Planning involves setting realistic objectives and standards as well as prioritizing tasks appropriately by breaking larger tasks into smaller, more manageable, ones. One should prepare personal timetables to ensure that all timetabled sessions are attended, enough time is set aside for private study, set work can be completed in time and that a healthy balance is maintained between work and other activities. Demonstrate the self discipline necessary to adhere to timetables and choose appropriate times and places for study
Monitoring of own progress and planning accordingly by setting realistic personal targets and reviewing own learning activities and their outcomes critically, identifying what does and does not work, and modifying targets and learning strategies accordingly
Evaluate own work critically against criteria provided by teaching staff. (In later years students should develop the ability to set their own criteria, setting out clear assessment criteria at level 1 will give students something to build on in later years). Identify own strengths and weaknesses and either plan and execute measures to overcome weaknesses or seek help from a tutor or counselor. One should not be afraid to make use of feedback. It should be accepted as something constructive. Read feedback on returned work and use this to work out how to produce better work “next time.”
Interacting constructively with others by providing constructive feedback to teaching staff and working effectively with others as a member of a group and meet obligations to others (for example, tutors, peers, and colleagues).
General learning attributes include preparing to abandon previous conceptions (misconceptions) and trying different ways of doing things. Persevere with difficult topics and look for links between new material and prior learning. Look for links between course material and the “real world” and for links between different modules
Personal administration involves obtaining course information from student handbooks, university web-sites etc., using program information to manage a sensible balance of effort on different elements of a program, organizing notes etc. systematically, knowing how the marking/grading schemes work at all levels from individual items of coursework to final degree classification, keeping a systematic track of work that needs to be done, monitoring own progress in completing it and keeping a systematic record of marks achieved and other feedback, to support monitoring of own progress
Attend all timetabled sessions and arrive on time. One should maintain concentration throughout lecture. Ask questions if necessary. Take useful notes in lectures, for a range of different lecture styles and identify the key concepts explained in a lecture. Review lectures shortly after attending (to reinforce material before it is forgotten) and reformat lecture notes, if necessary, to be accessible for revision purposes and if possible, carry out any recommended reading
Arrive at tutorials properly prepared - e.g. having attempted exercises, done recommended reading etc. Participate actively in tutorials, and ask questions if anything is not understood. Prepare questions to be asked in formal or informal tutorials - when seeking help, assemble all available information first
Identify the purpose of laboratory work i.e.: is it
a. To see a practical demonstration confirming the validity of taught theory?
b. Develop/practice investigative research skills?
c. Develop/practice design or construction skills. In laboratories, focus on what is to be learnt (rather than merely follow instructions)?
Record the results of laboratory experiments systematically (and honestly) and interpret them, relating empirical observations to theory. Write clear accounts of laboratory experiments
During private study, review lectures (or other new material) can be read shortly after attending/first contact. Choose appropriate times and places for study. Identify and do work that should be done in preparation for tutorials, labs etc. Identify the intended learning outcomes of modules and focus efforts on achieving them, using assessment criteria to help prioritize effort. Understand (and be able to explain) the difference between knowledge, understanding, skills and attitudes, recognize which of these needs to acquired or developed in any given learning context and choose learning methods accordingly. Identify materials (e.g formulae) that need to be memorized and adopt a systematic approach to learning this material (repetition, self-test etc.). Understand the need to practice skills, plan appropriate practice and demonstrate the self discipline to carry out such plans. Identify key concepts and concentrate on understanding them.
Use concept maps to visualize the relationships between concepts. Use textbooks actively to develop understanding of concepts. Constantly monitor effectiveness of study and self-test. Practice writing systematic descriptions of processes in systems studied. Prepare questions to be asked in formal or informal tutorials - when seeking help, assemble all available information first. One must judge when to ask for help and when to work things out independently, and when asking for help judge who to ask (e.g. know when a fellow student's explanation cannot be relied on). Be aware of their own learning style preferences, and of the need to work on any weaknesses, such as the need to get used to using diagrams (visual), or to practice reading for understanding and writing with precision.
