Being an Independent Learner

Description of this Guide In this guide we shall discuss what it means to be an independent learner and the value this has in later life as a lifelong learner. You will see the role motivation plays, how good you are at setting goals, managing your time and reflecting. These activities that will reveal to you how you currently stand with regard to independent learning. Understanding the importance of these issues and implementing them will determine your attitude to work now and later. Learning Outcomes 1. Distinguish the characteristics of an independent learner 2. Recognise the value of reflective practice in self improvement 3. Evaluate how independent you are as a learner Contents 1.0 How motivated are you to study? 1.1 Being responsible for your own learning 1.2 Setting goals 1.3 Leaving things to the last minute 1.4 Reflecting…. 2.0 How are you managing your time? 2.1 Managing the big picture 2.2 Managing lots of things 2.3 Using your time effectively – understand how you learn 2.4 Taking stock Reflecting on your learning 3.1 Helping you to reflect 3.2 Ways to record your reflections 3.3 Using feedback to aid your learning Over to You




Being an Independent Learner

Skills The material in this guide is copyright © 2003 the University of Southampton. Permission is given for it to be copied for use within the University of Southampton. All other rights are reserved.


Motivated to learn This is influenced by strategies of achievement: Being responsible for your own learning. Independent learners If you are an independent learner you will (a) be motivated to learn. You deal with procrastination. Manage your time You actively identify what is important to you in your studies. In order to get the most out of your time at university. These attributes will enable you to become a successful learner and/or provide you with some insight into your learning achievements that will enhance your motivation to continue learning.Being an Independent Learner Your attitude to your studies will colour your experience of university life and affect the grades you get. and (c) reflect on your learning. You understand how you learn best 3. You balance your studies and social life. 1. to your employer later and throughout your career. Reflect on your learning You develop your ability to reflect on your progress You record how you are developing a wide range of skills You know what feedback you need from tutors and peers and how to use it 3 . it is worth thinking about how you can become an independent and assertive learner – qualities that will be invaluable to you now. 2. You use your time effectively and know where resources are. The responsibility for this is yours. (b) manage your own learning. You set challenging but attainable goals.

Tick the strategies you use now and indicate which ones you intend to do: 1. but you are also seeking personal satisfaction and what to learn as much as you can. Your learning Motivation to learn Dependent Learner You predominantly respond to the pressures of the system through deadlines. What you learn Managing your learning You follow your tutors instructions to letter and don’t go much beyond it.0How Motivated are you to Study? As you are probably aware from previous experience. penalties & marks. tick 2. 6. 3. I generally organise my notes so I can keep on top of a subject. It is up to you to be prepared to take full advantage of what is on offer. The content and resources are determined by your tutors Independent Learner You respond to the external pressures. Your tutors can only do so much. success and the feeling of achievement is very motivating. I have checked out/will check out the Library. Reflection on your learning You are keen to reflect on what and how you learn. Computing Services. Do this as early on in 4 . You find little opportunity in your studies to do this and you may not be encouraged to do it either. 5. Although your tutors have given guidance on resources you need. 1. It is important therefore to identify what achievement strategies for success you already have in place as well as find some new ones.Being an Independent Learner Skills 1. I have fixed a time to see/have already seen my personal tutor. If you ticked 1-3 you are familiarising yourself with the resources available at University that are there to help you. Departmental Libraries and the Departmental Website.1 Being responsible for your own learning The first strategy of achievement is to recognise that you are responsible for your own learning. I’m not afraid/will not be afraid to ask questions in or out of class regarding a topic. you happily seek out your own resources. 4. You find it sufficient. I generally work with others and not alone whenever possible or appropriate. The table below indicates some of the features that characterise dependent and independent learning and as you can see the ‘independent learner’ shows a greater responsibility for their own learning. I have read/will read the student handbook. You are keen to develop personal strategies for learning.

