Monday, January 15


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Goals are "wants" - targets that we want to achieve.

For something to be a goal, it has to:

  • be important to you, personally.
  • be clearly defined.
  • be within your power to make it happen through your own actions.
  • be something you have a reasonable chance of achieving.
  • have a specific plan of action.

When setting goals, make sure that your goals are:

1. SPECIFIC 
Your goal is right to the point.
Know exactly what you want, what you'd like to see happen, what you are striving for. The more specific the goal, the easier it will be to get it.

2.  MEASURABLE
You will know when you have reached your goal.
You can keep track of your progress and see if you are moving toward your goal. Ask: How much? How many? How will I know when it is accomplished?

3.  ACHIEVABLE
Only you know what you want.  It follows then that only you can write your goals. Your goal is something you know you will achieve. It should not be so challenging as to be impossible to achieve, nor should it be so basic that it can be achieved with little or no effort. Can you see yourself there?

4.  REALISTIC
Your goal is something you know you will achieve and it won't be impossible to reach. It is not beyond your ability.  It can be accomplished. You have the knowledge, skills and competency to reach it.

5.  TIMELY
Your goal has a clear "start" and "end" date. There is a time frame. The amount of time you have to reach your goal is reasonable - not too short, not too long. 


Posted by Questa Learn On 1/15/2018 No comments READ FULL POST

Sunday, January 14


After you have researched your topic, it is essential that you plan your assignment. You are now ready to plan your first draft.

THE DRAFT

Think of the main points, jot down what you intend to include and arrange them in a logical order.
Work on your draft, adding material, deleting parts which are irrelevant or repetative.  As you edit your work, keep the following in mind:
  • your assignment will need an introduction and a conclusion
  • is the material relevant?
  • are you answering the question?
  • are you developing your ideas and offering your interpretation of the topic.
Remember to refer constantly to the question and your plan

Common Structure
Although there is no set "formula" which can be applied to all formal essays, report, reviews or any written response to a question, your assignment should include:
  • An Introduction
  • A  Body
  • A Conclusion
The INTRODUCTION should:
  • introduce your case / argument/ contention
  • define the topic / terms central to the issue
  • outline the direction / point of view your assignment will take
TIPS
  • Try to make the first sentence interesting, an example is to use a relevant quotation so that it grabs the reader's attention
  • Avoid saying  "I am going to show you / prove/explain". The reader should be able to work this out.
  • Don't write in the first person, example. "I think child abuse should be mandatory reported."
  • Avoid  using "I", "we", "you"
The BODY
This is where you develop your theme or expand your argument. Each major theme or argument will require a paragraph or two and there should be a logical sequence between paragraphs, linking them together to lead up to the conclusion.

There should be a build up rather than a series of flat, even paragraphs.  As a general rule, deal with one idea per paragraph.

The introductory sentence of each paragraph should clearly indicate the idea / topic to be discussed/ developed in that paragraph.

TIPS 
  • Do not use abbreviations in your writing.
  • Avoid using slang, jargon, colloquialisms, cliches.
  • Avoid generalizations, always support what you say with evidence, quotations or examples.
  • Know the source and context of any quotations used.
  • Punctuate quotations correctly. 
  • Keep to the point and be relevant to the topic.
  • Vary the way you begin sentences and paragraphs
  • Vary the length of sentences.  You can make strong point with a shfort, sharp sentence, or support a point with a long detailed sentence.
  • Only include relevant materials
The Conclusion

The Conclusion is a natural rounding off of all that you have to say.  It should briefly summarize the points raised in the body of your assignment, evaluate the material presented and draw a conclusion. If appropriate you may also make recommendations.

TIPS
  • Do not present new evidence in your conclusion.
  • Do not repeat your introduction in the conclusion.
  • Do not summarize your essay in the conclusion.
WHAT NEXT?
  • Read through your rough draft a number of times.
  • Critically examine what you have written.  read it as if it were someone else's and be just as honest with it.  Ask yourself " am I answering the question? Is the material relevant? Is there a logical  progression of ideas? is my expression concise, clear, fluent?  Are  my introduction and conclusion effective?
  • Check grammar, punctuation and spelling.
  • Refer constantly to the question.
  • Ask a member of your family to read your assignment and  to offer suggestion for improvement. 

