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Compare and Contrast language to help you with the writing task.

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Compare and Contrast language to help you with the writing task.

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Language and Practice

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Harvard Business Review Reading Article_2

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How you can tackle sentence problems by understanding what they are.

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You should practise using English, it may not make you perfect, it will help you to improve.

What is wrong with this sentence?

Change it so the ideas make sense!

Put your sentence/s on the Whiteboard.

Now click here to practise improving sentences!

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Take notes on the slideshow on comma splices and fused sentences. Your teacher may set you development activities in the online Grammar resource.

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Optional task 2: Changing your inner narrative (optional )

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Optional task 2: Changing your inner narrative (optional )

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Now choose the correct option to help you question your beliefs about yourself as a student.

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Gangnam style listening activity - Education in South Korea

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Gangnam style listening activity - Education in South Korea

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Foreign Correspondent episode on South Korean education with associated listening activities. The full episode is also available on Youtube (25mins): https://www.youtube.com/watch?v=wVdgaai89Zo&t=1s

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Look at the Google slides. How do you normally study? The last slide shows a group of Chinese students preparing for the “gaokao” exam. How do people in China study for this exam? How do they feel? Discuss your answers in class.

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You are about to start watching the first part of a video talk given by an American university professor, Dr. Barbara Oakley. She will talk about how we can learn more efficiently.

Before we begin, let’s learn some new words. Use the Quizlet flashcards below to help you. Remember, you can pronounce the words, play games, do tests and many other fun things.

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Great, we have learned some important new words. You started using the Cornell Notes system in Module 1 of this course. As mentioned previously, when you enter the Trinity College main program, your teachers will expect you to use this system for note-taking.

The slideshow below is a brief refresher how to take good notes using the Cornell system.

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Task 4: Getting Ready to Start Listening

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Task 4: Getting Ready to Start Listening

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Before we listen, it’s always a good idea to think about what we might expect to hear. The title of the lecture is “Learning How to Learn”

NOTE TO TEACHERS: Please remake this interactive task and share it with your students.

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Now we are going to learn about Dr. Oakley's early life.

NOTE TO TEACHERS: Please remake this interactive task and share it with your students.

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One of the best ways for your teacher to check to is read your summary notes (the last stage of the Cornell note-taking process).

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trinity college online learning environment: log in to the site

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Moodle Theme by 3rd Wave Media | elearning.3rdwavemedia.com

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Trinity College Online Learning Environment: Log in to the site

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Reading task about how to become an effective student. Adapted from New Headway Academic Skills Level 3.

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Guiding questions on students' previous educational experiences

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I've cobbled together some tips for note taking in lectures that might be helpful to show students before the Module 2 Unit 1 video. Feel free to copy and edit if you like.

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In this unit, you’re going to watch a longer clip, about 5 minutes in length. Just as before, you’ll need to learn some new words. We’ll also develop your capacity to summarise, paraphrase and write quotations.

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Quizlet has study tools to help you learn anything. Improve your grades and reach your goals with flashcards, practice tests and expert-written solutions today.

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Task 3: Understanding Paraphrasing, Quoting and Summarising

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Task 3: Understanding Paraphrasing, Quoting and Summarising

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In the last unit we learned how to take notes the Cornell way. But it’s also important that we know how to present our ideas meaningfully. Although we will not do formal referencing in this course, it is useful to develop some basic ideas about showing where we get information from.

Look at the slideshow below. It gives a basic idea about how and when to use quotations, paraphrases and summaries. We’ll use these techniques in this unit and the units that follow.

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Task 4: Take Notes and Discuss Your Understanding

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Task 4: Take Notes and Discuss Your Understanding

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Now we’ll watch the next part of the lecture. Use the paraphrasing, summarising and quoting skills you developed in the previous task.

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Let’s wrap up this lecture with a longer task.

