Being an Independent Learner

8/7/2019 Being an Independent Learner

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Being an Independent LearnerBeing an Independent LearnerDescription of this GuideIn this guide we shall discuss what it means to be an independent learner and the valuethis has in later life as a lifelong learner. You will see the role motivation plays, howgood you are at setting goals, managing your time and reflecting. These activities thatwill reveal to you how you currently stand with regard to independent learning.Understanding the importance of these issues and implementing them will determineyour attitude to work now and later.

Learning Outcomes

1. Distinguish the characteristics of an independent learner2. Recognise the value of reflective practice in self improvement

3. Evaluate how independent you are as a learner

Contents1.0 How motivated are you to study?

1.1 Being responsible for your own learning

1.2 Setting goals1.3 Leaving things to the last minute

1.4 Reflecting….

2.0 How are you managing your time?2.1 Managing the big picture2.2 Managing lots of things

2 3 Using your time effectively understand how you learn



2 3 Using your time effectively understand how you learn

Being an Independent Learner

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.



Being an Independent LearnerBeing an Independent Learner

Your attitude to your studies will colour your experience of university life and affect thegrades you get. In order to get the most out of your time at university, it is worththinking about how you can become an independent and assertive learner – qualities thatwill be invaluable to you now, to your employer later and throughout your career.

Independent learnersIf you are an independent learner you will (a) be motivated to learn; (b) manage your

own learning; and (c) reflect on your learning. These attributes will enable you tobecome a successful learner and/or provide you with some insight into your learningachievements that will enhance your motivation to continue learning. The responsibilityfor this is yours.

1.Motivatedto learn

This is influenced

by strategies of

achievement:

Being responsiblefor your own

learning

2.Manageyour time

You actively

identify what is

important to you

in your studies.

You balance

3.Reflect onyourlearning

You develop your

ability to reflect

on your progress

You record how

you are




1.0How Motivated are you to Study?

As you are probably aware from previous experience, success and the feeling of achievement is very motivating. It is important therefore to identify what achievementstrategies for success you already have in place as well as find some new ones.

1.1 Being responsible for your own learningThe first strategy of achievement is to recognise that you are responsible for your own

learning. The table below indicates some of the features that characterise dependent

and independent learning and as you can see the ‘independent learner’ shows a greaterresponsibility for their own learning.

Your learning Dependent Learner Independent Learner

Motivation to

learn

You predominantly respond to the

pressures of the system through

deadlines, penalties & marks.

You respond to the external pressures, but

you are also seeking personal satisfaction

and what to learn as much as you can.

What you learn The content and resources aredetermined by your tutors Although your tutors have given guidanceon resources you need, you happily seek

out your own resources.

Managing your

learning

You follow your tutors instructions to

letter and don’t go much beyond it.

You find it sufficient.

You are keen to develop personal

strategies for learning.

Reflection onyour learning

You find little opportunity in yourstudies to do this and you may not be

encouraged to do it either.

You are keen to reflect on what and howyou learn.



your studies as possible and keep abreast of how these resources

develop. This shows how proactive you are.

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.

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 with. Working with others let’s

you see how they think about particular topics. You can get support and

learn how to discuss your subject in a non-threatening way.

Remember to always reflect on how things are going and what you need to do to improve.

1.2 Setting goalsThe second strategy of achievement refers to you setting challenging, but attainablegoals, and breaking down tasks into manageable, bite size chunks. In your studies, your

assignment goals are set by the tutor, but you have the control on HOW to break the

task down into manageable sub goals. Are you doing this?

tick




If you ticked ‘4’ you are capable of doing the work but your confidence

and ‘nerves’ are getting the better of you. Analyse the task (with a

friend or your tutor) and break it down into attainable sub goals. Tackleeach small segment and feel confident with yourself as you check them

off. Finally, 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.

1.3 Leaving things to the last minute

When you are having difficulty with assignments you will probably find yourself procrastinating regularly, if this happens, then you need to think why you are doing thishow you can overcome it. It might be, as indicated above, because you don’t chunkassignments or exercises into smaller bits and create sub goals. Having a largeassignment as the only goal would be a very daunting task indeed. There may of coursebe other reasons for procrastination. Have a look at the statements below and tick the

one(s) that refer to you.

Do you put your assignments off until the last minute?

Frequently Sometimes Never



they interpret the instructions. You might check with your tutor by

sending a quick email for clarification.

You ticked ‘3’. Is this connected with writing? If so, check out the

guide: Writing Effectively. You may just need some writing techniques so

you can overcome this initial ‘getting started’ barrier. Maybe it’s not

about writing, but about motivating yourself to get going. Some people

find it helps to ‘strike a deal’ with yourself: for example, you can promise

yourself that once you’ve bullet-pointed a brief plan, or written the first

two sentences of the assignment, you’ll let yourself go and do something

else you really want to do. Once you have the beginnings of a plan, or thestart of the written assignment, it’s much easier to carry on. Anything

that gets you over that ‘blank page’ feeling will help.

