Presentation on theme: "… for: Study Sleep Socialising Work (paid) Eating Travel Relaxing."— Presentation transcript:
… for: Study Sleep Socialising Work (paid) Eating Travel Relaxing
There are 168 hours in any week. So how many hours should be spent on study and course work ? 27% = 45 hours – according to Payne and Whittaker’s (2000) study.
One survey suggested that 2 extra hours for every hour spent in scheduled lectures per week was necessary to achieve the best results (University of York 2002).
Weekly study time on six modules = 50 hours Less class time = 15 hours Independent learning = 35 hours This roughly corresponds to the 2:1 ration suggested by (Univ. of York 2002).
This is why >
Task MondayTuesdayWednesdayThursdayFridaySaturdaySunday 3. Weekly Task Scheduler (downloaded from Microsoft Office OnLine)
PRIORITY Important Pending
Importance of allocating available time to priority & important tasks … … need for a weekly schedule or overview of study tasks Importance of having clear and realistic study targets for each day
… so what’s the problem ?
Three Big Time Management Issues for Students PERFECTIONISM Trying to get things perfect: causes tasks to stack up PROCRASTINATION Putting off starting until the last minute POOR PLANNING: Problems with planning ahead & balancing tasks
80% of the outputs come from 20% of the inputs Pareto’s Law – 80/20 Rule
A study by O’Brien (2002) suggested that over a third of students feel that procrastination is a problem for them. Burka and Yuen (1983), suggested that procrastination often emerges as a means of distancing oneself from stressful activities, and that the most difficult tasks are often put to one side mentally until the last possible minute.
Procrastination is the deferment or avoidance, without good reason, of an intended or scheduled task until later. The word has its origins in latin: pro-(forward) and crastinus (of tomorrow).
Procrastination factors related to academic study: Aversion to the task In proportion to the importance of the task to overall success and failure on a course. Where this is not vital, incentives and rewards are weak.
Aversion to the task - Develop motivation Find a personal engagement with subject … … how can I use this idea ? … what’s significant in this for me ? Why have I found this difficult in the past ? … … how is this different now ? If I had to explain this to others simply, how would I best summarise it for them ?
Depression or mood-related “Just not in the mood now, but will be later …” -O-OK, even healthy, in moderation, providing it’s not a regular response, concealing other negative life factors … -…-… recurrent difficulties require significant self-awareness and resourcefulness, or external support.
Time planning issues - Difficult to gauge time needed for academic tasks - Can underestimate and defer tasks - Second language issues can compound this
Time management issues: - Allow more time for assignments … - … draft, leave, edit, redraft - Simple, realistic, daily goal-setting - Link short-term priorities to long-term goals - Lower your expectations ?
THINKING ABOUT WHEN TO STUDY When planning time to study, many students think of identifying lengthy blocks of study time e.g. 7pm-10pm in the evening. Study time does not have to be organised in such a way that it dominates every evening. BE Focused with your time – Work Hard so you can enjoy free time better…
New Lap Tops: loan out – work quietly Free room allocation Common Room AKA Group Work Room Silent Study Room Learning conversations Independent Study Lesson Times More time to relaxing at home or paid work
Impulsiveness and distractions - Occupied with desires of the moment - Immediate gratification - Stronger the attraction, greater the distraction Blatt and Quinn (1967)
Impulsiveness / distractions - Long term vision - ‘Unpleasant’ tasks first - Short tasks / short term rewards - Involve others in pay-offs - Mix active / passive work e.g. reading - Study groups sharing research teaching learning
Other students around you are doing or saying things that appear to be more interesting You are struggling to make sense of a subject you find either difficult or irrelevant You feel the subject is presented (in text books or lectures) in an uninteresting way You are not sure what is expected of you You do not like to be still or seated for too long You are not making notes as you read
Just say No! & say to yourself A trigger word/s like “Focus” or “Come On” Like the top sportspeople
Start with the unpleasant tasks first. Set yourself a time limit for reading. Use active reading techniques. Relate the subject to your real world. Dismiss most texts that you find hard to follow.. Find somewhere quiet to study – free of distractions, unless actively seeking group- work (check free room list in 6 th form office) Keep your working area clear of clutter.
The number of daily tasks scheduled should be manageable for any one day otherwise you will inevitably get stressed. Be fair to yourself – don’t give yourself more daily tasks than you can realistically manage.
You MUST reference all sources of information i.e. “blah blah blah” Information taken from (2011) and the author’s name if applicable.www.btecinformation.com You MUST NOT copy information from any source without referencing