OUMH1103 Exam Focus for May 2011 - Topic 4
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This document discusses strategies for effective note-taking during tutorials. It provides tips on making notes such as understanding objectives, leaving spaces, and using your own words. During tutorials, it recommends avoiding distractions, listening for key ideas, and writing down dates/times. Sample questions are also included that assess understanding of note-taking skills and strategies for effective listening. Specific listening strategies mentioned are avoiding distractions and paying close attention to what the tutor says.
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2) Each day focuses on a different text and vocabulary words while using a graphic organizer to explain the author's evidence.
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This document outlines a lesson plan for a Senior High School personal development class on developing effective study skills. The lesson plan covers three sessions addressing different study skills: note taking and time management, critical reading, and avoiding plagiarism in academic writing. The objectives are for students to understand the importance of these skills and demonstrate applying techniques like the Cornell note-taking method, critical reading strategies, and properly quoting, paraphrasing and summarizing sources. The lesson plan provides guidance for teachers on introducing, discussing and practicing these skills with students over the three sessions.
SHS-DLL-Week-2.docx
This document outlines a lesson plan for teaching study skills to senior high school students. The lesson covers three main topics over three sessions: note taking and time management in Session 1, critical reading in Session 2, and avoiding plagiarism in academic writing in Session 3. The objectives are to help students understand different note taking methods, practice time management, learn critical reading strategies, and properly cite sources to avoid plagiarism. A variety of teaching methods like discussion, examples, and hands-on activities are used to engage students in applying the study skills.
ENGR 1201 Introduction to Engineering3. Understanding the
ENGR 1201 Introduction to Engineering
3. Understanding the
Teaching/Learning Process
Chapter Overview
• What is learning?
• How do we learn?
• Metacognition – Improving your learning process
• Learning is a reinforcement process
• Understanding the teaching part of the teaching/learning
process
• Mistakes students make
• Don’t be hung up on the idea of seeking help
ENGR 1201 Introduction to Engineering
What is Learning?
Learning is the process of acquiring:
• New knowledge and intellectual skills (Cognitive
learning).
• New manual or physical skills (Psychomotor learning).
• New emotional responses, attitudes, and values
(Affective learning).
ENGR 1201 Introduction to Engineering
Levels of Intellectual Skills – Bloom’s
Taxonomy
• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating
ENGR 1201 Introduction to Engineering
How Do We Learn?
• Receiving new knowledge
• Processing new knowledge
ENGR 1201 Introduction to Engineering
Receiving New Knowledge
• What type of information do you
prefer?
Sensing learner
Intuitive learner
• What sensory channel do you perceive external
information most effectively?
Visual learner
Verbal learner
ENGR 1201 Introduction to Engineering
Processing New Knowledge
• The way you prefer to process
new information
Active learners
Reflective learners
• The way you progress toward
understanding Sequential learners
Global learners
ENGR 1201 Introduction to Engineering
Index of Learning Styles Questionnaire
• Recommend taking Index of Learning Styles
Questionnaire
www.engr.ncsu.edu/learningstyles/ilsweb.html
• You’ll choose one of two preferences for 44 items that
cover the ways you prefer to receive and process new
knowledge
• You’ll immediately receive the scored results telling
you your preferred learning styles
ENGR 1201 Introduction to Engineering
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Metacognition –
Improve Your Learning
• Observe your learning
• Feedback what you observe
• Make changes to improve your learning
process
ENGR 1201 Introduction to Engineering
Characteristics of
“Expert” Learners
• Control the learning process rather than become a victim of it
• Are active, not passive, in their approach to learning
• Are motivated (e.g., enjoy learning, have short-term and long-term goals,
etc.)
• Are disciplined (e.g. have learned good habits and use them consistently)
• Are more aware of themselves as learners (e.g., know their own strengths
and weaknesses)
• Initiate opportunities to learn
• Set specific learning goals for themselves
ENGR 1201 Introduction to Engineering
More Characteristics of
“Expert” Learners
• Have a larger repertoire of learning strategies from which to choose
• Know not only what to learn, but how to learn
• Plan their approach to learning
• Monitor their learning while it’s happening
• Are more adaptive because they do self-monitor while learning
• Reflect more upon their own lear ...
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developing and integrating courseware for oral presentations into esp learnin...
This document summarizes a study that developed and integrated an online courseware for oral presentations into an English for Specific Purposes learning context. The study aimed to help 85 university students in Taiwan improve their English presentation skills. Students used the courseware independently for 2 hours per week over 6 weeks. Assessment results showed that senior students performed better than sophomores on speech tests. A questionnaire also indicated that students were generally satisfied with the self-study approach using the courseware and felt it improved their vocabulary, grammar, and presentation layout skills. However, the summary reflects that the study could have provided more details on how it trained listening skills and explanation of courseware content.
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The document examines using blended learning and student-edited podcasts to improve engagement and retention of part-time postgraduate students. It discusses using free and open-source audio editing software like Audacity to create podcasts summarizing lectures. Students incorporated their views into podcasts and provided feedback, expressing enthusiasm for the podcasts. The approach showed potential to support learning and may help with recruitment in the future.