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Saturday, January 13


Note taking is a skill in its own right and in the senior years of secondary school, keeping accurate, detailed notes is critical for success in exams and assignments.  

You may find keeping adequate notes harder than when you were a junior student.
Why?
  1. You are likely to be less spoon feed and directed by the teacher.  Lots more information is covered in a period than for younger students.
  2. Information tends to be more detailed and complex.
  3. teachers vary in the way they use the board for note taking and covering key points.
By having a few strategies 'up your sleeve', note taking is manageable and helps you develop organized thinking skills. Try some of these strategies:
  • Always keep your notes for each subject separate by using individual folders or color-coded dividers.  Make sure you have adequate spare lined and unlined paper in each folder.
  • Rule up each page with a wide margin to the left of each page.  This margin allows you to add recall and revision comments.  To save time, prepare margins ahead of time.
  • Write on only one side of each page.  The other side can be used for revision notes or to glue in handouts or supplementary materials.
  • Get prepared ahead of time by becoming familiar with material that will be covered in class.
  • Reviewing notes from previous classes is a useful way of connecting new material with what was covered earlier, getting a sense of the "big picture".
  • Listen for cues of what's important.  Be alert for words or signals that teachers use to tell you that information is important.  This could be when the teacher shows excitement about the material, repeats ideas with emphasis or says "This is important". 
  • As a rule of thumb, when a teacher writes information on the board, it is very important.  Write down all board notes.
  • When taking notes from teacher and class discussion, concentrate on separating key ideas from examples.  Write down just the key points and examples only if time allows.  Developing this skill will be incredibly useful for dissecting information quickly in an exam situation.  Writing down every word is unnecessary and stops you from becoming an effective listener and 'digester' of information.
  • Use key heading and subheadings or diagrams to organize information.  Your teacher may indicate the key areas to be covered at the beginning of the period, jot down these as your headings.  Students learn in different ways.  For some, information makes more sense through a flow chart or diagram.  Others prefer headings, sub-headings and paragraphs.  Use a style that suits you.
  • Use abbreviations where possible.
  • Write heading and titles using a different colored pen.
  • Underline important points and words while taking notes.
  • Leave space after each section.  This area is useful for adding examples or any information you missed.
  • For each class, add the date and period on the first page and number your pages.  This will help keep your notes in the right order and keep track of any lessons you miss.
  • Keep at least half a page spare at the end of each class session. 
FOLLOW UP
Each night read through the notes you have taken for that class.  This could be the most useful 5-minute homework tasks you complete.  After reading use your half page at the end of your notes to write down:
  1. A list of key words and phrases.
  2. A very short paragraph summary of the main significance of the material.
  3. Questions to ask your teacher about any ideas you do not understand.

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Friday, January 12


Do you feel anxious at the thought of your exams? Don't panic! 