bite size chunks. 1. I have found most of my studies (here or elsewhere) very easy. but I do. Why don’t you compare your strategies with others – you may learn some new ways. Working with others let’s you see how they think about particular topics. but you are not overwhelmed by it. but attainable goals. reflect on how you do it so you confidently use these strategies in other work. You have obviously developed strategies to cope with challenging work. and breaking down tasks into manageable. I get very panicky and this prevents me from working properly. 3. Next time you do this. I think I’ll never be able to manage it. If you ticked ‘2’ then you are getting a lot out of your studies.your studies as possible and keep abreast of how these resources develop. 5 . 2. If you ticked 4 you are aware that you need to develop self confidence in order to become an independent learner. this is really important.2 Setting goals The second strategy of achievement refers to you setting challenging. If you ticked 5 &6 you are managing your own learning by being organised which makes it easier for you to keep an overview of your studies and identify parts you are having problems find it challenging enough. Can you articulate what these strategies are? If you ticked ‘3’ you are capable of doing the work and probably getting good marks. Before I start an assignment. This shows how proactive you are. Before I start an assignment. You can get support and learn how to discuss your subject in a non-threatening way. which will stand you in good stead for the future. In your studies. 4. or you are doing the minimum and getting just OK or poor grades. Remember to always reflect on how things are going and what you need to do to improve. your assignment goals are set by the tutor. If you ticked ‘1’ then either you are doing a grand job with your studies. but you lack some confidence. Are you doing this? tick 1. Most of my studies I find challenging. Decide which category you fall into. You have probably developed quite good strategies for chunking a large task. If the latter. but you have the control on HOW to break the task down into manageable sub goals. consider how you could put in more effort to raise your grades. but ‘do-able’.

Analyse the task (with a friend or your tutor) and break it down into attainable sub goals. I feel you haven’t read enough. 2. Read the directions through carefully and isolate the part you are having difficulties with then talk to your friends and see how 6 . then go and talk to a friend. and you find they bore you. I need the adrenaline rush of the ‘last minute’ tick 4. I don’t enjoy the subject. Having a large assignment as the only goal would be a very daunting task indeed. There may of course be other reasons for procrastination. You ticked ‘1’ . then you should consider changing your degree as it may just be wrong for you.3 Leaving things to the last minute When you are having difficulty with assignments you will probably find yourself procrastinating regularly. your personal tutor. 1. Try and isolate which parts you are having difficulties with. Finally. Tackle each small segment and feel confident with yourself as you check them off. the subject tutor. You ticked ‘2’. because you don’t chunk assignments or exercises into smaller bits and create sub goals. as indicated above. If this applies to all subjects within your programme. I just have difficulty getting started. 3. If it relates to one or two subjects within the degree. Have a look at the statements below and tick the one(s) that refer to you. 5.Being an Independent Learner Skills If you ticked ‘4’ you are capable of doing the work but your confidence and ‘nerves’ are getting the better of you. if this happens. It might be. or a post graduate assistant who might be taking some classes. If you find you just don’t understand the subject. then you need to think why you are doing this how you can overcome it. try and find some aspect or good text book that could make it more interesting even though it may never be your favourite subject. Do you put your assignments off until the last minute? Frequently Sometimes Never If you answered frequently or sometimes then tick the reasons you might be doing this: 1. I’m not sure what I have to do. read through your work in its entirety (aloud or get a friend to do this if appropriate) and ensure it really answers the question asked and that it is coherent.

Anything that gets you over that ‘blank page’ feeling will help.I intend to : (If you have a personal development planner. Now think about how responsible you feel you are for your own learning. then look at Section 2. Some people find it helps to ‘strike a deal’ with yourself: for example. You ticked ‘5’. or does your procrastination leave you no choice? Remember. or the start of the written assignment. It is generally difficult to feel completely ready before starting an assignment. check out the guide: Writing Effectively. how good you are at identifying and setting achievable goals and being an active learner. You ticked ‘3’. you can promise yourself that once you’ve bullet-pointed a brief plan. Do you really enjoy this approach. Maybe it’s not about writing. You may just need some writing techniques so you can overcome this initial ‘getting started’ barrier.4 Reflecting…. you may want to use it. but about motivating yourself to get going. The third strategy for achievement refers to your active involvement in your learning and if you are using at least half of the above strategies then you are well on your way to being actively engaged in your learning. 1.they interpret the instructions. you’ll let yourself go and do something else you really want to do. You might check with your tutor by sending a quick email for clarification. Which of these do you think you need to work on most and which are you most happy with? Actions .0 below on managing your time. Once you have the beginnings of a plan.) 7 . Break the task down and answer parts you feel confident about first. A very important aspect of active learning is your ability to reflect on your work (be this University work or extra-curricular). Is this connected with writing? If so. If you answered ‘Never’ I suggest you share your secret with your friends! If you just feel you can’t get organised. You ticked ‘4’. Some people do work better under this condition and actually enjoy it.. the ‘last minuter’ has little time to reflect on the work they’ve done or edit it. or written the first two sentences of the assignment. but you have a time limit and at some stage you have to get started. Think positively about your ability. it’s much easier to carry on.