You ticked ‘4’. It is generally difficult to feel completely ready before

starting an assignment, but you have a time limit and at some stage you

have to get started. Break the task down and answer parts you feel

confident about first. Think positively about your ability.

You ticked ‘5’. Some people do work better under this condition andactually enjoy it. Do you really enjoy this approach, or does your

procrastination leave you no choice? Remember, the ‘last minuter’ has

little time to reflect on the work they’ve done or edit it.

If you answered ‘Never’ I suggest you share your secret with your

friends!

If j st f l ’t t is d th l k t S ti 2 0 b l




2.0How are you Managing your Time?

This section is essentially a health warning for section 1 – bear in mind that you need tosee your study commitment as a manageable part of your life as a whole.

2.1 Managing the big pictureTime management entails an analysis of the jobs we have to do within a given time

period. To do this effectively we need to plan our activities and in order not to forget wemay create prioritised ‘to do’ lists. However, time management is more than justidentifying tasks and planning how to carry them out. We also need to make room for ourwider goals in life, relationships, friends and family – we need a balance. Just planningand prioritising the tasks we have been given can be rather reactive and in order toaccount for all aspects of our life that are important to us, we also need to be proactiveand ensure we work at them too. We need to make sure we can plan, create and fit in

all things that are important to us. Our use of time has been characterised across fourquadrants by (Covey, Merrill et al. 1994).

I

• Crises

• Pressing problems

• Assignment deadlines

• Preparations

II

• Preparation

• Prevention

• Clarifying values

• Planning

IMPORTANT

URGENT NOT URGENT



Quadrant III is where we operate on an urgency basis, with things that are notimportant for us. You may find you are reacting to other people’s priorities at theexpense of your – try and keep a balance.

Quadrant IV is where we generally waste our time. We might slump in front of thetelevision, read trashy novels etc. We are all in this quadrant from time to time, but try

to limit how much time you spend here. Very often when you procrastinate you will findyourself in this quadrant.

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.

1. How balanced are your activities?2. Is there a long list of things to do in quadrant I ? Are you happyabout managing this? If not, see section 2.2.3. How developed is quadrant II for you ? This is where your life’sgoals are, where you create and reflect on activities. You re-generateyourself here.

4 Wh t b t d t III d IV? If ti iti




Approxtimes

Mon Tues Wed Thurs Fri Sat Sun

6.00-

8.00am

Sleep Sleep Sleep Sleep Sleep Sleep Sleep

8.00-

10.00am 9.00-10.00Lecture

9.00-10.00Lecture

Paid work Catching

up withsleep

10.00-12.0011-12.00

Lecture

10-11.00Seminar 11 - 12.00

Lecture

Paid work Catchingup with

sleep

12.00-

2.00pm

12-1.00

Seminar

Paid work Seeing

friends

2.00-

4.00pm SPORT 2-3.00

Seminar

4.00-

6.00pm 5-6.00Seminar

SPORT

6.00-

8.00pm

Paid work

8.00-

10.00pm

Regular

eveningout

Paid work Regular

eveningout

Regular

eveningout

10.00-

12.00pm Sleep



Type of learnerMotivation Strategies

SurfaceYou are mainly studying to get the

degree

You do what is required of you in

order to complete the task.

You rely on memorising

information for assessments. You

limit your reading to core texts.

Strategic

You want to get good grades as

you know you will need them forlater.

You want to get good grades. You

find out what the lecturer wants

and follow up all required reading.

You organise your time efficiently

and to greatest effect. You use

previous exam papers to predict

questions. You have kept a good

set of notes which guide yourstudies. You pick on cues about

marking schemes and you areaware of where you can get the

help you need.

You are excited by the topic and

strive to understand it well You




Catherine Jester A Learning Style Survey for College, Diablo Valley CollegeThis is an online questionnaire to see what learning style you have. It looks at:

the Visual/ Verbal Learning Style, the Visual/ Nonverbal Learning Style, theTactile/ Kinesthetic Learning Style, the Auditory/ Verbal Learning Style withlearning strategies for each of these styles.http://www.metamath.com//multiple/multiple_choice_questions.cgi

2.4 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. Some of the factors you need to develop this are:

• Be motivated to study – take responsibility, set reasonable goals, be active andreflect on your learning

• Manage your time effectively and understand how you learn best.After having worked through some of this material and your experience of being alearner 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, you may want to use it.)

http://www.metamath.com//multiple/multiple_choice_questions.cgi

http://www.metamath.com//multiple/multiple_choice_questions.cgi



3.1 Helping you to reflect

Select scenario and reflect on it…. tick

I got an essay back with lower marks than I was expecting, and with comments from my

tutor about my lack of background reading and muddled argument.

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.

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.

Add your own here.




Some of the common faults with reflective assignments such as logs and self-evaluationreports are:

• Being too descriptive and not evaluative enough (not commenting on the good orbad 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, your own views and

values, as well as about approaches to the subject.

• Not commenting on what you might do differently next time, and why.

