - unlimited memory
• When information is needed, the brain puts it in short term memory for usage
➢ Information - > Sensory registers > Short term memory > Long term memory
➢ Memories are built at synapses, the junctions between neurons
...
Write / draw each on an index card
▪ Recite, rehearse and write the associated information from the key words / image on the index card
• Short / Frequent study sessions
➢ Learn more than once - revise
➢ Avoid studying two similar subjects back to back
➢ Get sufficient sleep
➢ The Pomodoro technique
• Practice the middle
➢ Pay more attention to items studies at the middle of the session than at the beginning or towards the ends
➢ It is easier to remember the beginning and the end of a lesson
• Use audio strategies
➢ Create audio flash cards - record short question ( pause ) then answer
• Use flash cards
➢ Write a word, idea or phrase in front of the card
➢ Use the back for definition, explanation or other facts
➢ Use as self-test
➢ Review frequently
➢ Shuffle cards so you pay equal attention to every cards
➢ Test yourself in both directions
➢ Reduce stack as you learn
• Use the information
➢ Apply the information wherever you can
➢ Talk about it classmates
➢ Link it to problems
How can mnemonics boost recall?
• Mnemonics use vivid associations and acronyms to link new information to what you already know
• They help you create a 'hook' on which to hang what you want to remember
• Mnemonics only helps you to memorize
...
Justifies methods and procedures
→ Sample question:
 What was the main idea…?
 What differences exist between…?
▪ Application
→ Applying the facts, rules, concepts, and ideas
→ Verbs: Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write
→ Apply principles, theory to practice
...
Proper usage of procedures
→ Sample question:
 Can you apply the methods used to some experience of your own…?
▪ Analysis
→ Breaking down information into component parts
→ Verbs: Analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, question, test
→ Recognize unstated assumptions, logical fallacies, facts and opinions
...
Analyze the structure of work ( eg
...
Prepare a report about the area of study
...
Compose music
...
Formulate solutions from learning about different areas
...
Judge adequacy of conclusions supported by data
→ Sample questions:
 Judge the value of…
 What changes to … would you recommend?
 How effective are…?
• Read
➢ The active approach to reading
▪ Focus on the key points of your survey
Headings, boldface, chapter objectives, summary

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→ Headings, boldface, chapter objectives, summary
▪ Focus on answering your Q-stage questions
→ Read to answer the questions
→ Note or highlight ideas or examples that relate to the questions
▪ Mark up your text and take notes
→ To highlight key points to study for exam
▪ Create text tabs
▪ Find the Main Idea
→ Identify the topic of a paragraph
→ Identify what aspect of the topic that the paragraph focuses on
→ Identify what the author wants to tell you about the aspect
▪ Prioritize reading assignments
→ Is the information
 Stressed in headings, charts, tables, key term etc
...
'Like' and 'as are used as structures for comparison
→ As big as an elephant
→ As slow as a sloth
→ Sing like an angel
→ As timid as a rabbit
➢ Hyperbole
▪ Gross, deliberate exaggeration to show emphasis, not to be taken critically
→ We waited for centuries for the latest game to be released
→ She smiled a mile wide
→ Her brain is the size of a pea
→ My grandmother is as old as time
➢ Understatement
▪ Understatement for emphasis for effect
→ The airplane taking off is somewhat loud
→ Atoms are kind of small
The 2005 tsunami caused some damage

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→ The 2005 tsunami caused some damage
➢ Personification
▪ Human trait is given to an inanimate object, animal or idea
→ He is so handsome that the camera loves him
→ Time flies and waits for no one
→ He is stuck at the mouth of the river
→ The lamp lights blinked at me
➢ Analogy
▪ Comparison of similar traits between things that are different
→ She is a quiet as a mouse
→ He felt like a fish out of the water
→ Life is like a box of chocolates
➢ Irony
▪ Using words in an opposite way that their intended meaning
→ Titanic was called unsinkable but sank on its maiden voyage
→ Romeo finds Juliet drugged and thought she was dead so he kills himself
...
Consider first: the instructor's style, the course material and your learning style
▪ Course material:
→ Peer presentation: Mind map
→ Video presentation: Cornell T system
▪ Learning style:
→ Visual spatial - think links or Cornell
→ Thinker - Outlines
▪ Instructor style:
→ Disorganized: outline approach
→ Fast: Mind map / Think link
➢ Have a support system for missed / vague notes
➢ Sit where you can hear and see
Record Information Effectively
• Date each page
• Start a new page for each topic or…
• Leave space when a topic ends and a new topic begins
• Pay attention to verbal and non-verbal cues
• Note down key terms and definitions
• Records examples and applications if the concept is hard
• Be organized but not fussy - improve notes later
• Write with shorthand
• Draw pictures / diagram
• Underline / flag consistently to specify important information
• Leave a question mark if having troubles, revisit it later
Notes are a study tool: Put them to work
• Revisit
• Revise
• Review

Creating a Master Set
• Master Set: combines class and text information into one document containing everything you should know
• Act quickly while the material is fresh
• Reduce your notes
➢ Look for common items and summarize
• Recite what you know
➢ Use memory strategies on the master notes
• Think critically
➢ Write down new ideas and questions
➢ Identify connections among the ideas in your notes
➢ Apply concepts to problems and real world situations
Review and review again
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• Review and review again
➢ Recite
➢ Discussion
➢ Practice test
How can you take notes faster?
• Use abbreviations ( even for repeated words )
➢ EG, SOP, GST
• Remove vowels
➢ Lttrs, Comptr, Lwyr
• Substitute entire words with short words
➢ Info, Sub, Tech

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