Becoming an OU Student Crawley, 24 th  April, 2010
Good times! <ul><li>Write down one time when something went really well for you. </li></ul><ul><li>Think about how it made...
Aims of Session <ul><li>Shake off the nOUbie colliewobbles </li></ul><ul><li>Think about  your  success </li></ul><ul><ul>...
This session . . .  <ul><li>For this session to be really useful for you it will be like what? </li></ul><ul><li>For the s...
Mindset <ul><li>Why was he good at football? </li></ul>Why was he good at boxing?
How clever are you? <ul><li>On a scale of 1 to 10, when 10 is the cleverest person you can think of, how clever are you? <...
Mindset: a quick quiz <ul><li>Which of these two statements would you most agree with: </li></ul><ul><li>Intelligence is s...
Mindsets <ul><li>You get a low mark for an assignment, do you think:  </li></ul><ul><li>It proves I’m not capable of doing...
Mindsets <ul><li>You get a high mark for an assignment, are you? </li></ul><ul><li>Worried that you won’t be able to maint...
Mindsets <ul><li>You will work really hard on your course because: </li></ul><ul><li>You know that how hard you work makes...
What difference does mindset make? <ul><li>Mindset theory developed by Carol Dweck. </li></ul><ul><li>People can be placed...
The Fixed Mindset: <ul><li>Pupils with a fixed mindset regarded intelligence as innate and unchangeable, fixed from birth....
Growth Mindset: <ul><li>Pupils with a growth mindset believed that intelligence could be cultivated and developed through ...
Metaphors . . . <ul><li>Think of a metaphor for yourself when you are learning really well. </li></ul><ul><li>Draw a pictu...
Reflecting on your learning needs <ul><li>What kinds of environment support you to be your best?  Which hinder you? </li><...
Setting Goals <ul><li>Long term Goals </li></ul><ul><li>What do you want to achieve by the end of your time at the OU? </l...
Homework. <ul><li>Write down one specific thing that you will be practicing to improve your learning? </li></ul><ul><li>Yo...
Time and Time Management <ul><li>How do you think about your past and your future?  </li></ul><ul><li>Where in the future ...
Reflecting on Time and Time Management <ul><li>Think of a time when you used time well. </li></ul><ul><li>Think of a time ...
Reflection <ul><li>What is reflection? </li></ul><ul><li>Why should we reflect? </li></ul><ul><li>How to become a reflecti...
Kolb’s Learning Cycle Concrete Experience Reflective Observation Active Experimentation Abstract  Conceptualisation Reflec...
Why should we reflect? <ul><li>Planning and prioritising </li></ul><ul><li>Setting and achieving goals </li></ul><ul><li>D...
Keeping a learning journal: <ul><li>Blogging/a learning journal helps you to keep a record which is </li></ul><ul><ul><li>...
Maximising your study time <ul><li>Plan </li></ul><ul><li>Prioritise </li></ul><ul><li>Pareto principle – 80% marks from 2...
Jennie Osborn Learner Support:  Telephone: 01342 322642 Email: south-east@open.ac.uk
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A workshop session for students new to the Open University.

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C:\Fakepath\Becoming An OU Student