doing exercise. reading. phone calls. creating new ideas and working towards our goals for both university and life outside. making intellectual leaps in our studies. 1994). seminars etc • • • • • • II Preparation Prevention Clarifying values Planning Relationship building Creating III NOT IMPORTANT • • • • Interruptions. create and fit in all things that are important to us. we could spend most of our time in quadrant I just reacting to pressures. Merrill et al.g. We need to spend a good deal of our time here for our own fulfilment. In this quadrant we feel empowered. some emails Some meetings Some pressing matters Many popular activities • • • • • IV Trivia. Our use of time has been characterised across four quadrants by (Covey. It is for quadrant I that we need to develop strategies and ensure that we don’t procrastinate in order to keep on top of the tasks demanded of us. actually produce and meet the challenges set. broadening our mind. e. busywork Junk mail Some phone calls Time wasters ‘escape’ activities Quadrant I is where we need to ‘manage our time’. time management is more than just identifying tasks and planning how to carry them out. we also need to be proactive and ensure we work at them too.1 Managing the big picture Time management entails an analysis of the jobs we have to do within a given time period. relationships. Quadrant II is where we deal with important issues such as planning (to keep quadrant I in check). Just planning and prioritising the tasks we have been given can be rather reactive and in order to account for all aspects of our life that are important to us. This is where we can easily feel ‘stressed out’. friends and family – we need a balance. To do this effectively we need to plan our activities and in order not to forget we may create prioritised ‘to do’ lists. 2.0How are you Managing your Time? This section is essentially a health warning for section 1 – bear in mind that you need to see your study commitment as a manageable part of your life as a whole. We need to make sure we can plan. If we are not careful however. We also need to make room for our wider goals in life. URGENT NOT URGENT IMPORTANT • • • • • I Crises Pressing problems Assignment deadlines Preparations Lectures. 8 . charity work. helping friends and family. Keeping fit. and developing meaningful relationships are all part of quadrant II. However.Being an Independent Learner Skills 2.

Can you feel the different quality each of these quadrants bring? 6.  Be realistic and try to develop a pattern of activities as you eventually just go with the flow of your own timetable. Very often when you procrastinate you will find yourself in this quadrant. What about quadrants III and IV? If your activities are predominantly here you might be faced with others saying that you are irresponsible 5. Stop now and think of all the things you are doing in your life at present and try putting them into a 4-quadrant box.  Don’t forget to timetable in your social events and ‘keep fit’ times. Check out odd times that could be used for personal study time – giving you time to reflect on your studies and have a deeper understanding (quadrant II). We might slump in front of the television. You may find you are reacting to other people’s priorities at the expense of your – try and keep a balance. 4.Quadrant III is where we operate on an urgency basis. Quadrant IV is where we generally waste our time. with things that are not important for us. see section 2. 1. but try to limit how much time you spend here. where you create and reflect on activities. Making lots of changes gives you the opportunity to dither and then not do things. Is there a long list of things to do in quadrant I ? Are you happy about managing this? If not. or are you happy with the way things are? 2. However. you can take charge of how you allocate your time to all the activities you are involved in.2 Managing lots of things We all have to deal with the pressures of life and the demands made upon us. How balanced are your activities? 2. You re-generate yourself here. Start by drawing up a timetable of your commitments. How developed is quadrant II for you ? This is where your life’s goals are.2. read trashy novels etc. Do you want to re-balance your activities. 3.   9 . ‘Stand’ in each quadrant and see how you feel. We are all in this quadrant from time to time.

006.3 Using your time effectively – understand how you learn In order to utilise quadrant II better.002.00pm 2.004.00-10.00-10.00 Seminar 9.00 Lecture 11 .00pm 4.00pm Mon Sleep Tues Sleep Wed Sleep Thurs Sleep Fri Sleep Sat Sleep Paid work Sun Sleep Catching up with sleep Catching up with sleep Seeing friends 9.00-12. you need to understand yourself and the environment you are in.00pm 10. What kind of learner are you. 10 .008. Understanding how you learn is one step.008. how do you learn best and what aspect of your studies do you prefer? For example.Being an Independent Learner Skills Approx times 6.0010. through working with others or through accessing visual aids.00 Seminar 5-6.00 Lecture 12-1.0010.00 Seminar SPORT Paid work Regular evening out Paid work Regular evening out Regular evening out Sleep 2. through reading alone.00 12.00 Seminar SPORT 10-11.00am 8.0012.00pm 8.00 Lecture 11-12.00am 10.00 Lecture Paid work Paid work 2-3. Your motivation towards your studies may also affect the kind of learner you are.00pm 6.12. you may prefer to learn through listening.

