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Core Skills for Social Scientists.

Core Skills for Social Scientists. Week One. Learning styles and Getting the most out of Lectures. Learning Typologies 1. What is a typology? based on cognitive psychology Honey & Mumford (1986) – behaviourist applied psychologist

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Core Skills for Social Scientists.

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  1. Core Skills for Social Scientists. Week One. Learning styles and Getting the most out of Lectures

  2. Learning Typologies 1 • What is a typology? • based on cognitive psychology • Honey & Mumford (1986) – behaviourist applied psychologist • personality types – similar to DISC model in HR – assumption relationship between individual learner, learning needs and personality type

  3. Learning Typologies 2 • Four types • Activist: • Reflector • Theorists • Pragmatist

  4. Learning Typologies 3 • 3 Types • Auditory • Visual • Kinesthetic

  5. Auditory Learners • benefit most from traditional teaching techniques. • Ie traditional lecture style • succeed when directions are read aloud, speeches are required, or information is presented verbally. • may have difficulty with reading and writing tasks. • often do better talking work through with a co- student or a lecturer • may benefit from using a tape recorder to listen over what was said in the lecture.

  6. VisualLearners • "Show me and I'll understand." • benefit from diagrams, charts, pictures, films, and written directions. • will value to-do lists, powerpoint slides and written notes or handouts. • two subchannels - linguistic and spatial. • like to learn through written language, such as reading and writing tasks. • like to write down directions and pay better attention to lectures if they watch them. • Often have difficulty with written language and do better with charts, demonstrations, videos, and other visual materials. • easily visualize faces and places by using their imagination

  7. Kinesthetic Learners • touching, feeling, experiencing the material at hand • most successful when totally engaged with the learning activity. • acquire information fastest when participating in a practical lab, drama presentation, field trip, dance, or other active activity. • two subchannels - kinesthetic (movement) and tactile (touch) • tend to lose concentration if there is little or no external stimulation or movement. • When reading scan the material first then focus in on the details (get the big picture first). • use color highlighters and take notes by drawing pictures, diagrams, or doodling.

  8. Making Effective Lecture Notes • to keep a record of the topics and themes that were presented in the lecture • to define an area of knowledge or a particular research question or sociological problem • aid to memory and concentration • To flag up areas that we need to improve our understanding of.

  9. Can I use my friend's notes? • there is no substitute for your own notes • your own participation and engagement with the lecture enhances comprehension and ability to memorise the material • While taking notes you may also think of other relevant theories or perspectives • your friend’s lecture notes will be a poor substitute for your own.

  10. Making Useable notes. • notes of the main ideas or questions • theories that can be applied to those ideas or questions. • important quotes or definitions of key sociological concepts • use a system of abbreviations, symbols or acronyms

  11. Abbreviations, Symbols and Acronyms • e.g. for example; • > greater than; • i.e. that is; • < less than; • c.f. compare with; • = equal to; •  not equal to; • re concerning; • . ‘. Therefore; • C. Century •  increases •  decreases

  12. Shorthand • Devise your own Shorthand- for example • ‘government’ can become 'govt', • ‘Marxist’ can become ‘Mxst’, • ‘functionalist’ can become 'funcst‘ • ‘Durkheim’ can become ‘Drkm’.

  13. Organising lecture notes. • rank the information hierarchically. • use spider diagrams • also use coloured highlighters or underlining to emphasize key points. • be consistent. Your notes will be much easier to use if you stick to the same system.

  14. Problems in the lecture. • aim to sit as near to the front of the lecture hall • If you get left behind, do not try to catch up--leave a space in your notes with a mark in the margin to indicate that something is missing • Read something relevant after the lecture • Keep a record of theories, perspectives concepts and definitions, • After the lecture, look through your notes • If you are struggling ASK FOR HELP!

  15. Next Week • Understanding academic writing • Critical/analytical thinking • Brainstorming ideas

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