My presentation to JCIP 2015 trainees on "Practical Tools for Learning". These include SQ3R, portfolios/reflective notes, concept maps, and a critical analysis framework.

1. Learning & Research
Junior Camp Internship Programme | 16th June 2015
Gameli Adzaho | Webster University | Accra, GAR

2. Yesterday, we missed…
 JCIP is the brainchild of Thelma Boamah
 Education specialist
 GT member (GT Diaspora)
 SIT Graduate Institute alumnus
 Won $10,000 grant from World Learning with support from GT Diaspora

3. Viewpoints on Learning
 Knowledge is like the baobab…..  Learning is a journey

4. Why Do We Learn?
 To know and understand things
 To gain new skills
 To solve problems
 Discussion: how do you learn?
 Sources: Books, the Internet, people, places, media
 Methods: reading, watching videos, working, playing, travelling

5. Learning: Digital Vs Traitional
Digital age
 multi tasking
 non linear approaches
 processing discontinued
information
 iconic skills first
 connected
 collaborative
 active
 learning by playing
 fantasy
 technology as friend
Traditional
 mono tasking
 linear approaches
 processing single information
flows
 reading skills first
 stand alone
 competitive
 passive
 separating learning and
playing
 reality
 technology ?
Taken out from author Mark Prensky

6. Practical Tools for Learning
 SQ3R
 Critical Analysis
 Portfolio
 Concept Maps

7. SQ3R
 Survey/Skim
 Question
 Read
 Recite/Recall
 Review
 Video: https://www.youtube.com/watch?v=0dhcSP_Myjg

8. Critical Analysis
 It involves thinking deeply about different parts of the material and how it all
ties in together
 Ask yourself: “what does it mean to me and others”?

9. Model Analytical Framework
 Reflect – be aware of your own reaction to the information
 Question – the purpose, assumptions, implications of the text.
 Identify – the line of argument in the text, the stance of the author
 Evaluate – the strength/value of the argument – e.g. what evidence is used
to support the argument? Is it reliable/valid?
 Compare – with other arguments, stances
 What, How, Why, Where?

10. Activity
 Working in pairs, extract the main info in assigned text using SQ3R
 Critically appraise the material using the provided framework

11. Reflective Learning
 Reflection can be defined as the “process of internally examining and
exploring an issue of concern, triggered by an experience” (Boyd & Fales,
1983)
 “I have not observed/learnt until I have made a record”
Gibb’s Reflective Cycle

12. Portfolio
 A portfolio is a collection of evidence that learning has taken place.
 It can be in the form of a reflective diary or electronic records
 Reports: text-based, images, videos, soundfiles, linklist with comments
 Reflection on group work, practice, projects
 It forces you to reflect on what you have learnt and how this can improve activities in the
future
 This helps youn to become more critical thinkers and to develop writing and multimedia
skills
TUTOR
PEERSSTUDENT
STUDENT

13. Reflection Template
Learning
Activity/Experience
Date Backdrop Awareness What next? Date
Be specific! Date of your
experience/activity
 What was the
situation?
 What did I do well?
 What did I do less
well?
 What was I trying to
achieve?
 What prior
knowledge/experienc
e(s) did I draw from?
 What was I
thinking and
feeling?
 What have I learnt
about myself and
my approach to
the situation?
 What were the
consequences of
my
actions/behaviour
during the
activity?
 How did others
respond to my
actions & what
might they have
been
thinking/feeling?
 After time has
passed, do I
know look
back and
think
differently on
the
experience.
 What might I
do differently
in the future?
 How
successful
were these
changes in a
future
experience?
Date of
reflection or
changes
Source: University of Exeter Medical School

14. Concept Maps
 A Concept map is a graphic that shows the connections between a
concept or topic with other concepts
 By exploring various relationships, the learner gains deeper insights into a
subject matter, and its larger implications
 Aids easy recall of definitions, facts, etc

15. Building Concept Maps
 Start with the main idea
 Determine the key concepts
 Rank the ideas from most general
to specific
 Connect concepts using linking
words/phrases
 Tools:
 Paper & pen/pencil
 Digital tools: bubble.us,
text2mindmap.com

16. In Summary
 Reflection aids learning, and this can be done with the aid of various tools
 SQ3R is an effective way to extract information from text
 Critical analysis enables learners to get to the facts behind information
received
 Concept maps makes it easier to recall facts, link topics together, and
brainstorm ideas
 A portfolio or reflective diary helps one to take stock of progress of learning

18. Thanks. Questions?