See Appendix 1 for an example of a set of resources that might be available to you. You find out what the lecturer wants and follow up all required reading.Type of learner Motivation Strategies You do what is required of you in order to complete the task. Alter this to suit your own situation. You rely on memorising information for assessments. You can come to your own conclusions and relate ideas to your own experience. Surface You are mainly studying to get the degree Strategic You want to get good grades as you know you will need them for later. You want to get good You are an analytical thinker. Deep You are excited by learning and may be interested in taking it further. You use previous exam papers to predict 11 . You need to know how you learn best. You have kept a good set of notes which guide your studies. You are excited by the topic and strive to understand it well.soton. the strategies you use and the resources you have available to help you. You read widely and see links between ideas. You organise your time efficiently and to greatest effect. You limit your reading to core texts.studyskills. use your time effectively and identify the resources you can use. Be smart. Why not pin up Appendix 1 to remind you! • Study skills website at: http://www. Adapted from Entwistle (1987). Where does your motivation lie – where would you place yourself on the chart above? Find out more about your own learning styles and strategies by looking at the: Understanding your learning styles Guide. You pick on cues about marking schemes and you are aware of where you can get the help you need.

you may want to use it. • using feedback to aid your learning 12 . and learn from it. forget about it. Diablo Valley College This is an online questionnaire to see what learning style you have. the Auditory/ Verbal Learning Style with learning strategies for each of these styles. After having worked through some of this material and your experience of being a learner what do you think you need to do at this moment to take things forward? Actions: I intend to: (If you have a personal development planner. and then move on to the next activity. you will make much better progress than if you just do something.metamath.) 3. ”Let’s think…” Here we shall look at: • some key questions you can ask yourself to adopt a reflective approach to any aspect of your learning • some specific types of assignments or activities in which you may be asked to reflect on your own learning. the Visual/ Nonverbal Learning Style.Being an Independent Learner Skills Catherine Jester A Learning Style Survey for College. the Tactile/ Kinesthetic Learning Style.4 Taking stock… In this guide we have looked at the factors that help you become an independent learner – a skill that will serve you for life. be active and reflect on your learning • Manage your time effectively and understand how you learn best. set reasonable goals.0Reflecting on your Learning If you can reflect on what you do at each stage in your programme of study. It looks at: the Visual/ Verbal Learning Some of the factors you need to develop this are: • Be motivated to study – take responsibility. http://www.cgi 2.

A seminar presentation I led went much better than I had expected and I was surprised to find that I felt very confident and enthusiastic about my topic.e. As a group we missed a deadline for our project plan. On my first day at the work placement I felt unclear about what was expected of me.3. tick From your selection(s) above consider : 1. 5. and did they meet your needs? 2. learning how to learn. and with comments from my tutor about my lack of background reading and muddled argument. Consider the following questions that could help you hone your reflective skills – i. What have you learned about your strengths and weaknesses as a learner. Add your own here. How you felt What you did about it or what you could have done about it How it helped you move on How it didn’t help you move on and why not What you learned from the experience You may be asked to reflect on the skills you are developing during your studies and this activity may even be part of your assessment. 4. How have you used feedback given to you by your tutor or your friends? 3. a researcher or a professional? 4. 1. What resources (people or materials) have you ever drawn on. What could you do to learn or act more effectively next time? 13 . 3. I got an essay back with lower marks than I was expecting.1 Helping you to reflect Select scenario and reflect on it…. 2.

