AIB STUDY SKILLS GUIDE

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TABLE OF CONTENTS

1. Introduction ................................................................................................................ 3 2. Techniques To Survive And Thrive ........................................................................... 4 2.1 Reflection .......................................................................................................... 4 2.2 Physical Preparation ......................................................................................... 4 2.3 Time Management ............................................................................................ 5 3. Studying Effectively To Achieve The Standard Required ........................................ 6 3.1 The Standard Required ..................................................................................... 6 3.2 Achieving The Standard ................................................................................... 6 3.3 Acquire The Information/Knowledge: Research .............................................. 7 3.4 Learning While Acquiring Information ............................................................ 7 4. Passing ..................................................................................................................... 10 4.1 Assignment Writing ........................................................................................ 11 4.2 Written Examinations ..................................................................................... 12

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1. INTRODUCTION This Guide has been designed for students who, regardless of their individual motivations, start with the goal of successfully completing their studies with their lives intact. The concept of successful studying is flexible. Some students see any grades below high distinctions as personal failure. Some do not care how they get there; they simply want the award. And others are motivated by the joy of learning regardless of grades. For the purpose of this Guide, success means passing the subjects studied while maintaining a sustainable lifestyle. SUCCESSFUL STUDY Developing a comprehensive understanding of the subject material Demonstrating to the examiners that you have developed a comprehensive understanding of the subject material Getting the relevant award

SURVIVING EVEN THRIVING - WHILE STUDYING Eating and sleeping Enjoying family and friends Studying efficiently Working if required or desired

To help you achieve this level of success this Guide focuses on the following: Techniques to Survive and Thrive While Studying o Set goals o Physical preparation o Time management Studying Effectively to Achieve the Required Standard o Characteristics of the different grades o Research expectations o Developing study skills to achieve those standards Passing o Written reports and papers submitted for assessment o Examinations

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2. TECHNIQUES TO SURVIVE AND THRIVE 2.1 Set goals This first part of survival is about focusing on your individual motivations. Before embarking upon a course of study it is a good idea to think about why you are doing it. Sometimes the goals will be forgotten when there are challenges that make studying more difficult than anticipated. So it is useful to have them clear from the beginning.

IDENTIFY YOUR GOALS

What do you hope to achieve by passing the course? Is that goal realistic? Is that goal worth the energy that you will have to expend and the sacrifices that you will have to make?

Some people write their goals on cards or post-it notes and place them around the house and office. When they feel motivation slipping they refer to their notes and are reminded of their goals. 2.2 Physical Preparation This type of preparation refers to your physical environment. It does not matter whether you study from home, at work or both; your efficiency will suffer if you do not have an appropriate study environment.

MAKING SPACE TO STUDY

Is it comfortable? Is it quiet enough? Will you have to pack up after each study session?

it be in the way of other find members of theresources, household? : youWill are not comfortable, cannot your study have to clear everything away to be able to cook or eat, have other people watching television in the same Do you like being there? room, you are watching television as you read, you do not have space to spread out the list goes on.

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2.3 Time Management Studying involves time. The significant questions are:

How much time? At what times of the day?

The amount of time required will depend very much upon the courses undertaken, individual study patterns, the standard of work to be produced, and the amount of time available. BEWARE that old maxim: The time it takes to do a job increases proportionately with the amount of time available. For distance learning there is more flexibility than on campus study, which may require attendance at workshops at specific times. When preparing a study diary any specific attendance times should be scheduled. Once those times have been allocated other essentials of life, including some time to sleep, relax and attend to domestic duties can be set down. When specific attendance hours and living has been accounted for, it becomes clear when private study is possible. Study might require some compromises or adjustment to other allocated times, but if sleep and relaxation are abandoned there is no doubt that the principle of diminishing returns will apply to the time spent studying. Investigate the availability of study leave from work or even annual leave which could be useful near exam times. SETTING TIME MANAGEMENT GOALS

Are the goals realistic? Is there time to relax? What is the best time of day to study? How much time should be set-aside for each block of study?

