4.1.1 Too much underlining and highlighting
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
4.1 Underlining and highlighting
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
3.4 Time chunks
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
3.3 Choosing a reading speed
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
3.2 Reading to learn
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
2.4 Disagreeing with the author
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
2.3 Coping with difficult parts
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
2.2 The ‘academic’ style
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
2.1.3 Concept cards
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
9.7 Evaluating strategy and presenting outcomes Evaluation should focus on both the outcomes of the work and the process. Two critical questions guide evaluation: ‘Did we accomplish our goals?’ and ‘Did we accomplish them in an effective and efficient way?’ Your evaluation should attempt to provide answers to both. Thus you need to know how to: negotiate and develop effective ways of presenting the work by using the skills of the group members; assess the effectiv
9.7.1 Take a leading role in managing an activity If the planning has been considered and negotiated and schedules and resources identified, managing the group progress may just involve checking on progress against agreed deadlines. You need to know how to obtain and use effectively the resources needed (such as materials, tools, access to equipment, help from others) and try to make constructive use of time, both yours and that of other group members. Managing an activity also means being able to delegate and negotiate quality and standards
9.3.3 Identify relevant sources of information Exploring and identifying sources of information is about finding out what you don't know as well as using and adapting what you do know. Group projects and assignments frequently require you to carry out research and this will involve identifying specific resources you may need. For example, think about the materials and equipment that might be needed and whether the group needs to get specific expert advice and support and, if so, where you can obtain this. It is also important to spe
9.3 Developing a strategy In developing a strategy for improving your skills in working with others you are aiming to: identify the opportunities you can use to develop and practise your skills in working with others, and the goals you hope to achieve; identify the resources you might use for developing your skills, including people who might be able to help you as well as libraries, books, databases, the Internet or online support; establish
Working on improving your skills in working with others The three-stage framework for developing and improving your skills provides the basis for you to become more confident in: developing a strategy for using a variety of techniques and tools for working with others, including being clear about what you want to achieve, identifying relevant sources of information that will help you to achieve your goals, and planning how you intend to improve your skills; monitoring your progress and cri
8.7 Evaluating strategy and presenting outcomes This stage of the framework focuses on identifying what you have achieved and how well you have achieved it. It involves you in evaluating your strategy and presenting the outcomes of your work. As you evaluate and assess your strategy, identify aspects of your problem-solving skills that you want to develop further. At the end of this stage, use the records in your Skills File to complete the activity ‘Evaluating your problem-solving strategy and presenting outcomes’ and pull togeth
8.6.2 Adapt your strategy to overcome difficulties Often plans run into difficulties because of unforeseen problems or changing circumstances. For example, you may be running over your deadlines, the resources or support you were expecting are unavailable to you, or your personal circumstances may have changed. Plans are only a means to an end, however. If you run into difficulties, take some time to think about what effect they will have on your plans, and what changes you may need to make to your overall strategy to achieve the outcomes you
8.5.2 Identify options that have a chance of success Explore and compare the options available to you. Be critically aware of the different factors such as technical, commercial, political, academic or personal interests that may influence your choice of options. How will you arrive at those solutions most likely to meet the agreed conditions for success? In comparing possible approaches you might use:
decision-making techniques: developing and applying a decision tree to help you select a
8.3.3 Explore problems Recognising and framing problems so that you can tackle them effectively is a central part of a problem-solving strategy. Often, problems are not presented in a well-defined way, and it is up to you to define exactly why a problem exists and what its boundaries are. Recognising a problem means identifying that there is a gap between the present situation and what is desirable, and establishing that no immediate solution is at hand. This exploratory stage is about finding out more about
Learning outcomes Having studied this unit you should be able to set skills targets and provide evidence that you have met these in the following areas: own learning and performance; communication; information technology; information literacy; application of number; problem solving; working with others. Except for third party materials and otherwise stated (s Introduction This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continua