but you should be able to: • record the skills you are developing at university • keep a record of your personal details and qualifications • keep of record of your studies with marks and comments. a careers adviser. oral presentation. You may be asked to complete a Personal Development Planner (PDP) File while at university. and why. 14 . 3. ask for clarification if you need it. group work assignment. You may wish to keep a record like this even if this is not requested by your tutors. Exactly how this document will look depends on your School. Ask the Careers Advisory Service for advice about this. This is ideal for the job application letter and interview. For the first three types of activity. for example with your personal tutor. and refer to the questions in section 3. These may include: • • • • • Reading and responding to your lecturers’ feedback on your assignments Keeping a learning log Writing reflectively as part of an activity such as a project. work experience or work placement Making notes in preparation for a meeting.Being an Independent Learner Skills Some of the common faults with reflective assignments such as logs and self-evaluation reports are: • • • • • Being too descriptive and not evaluative enough (not commenting on the good or bad things and the ‘whys’ of the situation) Not following up the implications of your own thoughts and comments Not reflecting on why you made certain decisions or encountered particular problems Not referring to what you have learned about yourself. Not commenting on what you might do differently next time. record and plan your learning and work-related activities appropriately. even if nothing directly is said. or similar personal file.2 Ways to record your reflections In Higher Education. you will be able to compile your CV easily and be aware of all the skills you are learning.3 Using feedback to aid your learning Feedback is a mechanism that allows you to reflect on your behaviour. your lecturer or tutor may give you guidelines about what is expected. If you do this. • note the skills you are developing from casual employment • record your final grade. designed to give you opportunities to reflect. a mentor or supervisor Keeping a Personal Development Planner (PDP). through your friends and family who tell you what they think even if you don’t want to hear it. your own views and values. Make sure that you read these carefully. We all learn through feedback. 3. This allows you to benefit knowingly from your own experience. observing how your behaviour affects others. there are many types of assignments and activities designed to promote your ability to reflect on your own learning.1 when ‘writing reflectively’. This can be through learning from fumbling attempts at a new skill. as well as about approaches to the subject.

So. Find out when a tutor’s office hours are and book yourself in. A tutor may also say they are available for face to face feedback after an assignment. Even though this is not tailored to your assignment. Since the number of students in Higher Education is increasingly beyond the number of tutors that are employed. you can gain a great deal of insight into what the tutor is looking for and why you make generic mistakes. try and be specific and don’t assume they can remember your essay and the exact comment they gave you. This feedback allows you to see over various assignments if you are having a consistent problem and make you aware of it. However. Written feedback on a proforma sheet. Do take these opportunities if you can. With the pressures of current Higher Education this is becoming a rare commodity and if you get the chance of this. How do you feel about receiving feedback? Use: 1= generally me 2 = sometimes me 3 = generally not me. Most students are interested in feedback as well as the grade. Tutors will be able to identify key issues that came up during an assignment. Feedback from your tutors can come in a many guises: • In written comments on your work. You may be able to field a direct question to your tutor. Email. You may also find you can have some feedback from research students who may be attached to your unit. reflective and independent learner. 15 . A great deal of the feedback we receive we process subconsciously.through friends at university who you have asked for feedback and from your tutors. if you are to become a responsible. If you do this. These can be free comments in the margin as the work is being read with or without some summary feedback at the end. then do take it. Where pre-defined categories are listed with comments under those headings. but very often don’t quite know how to use the feedback they get. so it is important to make the most of it. Take some time to think about how you generally react to feedback and jot something down. It may be good to come back to this in a year’s time and see if it is different. you need to use consciously the feedback given to you by your tutors so you can create opportunities for improvement. Face to face feedback. giving and receiving written comments from your tutor tends to be the main source of feedback you will receive. contextualise your question and state clearly what you want information on. both for giving and receiving feedback. Don’t overdo this option as your tutors could be getting hundreds of emails per day! • • • • How do you deal with feedback ? Our ability to respond effectively to feedback needs to be developed and once developed it is a skill to be nurtured. Generic feedback to the whole class. You can obtain feedback from your personal tutor (if this is available to you) or during your lecturers’ office hours.

I tend to get good marks. This means you know what works and can work on it to improvements. C. 16 . I get marked down a lot. discuss the feedback you are getting with your tutor and he or she will be able to help you. but I don’t know how to improve. You also need the feedback to be precise enough so you can do something with it. I tend to get good marks and I know how I manage to do it. try not to be defensive about it. When you receive feedback. but I don’t know why.Being an Independent Learner Skills Statement A. If your tutor is giving you this precise feedback. You are using the feedback you get to your advantage. If some of your feedback falls short of the mark. B. If you selected D you are obviously doing very well and you know why. just listen or read the comments and try to stand back and digest what is being said. You may feel mortified if it is only critical – you really need feedback to be constructive. Try to establish an action plan where you can put the feedback you have accepted into practice. If you are experiencing this. accept some and reject other comments.2 or 3 . It may be worth finding out from your tutor what makes your work good so you can transfer these skills to a different task and also ask how your tutor thinks you could improve. If you selected B you may find you get disheartened by the feedback you get. If you selected C you are obviously doing very well and sailing through. then do use it. you know how to question your tutor for more precise comments. D. This is the ideal combination. even though I think I am doing a good job. I get marked down a lot and I know I have problems. If you selected A you may find you have problems receiving feedback as you feel that what you do is fine. And you ? 1. Vague critical comments just make you feel worse. How do you generally react to feedback ? Feedback for the area(s) that applies to you generally (1)…. Take on board the feedback. but are you getting the most out of your studies? You may not be challenged enough and you may not know exactly how to improve. Try to imagine in the beginning it is not your work that is being discussed.