At TCFS and the University of Melbourne, you’ll often have to listen to very long lectures. Fortunately, your teachers know how stressful this can be, and most will break these long monologues into chunks lasting about 10 minutes (1300-1700 words).

In this last part of the lecture, you’re going to hear Dr Oakley give some great practical advice about how you can overcome the problems of procrastination and poor memory, attributes which help to maintain many people as “poor learners”. She is speaking to people just like you ... students who often doubt themselves, and wish they could be “smarter”.

Because we’re starting to get you ready for the Main programs at TCFS, this last clip is a bit longer than previous two at 9 minutes, 3 seconds. Just as was the case with the previous two clips, you’ll hear some new words. Learn these words before you listen to the last part of the lecture.

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Quizlet has study tools to help you learn anything. Improve your grades and reach your goals with flashcards, practice tests and expert-written solutions today.

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Are you ready? Here comes the last part of the lecture. Click the picture below.

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Barbara Oakley is a Professor of Engineering at Oakland University. She is involved in multiple areas of research, ranging from STEM education, to Engineering education, to learning practices.
Summary
Barbara is now a professor of engineering, but at a young age she was terrible at maths: preferring languages. A student asked her how she rewired her brain: after years as a Russian translator how did she learn engineering when she previously struggled. She looked into the issue from a neuroscience perspective.

The brain is in 2 different 'modes': a focussed or a diffused mode. In focussed mode you think tightly through familiar problems you have solved before. However, the diffuse thought is needed to search for new ideas - you can't solve problems, but it is needed to find the answer if you haven't seen it before. You need to activate this diffuse mode to think through a problem creatively: to do this Salvador Dali and Edison both sat comfortably with keys or a steel ball in their hands and started to drift off to sleep while thinking about it. When they dropped the object it woke them up and they could harvest thoughts from the diffuse thought, and start to focus on them. They found a way to get the benefits of both.

A problem in learning is procrastination: it is a natural response in the brain which feels pain at the idea of doing something you don't want to do. One reaction is to delay - or do other more pleasant things. However if you force yourself to do it, the 'pain' feeling fades quickly. The 'Pomodoro method' is to set a timer (traditionally 25minutes on an old fashioned timer) and really focus on your task, then to take a 5minute reward break. Don't expect to finish the task, just work on it. You are training your brain to focus on a task, and to reward yourself frequently.

People can also trick themselves into thinking they understand with poor study habits - they are just 'spinning their wheels' for a long time. For example simply reading or highlighting texts doesn't make you understand, better to read a section then look away and recall the key messages. People who learn slower can gain a deeper understanding of the subject. Also, it is important to do a few problems before you can claim mastery - reading alone will not help you learn.

Learning is an amazing skill, and Barbara implores us all not to just follow our passions, but to broaden them.
My Thoughts
Barbara is an amazing presenter, and I really wish I had seen her presentations while I was at uni. I am currently doing her MOOC (starting yesterday), and the first module is relatively similar to this talk (strongly recommended here https://www.coursera.org/learn/learning-how-to-learn/). While doing this I am questioning how much I have really 'thought' about something - I tend to be so task focussed that I don't take a step back and activate diffuse thinking.

The pomodoro method is a new name to me, but is similar to other time management strategies: to break your time into modules with rests. I've heard 45 mins then 15mins break, as opposed to 25mins work, 5mins break. Personally I'm not sure the length of time matters (though I wouldn't go longer than 45mins), so much as breaking your day into work and rest sessions.

Anyway, I can't recommend this talk and the MOOC enough. I challenge everyone to think about how often they really think or learn something, as opposed to just 'completing' it.

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https://www.youtube.com/watch?v=O96fE1E-rf8 Speaker Barbara Oakley is a Professor of Engineering at Oakland University. She is involved in multiple areas of research, ranging from STEM education, to Engineering education, to learning practices. Summary Barbara is now a professor of engineering, but at a young age she was terrible at maths: preferring languages.