Topic Overview:



Tutor Manual 1: My Self, My Study, My Success1 hour workshopTopic Overview:The My Self, My Study, My Success topic is designed to teach students how to adapt their study styles to their personality. In this workshop, students do a simple Myers Briggs personality test and are then given information about study habits that suit each Myers Briggs personality type. Two videos are designed to get students thinking about the strategies top students use to be successful in their study, and how procrastination is the enemy of good results. There is also a self-assessment of the student’s study habits to get them thinking about what they might change. At the end of the class, the students make a pledge to themselves to change their study habits immediately. This topic, with its focus on adaptation, change and self-improvement links closely to self-regulation and self-discipline, which were covered in workshop one (Reflect, Clarify, Apply) and workshop two (Change, Thrive, Achieve).Workshop LengthThis workshop has been designed to be delivered in one hour (60 minutes). There is a two hour workshop for this topic available (1 hour, 50 minutes) if required.Resources RequiredWorkshop Slides: The Workshop Slides for My Self, My Study, My Success are used on a screen or projector so that the instructions for each activity are outlined clearly for the students. The slides correspond with the activities in the Workbook.Student Workbook: supply each student with a printed and digital copy of the student workbook My Self, My Study, My Success. Both formats are required so that they can follow along with the activities which are web based using a desktop or laptop computer (such as online self-assessment), or they can write notes and answer questions by hand (such as for readings and class discussions).Lecture Recording: This workshop includes the lecture recording My Self, My Study, My Success. You will need to have this recording ready to go, either downloaded or streamed from the website.Instructions: Workshop Slides The following information provides instructions and suggested time spent for each slide in the workshop slide deck.Slide 2: What we will learn…1 minuteTake students through the two key topics for My Self, My Study, My Success to give them an overview of what they will learn:Identify your preferred learning style.Find out more about what good study habits are.Become aware of what may distract you from studying and know what strategies you can use to stop procrastinating and get on with studying.Have better time management skills.Be prepared to engage in a deeper level of learning to improve your academic success.Slide 3: We will focus on…1 minuteOutline the way in which this topic leads to practical outcomes for the students:How your personality type may impact on your study habits.How to use effective study habits that work best for you and how to manage your time to fit all your studies in.How to limit your distractions and focus on your study.Slide 4: Did you know?1 minuteEmphasise the importance of this topic by outlining the following information:Focus on what works for you: If you identify and use study habits that work for you, and learn to ‘self-regulate’ your approach to studying, you can be more efficient and effective in your studies.Practice makes perfect: developing good study habits can take time but improves with practice.As students, you need to have both the ‘will’ and the ‘skill’ for successful academic performance (Pintrich, R. R., & DeGroot, E. V. (1990)). Summarise for the students that the workshop today will help them identify the best learning strategies that suit their personality type so that they can learn, remember and understand the course materials more efficiently and in more depth.Slide 5: Our Plan: My Self, My Study, My Success1 minuteSummarise the four activities in the following categories to give the students an idea of the day’s plan:The Big Picture: How personality underpins study habitsFocus on you: What is your personality and how does it impact your study?Be Inspired: What do top students do differently? By Douglas Barton Finding the answers: modelling your habits against successful students Slide 6: 1) The Big Picture: My Self, My Study, My Success 10 minutesPlay for the class the Introductory Lecture on the topic My Self, My Study, My Success.Remind the students that the lecture slide content is included in their workbooks and there is space to take notes to help them to retain key information.To listen to the narrated lecture in the PowerPoint slides, launch the PowerPoint presentation by clicking the ‘Slide Show’ tab, and then clicking ‘From Beginning’. The slides and narration will play automatically.Slide 7 and 8: 2) Focus on you: What is your personality and how does it impact your study?20 minutesIn this activity, there are three steps to help students identify their personality type (using Myers Briggs scales) and then apply this type to different study strategies suited to that type.STEP 1: What are your preferences? Students should read through each preference scale in their workbook and choose a letter which best matches their personality. They will end up with four out of eight of the following letters:1) Extroversion (E) or Introversion (I)2) Sending (S) or Intuition (N)3) Thinking (T) or Feeling (F)4) Judging (J) or Perceiving (P)They should write down their four letter type for future reference. For instance: ENTJ.STEP 2: Using your four letter Myers Briggs personality type, read about your particular characteristics.A table has been provided in their workbooks outlining the characteristics of the 16 different Myers Briggs personality types. Ask the students to review their type and to write down some notes about their type in the space provided in their workbook. Prompt them to note down whether this description sounds like them, or if they think their personality is different from this summary.STEP 3: What are the implications for your learning and study habits? For step 3, students should go through the table in their workbook which outlines suggested study strategies and learning styles that suit their personality characteristics. There is space in the workbook to take some notes to help