How do you use tutors comments Example comments from tutor feedback POSITIVE STATEMENTS It is easy to read I like the theoretical discussion What points could you take from this comment? (you may enter ‘none’) If you needed more information. can you identify why and what you need to make them effective – your tutor may be interested to know how you perceived his/her feedback.Now look at some tutor feedback comments. Your work is unstructured. what would it be? Excellent use of sources and good referencing Plenty of evidence for and against with critique A good essay NEGATIVE STATEMENTS You could improve the linking between sections and include critique in conclusions. Are you able to use these comments – what could you get out of them? If you find them useless. Weak conclusions Keep to the point 17 .

0Over to You… Being a true learner can be a rewarding and frustrating experience. To do this you need to: • Be motivated • set modest goals that you can achieve • manage your time effectively • reflect on what you learn. even if it is not formally assessed.. Also. make a notes of things you need to work on. This is your chance to get feedback and see how you are doing.. you become an excellent ‘feedback giver’ – see the Guide: Working in Groups. once you become proficient at knowing what feedback suits you and how you can use it. I don’t learn from feedback that is. Once you know this you should be able to identify feedback comments that allow you to think of ways of changing your current work. Do take advantage of any piece of work your tutor suggests you do. I learn from feedback that is…. 18 . feeling inadequate. In order to truly learn you will probably go through a very uneasy stage of not understanding. This is usually a sign that you are learning – although you don’t want these negative feelings to go too far.Being an Independent Learner Skills Now identify the type of feedback that best suits your learning – this will help you articulate what you want from feedback.2. section 3.1 ‘Helping a friend – coaching’. 4. From each feedback you get. so you need to develop strategies to get through this. frustrated and overwhelmed. Don’t let it slip away.

References • Entwistle. All this makes you a responsible and independent learner – a set of skills that will remain with you for life. M. Student Learning: Research in Education and Cognitive Psychology (pp. A model of the teaching-learning process. 13-28). E. how can you achieve this? An independent learner is…. what does your ‘independent learner’ profile look like? Go back and collect your answers. T. Now draw a mind map. In J. From the activities in this guide. Warren Piper (Eds). Milton Keynes: SRHE. W. Richardson. Eysenck. or make notes on the key issues that are pertinent to you and that you will address this semester. and D. (1987). 19 . N. Open University Press.You will then experience that buzz of learning something new – it will be worth it. Would you regard yourself as an independent learner? If not.

Ensure you have information management skills. Avoid collusion. Computer Skills Essential skills for all work: Check out the induction zone at: http://www. *leading discussions.enables reflection of own Skills progressing towards these abilities and how to progress. ref material etc) * quiet work spaces * PCs ( Teaching Methods Taking responsibility for managing your own learning. *on line index.html Understand the importance of: *engaging in class activities (develops your critical thinking).uk/i-zone/ first_steps. * what do you need to improve on? *Reflect on gaining competence at key skills and intellectual skills. assignments and group meetings for projects and devise a working plan.soton. Check out: http://www. *where can you get help.soton. Appendix 1 Learning Resources Check out all resources available to you: * support materials (Web?) * library (key texts. *group and your study.library. Study Skills Skills to empower your own quality of learning.soton. your School?) * computer based training * staff and friends.shtml Feedback Learning Outcomes Utilise feedback from all sources: Be Being an Independent Learner aware what this means for non-assessed & assessed work.iss. 20 . *preparing for class activities (makes the session worthwhile for all).Self & Peer Assessment Assess your own and a friend’s work to develop your ability to reflect on the quality of own/peer work and application of criteria. *how is your learning peers . outcomes. *individual projects. Avoid Make a record sheet for class understand research methodology and information handling skills. Check out: http://www. Research Skills You’ll need basic research skills for essays and more complex ones for 3rd year projects. Ground Rules If you are working in a group make sure you set ground rules that encourage responsibility within the group to contribute fairly to the work. Managing your own Learning This is a vital key skill so get organised.

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