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·         Prioritising your workload
You can plan fortnightly, monthly, or ask for end of term hand in dates to make sure you allow time to complete tasks.
Check when the relevant topics are covered in classs, an optimum time exists for doing tasks.

·         No body’s perfect – Thank Goodness!

Trying to be perfect is a waste of time. Perfection means there is no room for improvement.

-       The creator of a piece of work may feel it has faults, but a tutor may be blind to them and think it is very good.

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·         Big Projects Need Big Plans.
Big projects, like research or experiments that you going to write up as a dissertation or thesis, need long term planning built in and good deal of flexibility.

You might consider among other things:

-       How many people you need to approach, and who they are.

-       How difficult are they likely to be to get hold of and how long it is likely to take.

-       What the best way to contact them is: mail, phone, email or meeting them in person and depending on which you choose.

-       How to identify the weak spots in your project and prepare plan B

-       Which information or methods are crucial to the success of your project so that you give them priority.

-       Others…

·         Revisiting Reading Lists.
Reading lists have core texts or books you should read and that others that are optional choices, usually to provide more detail if you choose to study a particular topic in depth.
If you can, fold over the list so that you can just see the ones you have to read, and that looks better already. Essential reading may be no more than a quarter of a reading list and can be a lot less.

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• Building In Some Flexibility.
Means leaving gaps, so that not every bit of the day is accounted for. Some parts – like a quiet time and space- are pretty much sacrosanct, but it is very good for the morale and hence efficiency to find you have gaps to do toher things that you dont need to do very often.
• Using Big Blocks of Time for Big Tasks
The law of diminishing returns suggests that aafter something like three hours of study, not only does nothing much go into your brain, but what you learned in the previus three hours can become seriously unstuck.
Big blocks of time - a whole afternoon, for example - are best used for big tasks rather than a series of minor tasks, albeit with suitable breaks.

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• Avoiding Procrastination.
Get difficult things done sooner rather than later. The longer you spend worring and dreading doing them, the more difficult they get not easier.
Do things difficult first: Once you have asked any necessary
questions.
If you make start, you’ll get a more specific idea of the problems need to solve.
• Learning to Say “No”
Saying “NO” when you are a toddler helps you separate from your mother and develo pinto an independent being.
Saying “NO” as an adults is just as important. It means taking responsibility for your own actions, being self-reliant.
• Having a Quiet Place and Time.
To help you set boundaries, find a time and a place when you are not to be disturbed and let everybody konw about it.
You also need to be strong and make sure you respect your own boundaries and don’t allow anyone to break them.
| A good idea to make is
“Do Not Disturb in Two Hours” For example:
Between 5pm and 7pm. Or between 12pm and 2pm.

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·         Asking Direct Questions

Take charge and sabe time by asking direct questions that get straigh to the point.
Things like: - My understanding of x is y.

- Am I right?
- Does that mean…?
·         Planning to Do Things at the Best Time.
Saves you not only time but a lot of worry.
Star form what is fixed so you can the see what time gaps there are between activities and so make the best use of that time.
Star with daily, routine activities like classs preparation and then move on to find time gaps for weekly, monthly or once a term activities.

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An instructional video on graphic organizers. These videos are included in our books and courses on The Writing Process and Thesis Statements and Support. For more information on the writing process, blogging, creative or technical writing and thesis statements go to: http://www.odiedu.com/

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Some conclusions about graphic organizers could be applied in different situations such as the learning process, reading comprehension, teaching vocabulary, creative writing, etc. There are several researches about the use of graphic organizers in many areas of study, the results are normally positive because there are benefits of using an advance organizer to enhance learners’ acquisition of new knowledge. we can conclude the theme saying that it is recommended to use Graphic organizers to improve our learning process.

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PROS AND CONS
Help students identify advantages and disadvantages of decisions or choices using this simple graphic organizer. It is useful for generating ideas for a debate, examining both sides of an issue, or weighing the values of courses of action. It can be used in social studies, science, health, and literature.

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CATEGORIZE This graphic organizer is useful for research projects because it breaks a large topik into manageable sections. It helps students analyze a topic, then organize their ideas.

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Theme 6: Graphic organizers: Conceptualizations and conclusions

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Theme 6: Graphic organizers: Conceptualizations and conclusions

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ACROSTIC Students use this planning sheet to build a bank of words and phrases, somewhat like a semi-structured brainstorming. It is useful for topics familiar to students and for topics easily visualized (e.g. cleaning my room, riding the school bus).
BRAINSTORM Students quickly generate random ideas and words with this planning sheet It is useful to get a quick start, with students recalling or using free association on a given topic. The more unfanmiliar the topic, the more you will need to cue students and encourage hitchhiking in groups.

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Charts
A chart diagram (also called a matrix diagram or a table) is a type of graphic organizer that condenses and organizes data about multiple traits associated with many items or topics. Charts can be used to show attributes of items, to compare and contrast topics, and to evaluate information. For example, a chart can be used to create a display of arthropod characteristics. Or a chart can be used to show key inventions, noting who invented them, when, where and why they were invented.

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Venn Diagrams

A Venn Diagram is a graphic organizer that is made up of two or three overlapping circles. In mathematics, Venn diagrams are used to visualize the relationship between two or three sets. Venn diagrams can also be used to compare and contrast the characteristics of any other ítems.

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Venn Diagrams are a great way to help students organize information visually. These may be used with different types of texts. It is a great way to get your students thinking on a higher level. This download includes two large diagrams, one with lines and one without. Enjoy!