3.2 Ways to record your reflections In Higher Education, there are many types of assignments and activities designed to

promote your ability to reflect on your own learning. This allows you to benefitknowingly from your own experience. 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, group workassignment, oral presentation, work experience or work placement

• Making notes in preparation for a meeting, for example with your personal tutor,a careers adviser, a mentor or supervisor



through friends at university who you have asked for feedback and from your tutors. Agreat deal of the feedback we receive we process subconsciously. However, if you are to

become a responsible, reflective and independent learner, you need to use consciouslythe feedback given to you by your tutors so you can create opportunities forimprovement.

Most students are interested in feedback as well as the grade, but very often don’t quiteknow how to use the feedback they get.

Feedback from your tutors can come in a many guises:

• In written comments on your work. Since the number of students inHigher Education is increasingly beyond the number of tutors that areemployed, giving and receiving written comments from your tutor tends to bethe main source of feedback you will receive, so it is important to make themost of it. These can be free comments in the margin as the work is beingread with or without some summary feedback at the end.

• Written feedback on a proforma sheet. Where pre-defined categories arelisted with comments under those headings. This feedback allows you to see

over various assignments if you are having a consistent problem and makeyou aware of it.

• Face to face feedback. With the pressures of current Higher Education thisis becoming a rare commodity and if you get the chance of this, then do take

it. You can obtain feedback from your personal tutor (if this is available toyou) or during your lecturers’ office hours. Find out when a tutor’s office

hours are and book yourself in. A tutor may also say they are available forface to face feedback after an assignment. You may also find you can havesome feedback from research students who may be attached to your unit. Do

t k th t iti if




Statement And you ?1,2 or 3

How do you generally react tofeedback ?

A.

I get marked down a lot, even

though I think I am doing a goodjob.

.

B.

I get marked down a lot and I

know I have problems, but I don’tknow how to improve.

C.

I tend to get good marks, but I

don’t know why.

D.

I tend to get good marks and Iknow how I manage to do it.

Feedback for the area(s) that applies to you generally (1)….

If you selected A you may find you have problems receiving feedback as you

f l th t h t d i fi Wh i f db k t t t b



Now look at some tutor feedback comments. Are you able to use these comments –what could you get out of them? If you find them useless, can you identify why and

what you need to make them effective – your tutor may be interested to know how youperceived his/her feedback.

How do you use tutors comments

Example comments from tutorfeedback

What points could you takefrom this comment?(you may enter ‘none’)

If you needed moreinformation, what would it be?

POSITIVE STATEMENTS

It is easy to read

I like the theoretical discussion

Excellent use of sources and good

referencing

Plenty of evidence for and against

with critique

A good essay




Now identify the type of feedback that best suits your learning – this will help you

articulate what you want from feedback. Once you know this you should be able toidentify feedback comments that allow you to think of ways of changing your current

work. From each feedback you get, make a notes of things you need to work on. Also,once you become proficient at knowing what feedback suits you and how you can use it,you become an excellent ‘feedback giver’ – see the Guide: Working in Groups, section3.2.1 ‘Helping a friend – coaching’.

I learn from feedback that is….. I don’t learn from feedback that is..



You will then experience that buzz of learning something new – it will be worth it. All thismakes you a responsible and independent learner – a set of skills that will remain with

you for life.

From the activities in this guide, what does your ‘independent learner’ profile look like?Go back and collect your answers. Now draw a mind map, or make notes on the keyissues that are pertinent to you and that you will address this semester. Would youregard yourself as an independent learner? If not, how can you achieve this?

An independentlearner is….




Feedback

Utilise feedback from all sources:

non-assessed & assessed work, and

peers - enables reflection of own

abilities and how to progress.

Learning Outcomes

Be aware what this means for

your study; *how is your learning

progressing towards these

outcomes; *where can you get

help; * what do you need to

improve on? *Reflect on gaining

competence at key skills and

intellectual skills.

Study Skills

Skills to empower your own quality of

learning. Avoid plagiarism. Check out:http://www.academic-skills.soton.ac.uk

Research Skills

You’ll need basic research skills for

essays and more complex ones for 3rd

year projects. Ensure you have

information management skills,

understand research methodology and

information handling skills.

Check out:http://www.library.soton.ac.uk/infoskills/index.shtml

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. Avoid collusion.

Teaching Methods

Understand the importance of: *engaging

in class activities (develops your critical

thinking), *preparing for class activities

(makes the session worthwhile for all),

*group work, *individual projects,

*leading discussions, *on line seminars.

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. Make a record sheet for

class work, assignments and group

meetings for projects and devise a

working plan.

Learning Resources

Check out all resources available to you:

* support materials (Web?)

* library (key texts, ref material etc)

* quiet work spaces

* PCs (ISS, your School?)

* computer based training

* staff and friends.

Taking responsibility for managing your ownlearning.

Computer Skills

Essential skills for all work: Check

out the induction zone at:

http://www.iss.soton.ac.uk/i-zone/first_steps.html

Appendix 1

20

Being an Independent Learner

Documents