Cornell notes for Listening
The document provides instructions for taking Cornell notes, including four reasons for note taking: it is a lifelong skill, provides material for studying and reviewing for tests, focuses attention, and aids memory. It describes the four sections of a Cornell note page: header, main ideas, details/support, and summary. The header includes identifying information. Main ideas summarize key points. Details support main ideas using abbreviations. The summary recaps what was learned. The document concludes with instructions for reviewing notes by covering/uncovering sections and reciting from memory.
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This document provides an overview of flipped classrooms, including definitions, benefits, teacher responsibilities, lesson planning steps, and examples of in-class activities. A flipped classroom model moves lectures outside of class, typically in the form of videos for students to watch at home. This frees up class time for active learning activities like discussions and projects. The teacher is responsible for ensuring students understand the material before class and monitoring participation during interactive activities. Effective lesson planning involves determining learning objectives and sorting content into material for home versus in-class work. Sample in-class activities described are discussions, applications, problem-solving, and using student responses to tailor instruction. Tips for implementing flipped teaching and addressing potential obstacles are also outlined.
Active Learning: 3 Easy Ways for Higher Education Lectures
This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
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This document is a chapter from an open distance learning course on evaluating information. It discusses five criteria for evaluating information: authority, objectivity, accuracy, currency, and scope. For each criterion, it provides a brief definition and considerations for evaluation. The criteria are defined as follows: authority evaluates the author's credentials; objectivity means information is presented factually without bias; accuracy means information is correct and supported by evidence; currency refers to how up-to-date the information is; and scope refers to the intended audience and comprehensiveness of coverage. Examples of past exam questions are also provided.
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The document discusses various learning skills for open distance learning. It covers topics such as understanding blended learning methods, managing stress through strategies like exercise and relaxation, setting effective goals using the SMART method, motivating learning through strategies like setting goals and learning from mistakes, managing time effectively by planning ahead and prioritizing, improving concentration by identifying distractions and taking control of them, and identifying personal learning styles. The document provides examples, definitions, and multistep instructions related to developing skills for self-managed learning as an open distance learner.
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iii) fxx = 30x - 8y^3
iv) fyy = 24x^2 - 6
v) fyx = 24xy^2
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2) Another example shows finding the revenue maximum by taking the first derivative of a revenue function and setting it equal to zero.
3) A final example demonstrates using differentiation to find the profit maximum by taking the first and second derivatives of a profit function.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
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Chapter 3
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Chapter 6
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OUMH1103 Exam Focus for May 2011 - Topic 4
- 1. Prepared By Dr Richard Ng OUM Perak Exam Workshop Part 4 OUMH 1103 Learning Skills for Open Distance Learners
- 3. Page Prepared by Dr Richard Ng (2011) Ways in Making Notes Annotations Outline notes Column notes Mind Maps Summary Notes
- 4. Page Prepared by Dr Richard Ng (2011) Tips on Making Notes Understand the objective Read the whole chapter and summarize Leave spaces in between notes Re-read the chapter and improve on the notes Use your own words Use inverted commas for words taken directly from text Read over the notes
- 5. Page Prepared by Dr Richard Ng (2011) Listening during tutorial Avoid distraction Listen to the message said Relate the ideas Look for clues Take notes Identify note-worthy materials Write down Date/time Identify key issues Create spaces
- 6. Page Prepared by Dr Richard Ng (2011) Topic 4 - Sample Questions Sebab pertama: Ia dapat menguatkan lagi pemahaman kita dalam apa yang telah kita baca Sebab kedua: Nota yang baik dapat membantu kita dalam pembelajaran yang lebih efektif Question 1 – (Jan 2009 - Part A) State TWO reasons why students need to have effective Note-Taking and Note-Making skills Berikan DUA sebab kenapa pelajar harus mempunyai kemahiran di dalam mengambil dan membuat nota (4 marks) Sample Answers for Q.1
- 7. Page Prepared by Dr Richard Ng (2011) Strategi pertama: Elakkan dari sebarang gangguan yang boleh menghilangkan tumpuan kita Strategi kedua: Dengar dengan teliti dan ambil perhatian pada perkara yang disebutkan oleh tutor semasa dalam kelas Question 2 – (Part A) Describe TWO strategies that an OUM learner can utilise to become a more effective listener during face-to-face tutorial. Huraikan DUA strategi yang boleh diguna pakai oleh pelajar OUM untuk menjadi seorang pendengar yang efektif ketika tutorial di dalam kelas (2 marks) Sample Answers for Q.2
- 8. Page Prepared by Dr Richard Ng (2011) Question 3 – (Part B) You are asked to present the topic “Reading Skills” in your class and you have found the following information in a website:
- 9. Page Prepared by Dr Richard Ng (2011) Read the information and make notes in the mind-map Format with THREE (3) sub-headings (5 marks) Sample Answers for Q.3 Improving Reading Skills Why Read? Entertainment Learn Something Read Table of Content, Index, Headers etc Interest Info required Concentrate Purpose Environment
- 10. Page Prepared by Dr Richard Ng (2011) Question? Question? Question? End of Part 4