  1. 1. Becoming an OU Student Crawley, 24 th April, 2010
  2. 2. Good times! <ul><li>Write down one time when something went really well for you. </li></ul><ul><li>Think about how it made you feel. </li></ul><ul><li>Write down how it made you feel. </li></ul>
  3. 3. Aims of Session <ul><li>Shake off the nOUbie colliewobbles </li></ul><ul><li>Think about your success </li></ul><ul><ul><li>positive learning states </li></ul></ul><ul><ul><li>time and time management </li></ul></ul><ul><li>Tips and tricks to help you be your own best friend </li></ul>
  4. 4. This session . . . <ul><li>For this session to be really useful for you it will be like what? </li></ul><ul><li>For the session to be like that, you will need to be like what? </li></ul><ul><li>For you to be like that and for the session to go jusdt the way you would like it to, what support and resources do you need? </li></ul>
  5. 5. Mindset <ul><li>Why was he good at football? </li></ul>Why was he good at boxing?
  6. 6. How clever are you? <ul><li>On a scale of 1 to 10, when 10 is the cleverest person you can think of, how clever are you? </li></ul><ul><li>What are your sources of evidence? </li></ul><ul><li>Have you always been this clever? </li></ul>
  7. 7. Mindset: a quick quiz <ul><li>Which of these two statements would you most agree with: </li></ul><ul><li>Intelligence is something you are born with (or without). </li></ul><ul><li>Intelligence can be cultivated and developed through effort and persistence. </li></ul>
  8. 8. Mindsets <ul><li>You get a low mark for an assignment, do you think: </li></ul><ul><li>It proves I’m not capable of doing this. </li></ul><ul><li>I picked the wrong subject </li></ul><ul><li>I need to work harder </li></ul>
  9. 9. Mindsets <ul><li>You get a high mark for an assignment, are you? </li></ul><ul><li>Worried that you won’t be able to maintain such a high standard in the future? </li></ul><ul><li>Reassured that your grade reflects the effort you have put into your work. </li></ul>
  10. 10. Mindsets <ul><li>You will work really hard on your course because: </li></ul><ul><li>You know that how hard you work makes a difference to your grades </li></ul><ul><li>You know that other people will think less of you if you get a low mark. </li></ul>
  11. 11. What difference does mindset make? <ul><li>Mindset theory developed by Carol Dweck. </li></ul><ul><li>People can be placed on a continuum of belief according to their implicit views on where ability comes from: </li></ul><ul><ul><li>belief that success is based on innate ability shows a fixed mindset. </li></ul></ul><ul><ul><li>belief that success is based on hard work and learning shows a growth mindset. </li></ul></ul><ul><li>These mindsets can determine: </li></ul><ul><ul><li>our attitude to failure, </li></ul></ul><ul><ul><li>our resilience and ability to persevere, </li></ul></ul><ul><ul><li>our potential for positive change </li></ul></ul>
  12. 12. The Fixed Mindset: <ul><li>Pupils with a fixed mindset regarded intelligence as innate and unchangeable, fixed from birth. They tended to </li></ul><ul><li>choose courses and assignments that seemed like safe options </li></ul><ul><li>worry about the possibility of failure </li></ul><ul><li>be concerned that other people would see them as less intelligent </li></ul><ul><li>find it difficult to ask for help or feedback. </li></ul>
  13. 13. Growth Mindset: <ul><li>Pupils with a growth mindset believed that intelligence could be cultivated and developed through effort and persistence. These pupils tended to: </li></ul><ul><li>actively seek out new challenges </li></ul><ul><li>welcome opportunities for intellectual development </li></ul><ul><li>respond positively to feedback </li></ul><ul><li>feel comfortable in asking for help. </li></ul>
  14. 14. Metaphors . . . <ul><li>Think of a metaphor for yourself when you are learning really well. </li></ul><ul><li>Draw a picture to represent your metaphor. </li></ul><ul><li>What does your metaphor tell you about your beliefs about you as a learner? </li></ul>
  15. 15. Reflecting on your learning needs <ul><li>What kinds of environment support you to be your best? Which hinder you? </li></ul><ul><li>Which activities help you to learn? Which make it hard for you to learn? </li></ul><ul><li>What skills come naturally to you? Which would you like to develop? </li></ul><ul><li>What’s important about learning? </li></ul><ul><li>What do you believe about yourself as a learner? </li></ul><ul><li>Do you have any negative beliefs about yourself as a learner? Is there anything that you can’t do? </li></ul><ul><li>When you’re learning really well what’s your purpose? What’s it all for? </li></ul>
  16. 16. Setting Goals <ul><li>Long term Goals </li></ul><ul><li>What do you want to achieve by the end of your time at the OU? </li></ul><ul><li>First 6 weeks </li></ul><ul><li>What do you want to achieve in your first six weeks? </li></ul><ul><li>What will you need to make these goals happen? </li></ul><ul><li>What might you need to change or do differently? </li></ul><ul><li>Where will you need to focus? </li></ul><ul><li>Where will you get the resources? </li></ul><ul><li>What are you going to have to do? </li></ul>
  17. 17. Homework. <ul><li>Write down one specific thing that you will be practicing to improve your learning? </li></ul><ul><li>You will know you’re achieving your goal when . . . </li></ul><ul><li>You will know you’re not achieving your goal when . . . </li></ul>
  18. 18. Time and Time Management <ul><li>How do you think about your past and your future? </li></ul><ul><li>Where in the future are your goals? </li></ul><ul><li>Your model of time: </li></ul><ul><ul><li>Thinking about the past: </li></ul></ul><ul><ul><ul><li>Whereabouts is it? Does it have a direction? Size? Shape? What kind of past is it? Can you point to it? </li></ul></ul></ul><ul><ul><li>Thinking about the future: </li></ul></ul><ul><ul><ul><li>Whereabouts is the future? Does it have a size or shape? Point to it? </li></ul></ul></ul>
  19. 19. Reflecting on Time and Time Management <ul><li>Think of a time when you used time well. </li></ul><ul><li>Think of a time when you used time poorly. </li></ul><ul><li>What are the key differences: </li></ul><ul><ul><li>. . . . . . . . . . . . . . . . . . . . . </li></ul></ul><ul><ul><li>. . . . . . . . . . . . . . . . . . . . . . </li></ul></ul><ul><ul><li>. . . . . . . . . . . . . . . . . . . . . . </li></ul></ul><ul><li>What do you conclude from this? </li></ul>
  20. 20. Reflection <ul><li>What is reflection? </li></ul><ul><li>Why should we reflect? </li></ul><ul><li>How to become a reflective learner. </li></ul>
  21. 21. Kolb’s Learning Cycle Concrete Experience Reflective Observation Active Experimentation Abstract Conceptualisation Reflective Observation
  22. 22. Why should we reflect? <ul><li>Planning and prioritising </li></ul><ul><li>Setting and achieving goals </li></ul><ul><li>Dealing with procrastination and anxiety </li></ul><ul><li>Recognising and overcoming self-limiting beliefs </li></ul><ul><li>Making effective use of available support </li></ul>
  23. 23. Keeping a learning journal: <ul><li>Blogging/a learning journal helps you to keep a record which is </li></ul><ul><ul><li>useful to you </li></ul></ul><ul><ul><li>a cue to memory </li></ul></ul><ul><ul><li>honestly written </li></ul></ul><ul><ul><li>evaluates key aspects of your work </li></ul></ul><ul><ul><li>a tool to help you to identify recurring themes </li></ul></ul><ul><ul><li>key to developing a plan of action to take </li></ul></ul><ul><ul><li>an appraisal of that action. </li></ul></ul>
  24. 24. Maximising your study time <ul><li>Plan </li></ul><ul><li>Prioritise </li></ul><ul><li>Pareto principle – 80% marks from 20% effort </li></ul><ul><li>4 Ds </li></ul><ul><ul><li>Do it </li></ul></ul><ul><ul><li>Dump it </li></ul></ul><ul><ul><li>Delegate it </li></ul></ul><ul><ul><li>Do it less well </li></ul></ul>
  25. 25. Jennie Osborn Learner Support: Telephone: 01342 322642 Email: south-east@open.ac.uk

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