AT THE START of the school year 
Find Out: 
  • Which of your subjects has an exam?
  • What is the assessment procedure for each subject?
  • What are the expectations of the subject?
Prepare:
  • Start studying as soon as classes begin.
  • Read assignments, listen during lectures and take good classroom notes.
Two Months before the exam:
  • Develop a study timetable.
  • Within a subject, find out what topics are to be examined. What will be the format of the exam? (example: oral, multiple-choice, essay)
  • Using your study notes on these topics, begin your reviews.
  • Plan ahead, schedule review periods well in advance.
  • Keep your reviews, short but do them often.
  • If you feel anxious about the forthcoming exams, see your School Counsellor about starting a relaxation program.
One month before the exam:
  • Which of your subjects has an exam?
  • What is the assessment procedure for each subject?
  • More Review, review, Review!
The week before the exam:
  • What equipment is needed (example: calculator, paper, pen, HB pencil, etc.)
  • Check the timetable.
  • And more review, review , review!
  • Try some relaxation techniques.
The Day before the exam:
  • Revise the final copy of your study notes.
  • Do not cram
  • Confirm timetable of exam and the room it will be held.
The Night before the exam:
  • Do your final revision
  • Check your bag for equipment.
  • Set your alarm clock and get a good night's rest.
On the Day of the exam:
  • Have a decent breakfast.
  • Don't think about touching your books!
  • Arrive early and get yourself and your equipment organized.
During the exam:
  • Listen to and read all instructions carefully.
  • Scan the entire examination paper- notice how  many points each part is worth and estimate the time needed for individual questions and place yourself accordingly.
  • Sketch notes on rough working paper when information comes to mind.
  • If you get stuck on a question try to remember a related act.  Start from the general and go to the specific.  Look for answers in other test questions.  Often a term,name, date or other fact you have forgotten will appear somewhere else in the test giving your memory a boost.  Move on to the next question if memory aids don't help.  You can always go back to the question later if you have time.
  • Try to answer as many questions and give as much information as possible.
  • Ignore other students.
  • If you feel anxious during the exam, use deep breathing techniques to calm yourself down.
After the exam:
  • Accept the results and either resolve to do better next time or Celebrate!

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Thursday, January 11


You might be wondering why do you have to take so many tests.  The reasons behind testing are not to scare or punish you.  Test do several different jobs.

Tests help your teacher find out if a lesson has been successful.  If many students perform badly on a test, something is wrong.  The teacher may need to reteach the material in a different way.  Test also support learning.  They highlight the information being tested, which reminds students about important facts.  You should look at a test as an opportunity for success.  If you study and know the material, you will do well.

Types of tests
Success in testing goes back to how you learn.  If you are a verbal learner, you might find taking an essay test easier than a logical learner would.  Logical and visual learners might do better on a attest that requires reading graphs or charts.  No matter how you learn, you can improve your chances if you develop test-taking skills.
  • True or False - A true/false test presents statements and asks you to work out if the statement is true or not. When you take a true/false test, look out for words that make the statement either all positive or all negative.  Underline words such as all, always every, everyone, none, never, or no one.  Think carefully about whether the statement could possibly be true before answering these questions.
  • Multiple Choice - A multiple choice presents several possible answers to a question.  You must choose the correct answer.  Read the question carefully.  You might be asked which word does not have the same meaning rather than to find a synonym.  Review the choices and cross off answers you know are wrong.  Then, pick the answer you believe is correct.  
  • Fill in the Blank - A fill-in-the-blank test gives a statement with some information missing.  You must provide the correct information.  Read the sentence to yourself and see if you know the word that goes in the blank.  Use the clues to help work out the answer.   
  • Short answer and essay questions - Short answer and essay question test ask you to write your answer in full sentences.  A short answer is usually one to four sentences.  An essay response may be several paragraphs.  Read the entire question and think about your answer.  Underline the key elements of the question.  You might make a short list of key items you wish to include in your answer in the margin of the paper.  Allow yourself plenty of time to write your answer.
  • Standardized Test - in addition to tests given by your teacher you may have to also take standardized tests.  Standardized  tests are given in many schools and on many subjects.  they may include true/false, multiple choice or other types of questions that are answered on a specially designed answer sheet.  These test usually cover maths and reading skills. They are given to find out what students know at a certain age.
You can not study for these tests but you can prepare. It is good to have a good night's rest and eat a good breakfast.  Take your time during the test, reading all directions fully before answering. 
  • Memorizing or reasoning - You will take many tests that require you to memorize material.  Such test include spelling words and definitions, history dates and math formulas.  Flashcards work well for items that need to be memorized. Mnemonics or jingles will also work for memorizing.  True/false, multiple choice, fill-in-the-blank and matching tests usually require you to recall an answer from memory. 
Some tests require reasoning, such as working out an answer or drawing a conclusion.  In a science test, you might need to explain why or how something happens.  A math word problem also requires reasoning.  Short answer and essay questions usually need an answer that you reason out.  