ENHANCE EFFICIENCY BY:

Organisation Tidiness Discipline Maintaining a good study environment

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3. STUDYING EFFECTIVELY TO ACHIEVE THE STANDARD REQUIRED 3.1 The Standard Required A key point of difference between lower levels of study and tertiary study, especially post graduate study, is that at tertiary levels critical thinking is a key to success. Although rote learning is sometimes required, it is not enough. This expectation is clearly demonstrated by the characteristics of the grades awarded for written work. GRADING High Distinction: Clear analysis showing considerable insight and significant independent research Distinction: Credit: Good analysis showing insight and independent research Sound analysis though there may be some unevenness in theory or presentation Superficial discussion showing understanding of the material but little insight or independent research Subject material not understood, disjointed discussion or plagiarism

Pass:

Fail:

You will observe that the higher grades require independent research, analysis, clarity of thought and argument, application of information and consistency. Originality and creativity of approach, coupled with analysis, research and clarity will yield the highest results. Refer to the Student Handbook for a detailed description of the characteristics of the grades. 3.2 Achieving the Standard As shown above, the standard required of tertiary level students has two significant components: independent research and insight or critical thinking. The independent research and critical thought is informed by the course materials provided and presentations. Studying effectively involves obtaining relevant and valuable information and assessing that information as efficiently as possible. The term active learning is used in this Guide to refer to a strategy of focussing while obtaining information (whether through independent research or from material provided. This is one of the techniques that will ultimately lead to more efficient study.

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3.3 Acquire the Information/Knowledge: Research Independent research involves investigating beyond the information provided in course materials, presentations and recommended texts. Using efficient research methods such as focussing on the issues at hand, using research tools such as EBSCO Host and skimming rather than reading all materials will help reduce the research time to identify high quality material. The quality of the material refers to its status as academic material. Some information, such as that found on Wikpedia, could be useful to the researcher but does not have authoritative value. Information found in peer-reviewed journals and authoritative texts (those written by leaders in their fields) are highly regarded, and as such, can be used as authority for propositions in research papers. Care should be taken, regardless of the source of the information, to distinguish between fact and the opinion of the author. Some authors state their opinions as though they were facts. For example: That is a clear example of economic rationalism! The statement is the opinion of the author but it is stated as a fact. If opinions are contained in peer reviewed articles or authoritative texts (either on-line or hard copy) a researcher can be more confident of their value than if the opinions are found in articles of lower academic quality such as in newspapers or magazines.

INDEPENDENT RESEARCH

On line student resources: EBSCO Host Peer Reviewed Journals Authoritative Texts Fact and Opinion Identified Internet (used judiciously)

3.4 Learning While Acquiring Information Learning is an active, not a passive activity. Passive reading, listening or observation can result in information transfer. But a simple transfer without discrimination will not lead to effective learning because all information will be given equal weight. Active learning is engaging with the material and thinking about it at the time of acquisition. Before reading the materials provided, attending lectures or presentations or undertaking independent research read the subject guide and identify the core issues. Whatever the mode of delivery, the first task is to distill the information received into background, core and supplementary.

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The background information can be recognised because it provides a foundation for more detailed discussions and will often contextualise the core issues. The core issues are the issues that must be mastered to have a basic level of competency in the particular subject. Those core issues are identified in the Student Materials for each subject. The supplementary materials give substance and detail to the core issues.

STRATEGIES FOR LISTENING TO PRESENTATIONS

Take legible notes highlighting the core issues lectures Make a note of words that you do not understand In or in presentations: Do not transcribe the whole presentation Produce a study resource in your own words that highlights the core issues

Many students find that note taking reinforces learning, is a part of the distilling process mentioned above and helps them stay focussed. Taking notes requires active listening and is one way that many students stay engaged with the learning process. This means that there is often value in note taking even when handouts or lecture notes are provided. Another reason for taking notes is that the presenter will sometimes highlight a point or embellish something referred to in the handouts or lecture notes. When reading material, different students will find that different techniques work for them. But an oft-successful method is to take the steps set out below. Remember that the goal is to achieve active reading. STRATEGIES WHEN READING: PART ONE

Identify the core issues in the subject by reference to the subject guide. Skim the chapter titles, index, headings and glossary (if there is one). Scan the article to identify references to the core issues. Read the material one paragraph or subtopic at a time

STRATEGIES WHEN READING: PART TWO

Underline any words that you do not understand as you read Check the meanings of those words Reread the paragraph or subtopic Think about what you are reading. Distill the information Note what is written about the core issues.

By this stage of note taking or reading you will have acquired the information and have a general understanding of the content.