them remember some of the information that applies to them. Remind them that this is just a guide to get them thinking, it does not ‘define’ them in any limiting way. There are no good or bad personality types.Video:If you still have time in this activity, you can also watch this 6-minute video which gives some additional tips about the learning styles that suit particular personality traits. When watching the video, remind students to take some additional notes about the tips that apply to their study habits: Video URL: 9: 3) Be Inspired: What do top students do differently? By Douglas Barton 15 minutesThis video is a speech at TEDx by Douglas Barton, who is the founder and Global Chairman of Elevate Education. Douglas and Elevate have spent the last 13 years benchmarking the practices of the highest performing students in order to identify exactly what drives student performance. Video URL: this video, Douglas explains what the top students are doing to get top grades, which other students are doing. As soon as you have finished the video, students should move straight to the short reading and questions in section 4 (finding the answers, slide 10). Before you play the video, remind students to take notes to help answer the questions in the next activity.Slide 10: 4) Finding the answers: modelling your habits against successful students 15 minutesStudents should read the following information from Douglas Barton’s video and answer the four questions as they read. This activity should take 10 minutes, with 5 minutes for you to check they have the right answers. Answer prompts are included below:Reading and Questions:Lesson 1: Don't worry about IQ. The top students don't necessarily get the top grades because of higher IQs or because they are smarter than everyone else. Their study techniques are what makes the difference.Lesson 2: Don't just aim to work hard. Work smart. Hard work is a necessary condition, but is not sufficient for doing well. Question 1: Why is it possible to work harder than the top students and get a poorer result?Answer prompt: Because you are working hard with inadequate study skills – you are using these inadequate skills over and over again, but they’re not getting the result you want. This causes a cycle of disengagement because the hard work isn't getting the results they want.Lesson 3: Model the top studentsWe want to work hard, doing the right things. There is a small set of things that the top students do that no one else does that explain why the top students get better results than everyone else.Practice exams - the more you do, the better your final results.Here is what Douglas Barton found through his survey of Year 11 students in the UK, when he asked them: what are you doing in the week before exams?Revision Activity% of students using this techniqueRewriting my notes5%Making notes15%Practice exams11%Cramming12%Reading over their notes56%2) Why do the majority of students focus on memory based activities in the last week before exams (rewriting notes, reading over notes, making notes)?Answer prompt: Because their fear of their last exam was 'what if I forget something?' They spend their time on memory based activities, to try to remember all the information they’ve been taught.3) Which activity are the top students doing during this last week, which seems to correlate with their success in the exams? Why is this activity improving their results?Answer prompt: They are doing practice exams. They realise that an exam is not a test of memory. It tests how you use what you remember. Top students have learned how to apply what they know - they can analyse, they can remember, they are able to give the examiner the answers they are looking for.The importance of a study timetableDouglas Barton found that the vast majority of students create a study-time table which includes the days of the weeks and the subjects they are going to spend time studying each day.4) Why does Douglas say that most students don’t use their study timetable after a week? What information is missing from the timetable which makes it difficult to use, information which the successful students tend to include?Answer prompt: They put too much study on their timetable- they fill up all their spare time with study and so there I no time for other things they enjoy. They also overestimate how much study they can really do, so it’s not achievable or realistic. The activities they leave out include time for socialising, hobbies, sports, paid work. Successful students put this information in and then fill in the study around these activities. The successful students are then more happy and balanced, and are more likely to be productive with their study when they have time.Slide 11: Bringing it all together1 minuteTake students through the final slide to summarise how the information from the workshop comes together into practical changes to their behaviour, for the betterment of their academic success:You now know a little more about your own personality and which study habits might be best suited to you.You have learned from some experts about better revision habits and the dangers of procrastination.You have done a self-assessment of your own study habits, and where you would like to improve.You have written a pledge to yourself, a promise to change five things as of today about your study habits.Onwards and upwards from here: be accountable to yourself to see these changes through.If students need help…Students have been provided with the following information at the back of their workbooks. If a student comes to you seeking help, you should put them in contact with your university’s relevant support services.In you need help…If this workshop has brought up any difficult emotions or feeling of distress which you feel you would like to speak to someone about, please talk to your tutor and access your university’s support services, which are there to help.Other useful contacts:Lifeline For distress or other mental health issues. Telephone: 13 11 14 24 hours, 7 days .au Kids Helpline Telephone, web and email counselling for students up to 25 years old. Telephone: 1800 551 800 24 hours, 7 days .au/teens/ ................
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