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Venn Diagram - Compare and Contrast Graphic Organizer

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Venn Diagrams are a great way to help students organize information visually. These may be used with different types of texts. It is a great way to get your students thinking on a higher level. This download includes two large diagrams, one with lines and one without. Enjoy!

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Types of Graphic organizers: Compare and contrast

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Types of Graphic organizers: Compare and contrast

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There are many ways to compare and contrast the features of items, people, events, etc. Many types of graphic organizers make it easier to examine these similarities and differences, including Venn diagrams, charts, and others.

A conceptual graphic organizer is suitable for presenting a central idea with supporting information. Conceptual graphic organizers include concept maps, Venn diagrams, and KWL, to name a few (Struble, 2007).

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Theme 5: Graphic organizers: cause and effect 

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Theme 5: Graphic organizers: cause and effect 

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Cause and Effect diagrams, also called sequence of events diagrams, are a type of graphic organizer that describe how events affect one another in a process.
The student must be able to identify and analyze the cause(s) and the effect(s) of an event or process. In this process, the student realizes how one step affects the other.
We can define a graphic organizer as a visual and graphic display that represents the relationships between facts, terms, and or ideas within a learning task (Hall & Strangman, 2008).
This graphic organizer use to identify causes leading to an effect.

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DETAILS:
The details supports main idea and they aren´t that important  that secondary idea.

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SECONDARY IDEA.

The secondary ideas are sentences that provide validity to a particular point of view.

Secondary text ideas are those that provides additional information, ideas arising from the main storyline.

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MAIN IDEA:

The main idea of a paragraph is the primary point or concept that the author wants to communicate to the readers about the topic. Hence, in a paragraph, when the main idea is stated directly, it is expressed in what is called the topic sentence. It gives the overarching idea of what the paragraph is about and is supported by the details in subsequent sentences in the paragraph.

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In the first topic referring to effective strategies for learning independently we need to know some aspects such as learning processes and mental processes.
The world of studies requires a lot of effort, discipline and constancy to overcome all of the obstacles and difficulties you will have in your way to be professional of one of the best universities of the country.

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Links:

1.https://www.usnews.com/dims4/USNEWS/c7dfaf5/2147483647/crop/2000x1313%2B0%2B0/resize/640x420/quality/85/?url=http%3A%2F%2Fmedia.beam.usnews.com%2Fe2%2Fd5%2Feea5d7334b729285f29c4b580e0d%2F200422-stock.jpg
2.https://love2teachfirstgrade.files.wordpress.com/2012/10/brain1.jpg
3.https://learnonline.kennesaw.edu/images/courses/humanities/Psychology%20Major.png
Complemetary resourses:
https://silo.pub/on-course-study-skills-strategies-for-creating-success-in-college-and-in-life-study-skills-plus-edition.html
http://oaji.net/articles/2016/3757-1472501941.pdf
References
Imagen
1.https://www.english-efl.com/wp-content/uploads/2019/12/4-core-skill.jpg
2.https://blog.gurock.com/wp-content/uploads/2019/06/TR-speaking-skills-speech-bubble-audience.png
3.https://skillsandtech.com/wp-content/uploads/2018/03/Writing-Skill.jpg
4.https://www.thebalancecareers.com/thmb/nn1nMGKE5NDPwu8Nq6sucC5R2zY=/1500x1000/filters:fill(auto,1)/active-listening-skills-with-examples-2059684-finalv1-ct-8f9549d650aa46318b5d0351fdab9759.png
5.https://media.edutopia.org/styles/responsive_2880px_16x9/s3/masters/d7_images/cover_media/barber-169hero-teachtext-twenty20.jpg

Complementary resources:
English, H. D. (s.f.). How to improve English Speaking skill (by yourself). Obtenido de https://www.youtube.com/watch?v=U3G5W2Kdr74

Online, S. E. (s.f.). How to Study English: Four Core English Skills. Obtenido de https://www.youtube.com/watch?v=IUuMf4EumsQ&t=329s

BIBLIOGRAPHY:

K.Roell (2019) How to Find the Main Idea. Recovered: https://www.thoughtco.com/how-to-find-the-main-idea-3212047

·  S/N  WIKTIONARY DEFINITIONS. WHAT IS THE MEANING & DEFINITION OF SECONDARY IDEAS Recovered: https://dictionaryofdefinitions.blogspot.com/2016/03/what-is-meaning-definition-of-secondary_4.html
Reference
https://www.enchantedlearning.com/graphicorganizers/causeandeffect/#:~:text=Cause%20and%20Effect%20diagrams%2C%20also,one%20another%20in%20a%20process.&text=Multiple%20Causes%20Leading%20to%20One,can%20be%20used%20for%20these).
https://www.enchantedlearning.com/graphicorganizers/compareandcontrast/#:~:text=There%20are%20many%20ways%20to,diagrams%2C%20charts%2C%20and%20others.&text=A%20Venn%20Diagram%20is%20a,two%20or%20three%20overlapping%20circles.

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MENTAL PROCESSES
Another important strategy for being successful in students´ life refers to mental processes.        Taking into account that brain processing during learning is complex, we know that students get information better when they are younger.
Our left hemisphere of our brain processes primarily academic content information and the right hemisphere processes content. A complaint about education is that teaching is focused on content rather than context producing meaningless learning. To make learning meaningful and activate neurons in our brain, teachers should incorporate context in the process of learning (Schunk, 2012).

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To be effective in your learning, you have to learn some important aspects like the learning processes, what the mental processes you have to apply are and the best way to learn how to listen, speak, read and write.

In life you have to apply different strategies to be successful; and in your studies you have some processes you have to follow to be effective and productive.