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One way to test whether this level of comprehension has been achieved is to try to paraphrase it using simple English. The next level of comprehension is to be able to apply the information to a different situation, or transfer the knowledge. As mentioned above, at a tertiary level critical analysis of material is required. This involves two steps although they can sometimes merge in the thought process. . Firstly, analyse the information acquired. ANALYSIS:

Identify any omissions Identify faulty logic and questionable conclusions Identify any assumptions made Identify any preconceived ideas of the author/presenter

This analysis forms the foundation of critical thought. CRITIQUE:

Identify and explore strengths and weaknesses of the information Compare the material with information from other sources Form an opinion

In summary, effective studying involves

Identifying the core requirements of the course Distilling information, as it is acquired, into o Background o Core o Supplementary Ensuring that the literal meaning of the information is understood Making legible notes focussing on the core information Thinking about the context, assumptions and implications of the material Forming personal opinions about the information and being able to make comments

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4. PASSING If one of the goals of study is to pass, you must demonstrate to the examiners that you have in fact developed a comprehensive understanding of the core issues of each subject. That understanding or knowledge will be tested by examinations or the preparation of written materials, usually in the form of reports or assignments. Of the people who have achieved the required level of understanding some will fail at this final stage because of poor writing skills but most will fail because of poor technique. Poor technique can be addressed by adopting some or all of the strategies set out below. ESSENTIAL STEPS WHEN APPROACHING ANY FORM OF ASSESSMENT

Read the question Think about and plan the response Answer the question in your own words Comply with formal style requirements paying attention to referencing Read the question

The objective is to understand what is being asked by carefully reading the instructions. There are some key words that indicate the type of response required. For example: Analyse: Examine in detail and address each component of part of something and how it functions as a whole Give the pros and cons of the proposition Provide a detailed account Examine the subject material from different perspectives List Set out the key points in a concise manner

Argue: Describe: Discuss: Identify: Summarise:

Think about and plan your response

Once the requirements of the question are clear, take time to think about the response. It should follow the instructions and relate to the question. The temptation to write all that is known about an issue can be compelling. But if it does not answer the question, it will not pass.

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Answer the question

All answers that involve writing paragraphs or essays should be set out logically with at least an introduction, a body and a conclusion. Follow any instructions about length and style. Comply with formal style requirements paying attention to referencing

The style requirements set out in the Schedule follow the Harvard Referencing System and are to be followed in all assignments and reports. 4.1 Assignment Writing When approaching the task of writing a report or assignment, the basic steps are the same as those set out above, but there is the additional aspect of research. The typical stages in writing a report or assignment are set out below. WRITING A REPORT OR ASSIGNMENT
Understand the brief Step 3 the research and make notes Start Keep notes in order, with full citations and topic references Plan the paper Write the paper in draft Read the draft Notice any gaps in information, logic or referencing Do further research if necessary Amend the draft Reread the draft GUIDE TO FORMAT Fine tune the paper

During the planning stage, consideration will be given to the format of the document. Most papers will follow a simple format with more or less emphasis on different parts depending on the topic and the subject. PARTS OF A PAPER

Introduction/Preamble Presentation of the case/proposition Analysis of relevant material/Drawing conclusions, offering opinion Conclusion

Introduction

This sets the scene for the reader. The content and context (historical perspective, environment) of the paper are described. The terminology to be used is sometimes referred to at this point.

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Presentation of the Case/Proposition

The proposition under consideration or research goal is described in this second part of the paper. Analysis of relevant material/Drawing conclusions

This is the main body of the paper and it is sometimes divided into two separate parts. The first will usually take the form of argument supported by the relevant material. The second part is where opinions drawn from the analysis will be offered. Conclusion

Complete the discussion by linking the threads and arguments and ensuring that the questions posed in the introduction are answered. 4.2 Written Examinations Again there are some simple techniques that will help with passing written examinations.

BEFORE THE EXAMINATION

Manage Stress Levels Plan Study Time Get Enough Food and Sleep

DURING THE EXAMINATION

Manage your Time Read and reread the questions (understand the brief) Think Answer each question within the time allocated

Assuming that the student has attained sufficient knowledge of the core issues; time management and a careful understanding of the question are the twin pillars of success in examination conditions. Time management Use the reading time to read all of the instructions AND questions. Determine how many questions have to be answered and how many parts of each question (if relevant). If the questions are evenly weighted simply divide the time available for writing by the number of questions that must be answered and allocate the appropriate amount of

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time for each question. Some people will make allowance for going back over their answers. If the questions are not evenly weighted it will be necessary to calculate the time available for each possible mark and then allocate the time appropriately. Once times have been allocated for each question make a timetable and adhere to it; the only exception is if a question can be well answered in less time than allocated. If you finish early review your work. Understand the question Some students fail because what they have written is not responsive to the question being asked. A fully correct answer to a question other than that being asked earns no marks. Or, the student may present information and provide evidence that they have attained a reasonable level of comprehension of the core issues underlying the question. But then, they do not provide a direct answer to the question. Therefore, they achieve low marks.

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