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Wednesday, January 10


Visual learners are learners who prefer to process and learn information in visual forms such as pictures, charts, lists, paragraphs, or other printed formats.  They learn and remember best by seeing and visualizing information.

The following are additional characteristics of  visual learners:
  1. Can easily recall information in the form of numbers, words, phrases or sentences.
  2. Can easily understand and recall information presented in pictures, charts or diagrams.
  3. Have strong visualization or visual memory skills and can look up and "see" information.
  4. Make "movies in their mind" of information they are reading.
  5. Have strong visual-spatial skills, that involve sizes, shapes, textures, angles and dimensions.
  6. Have a good eye for colors, design, visual balance and visual appeal.
  7. Pay close attention and learn to interpret body language(facial expressions, eyes, stance)
  8. Have a keen awareness of aesthetics, the beauty of the physical environment and visual media.
Visual learners often favor creating and using visual strategies when they study.  Having something that they can see examine for details and memorize as a mental image is important and effective for visual learners.

The following visual strategies for visual learners strengthen and utilize visual skills. Are you already doing these strategies or you might like to try these strategies .


  • Highlight textbooks and notes. Used colored highlighter pens to create a stronger visual impression of important facts, definitions, formulas and steps. 
  • Write notes in textbooks. Write questions in the margins, highlight the answers and then picture the answers as you review the questions.
  • Create movies in your mind. Use your visual memory as a television screen with the information that you read.  (and hear) moving across the screen as a "movie with the cameras rolling"  Practice reviewing or replaying the movie in your mind.
  • Use color coding. Color-code different levels of information in your visual tools, your textbook highlighting, your time management, schedules and your notes.  Using different colors facilitates the process of memorizing and recalling visual images.
  • Visualize information.  Visually memorize pictures, graphs, study tools or small sections of printed information.  Practice looking away, visualizing and then checking the accuracy and details of your visual images.
  • Add pictures.  As you expand chapter visual mappings, hierarchies and other visual study tools or as you review your notes ad study tools, add pictures that depict the information.  The pictures become association cues to assist recall of the information stored in memory.

  • Write to remember. Copy textbook information into notes because information written in your own handwriting often is easier to visualize and recall than printed text.
  • Make writing a habit.  Create the habit of writing directions and other important information in notebooks, on small note pads, or in electronic devices as words you write frequently are easier to visually memorize and recall. 
  • Be observant.  Pay attention to details of objects and people.  Observe nonverbal clues for body language that signal attitudes, feelings or important points. 
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    Tuesday, January 9


    Kinesthetic learners are learners who prefer to process and learn information through large and small muscle movements and hands-on-experiences. Large and small muscles hold memory, so involving movements in the learning process creates muscle memory.  

    The following are additional characteristics of kinesthetic learners:
    • Learn best by working with physical objects and engaging in hands-on learning that involves feeling, handling, using manipulating, sorting, assembling and experimenting with concrete objects.
    • Can recall information by duplicating the movement or hand motions involved in the learning process.
    • Learn well by using large muscle or full body movements, such as movements used when working at large charts, working at chalkboard or white board, role playing, dancing or performing.
    • Work well with their hands in areas such as repair work, sculpting and art.
    • Are well coordinated with a strong sense of timing and body movements.
    • Have a strong awareness of their need or interests to add movement to study and work situations.
    • Are able to focus better when they can engage in movement, which may include wiggling, tapping hands or feet, or moving legs when sitting.   
    Kinesthetic learners often prefer to use strategies that engage their small and large muscles in the learning process.  The following essential strategies for kinesthetic learners strengthen and utilize kinesthetic skills.
    • Use hands-on learning. Handle objects, tools or machinery that you are studying.  For processes such as computer applications, repeat the hand-on learning applications several times to create muscle memory.
    • Create hands-on study tools. Create flash-cards that you can shuffle, spread out, sort, categorize and review.  Copy charts, diagrams, visual mappings or hierarchies; cut them apat and practice reassembling the pieces.
    • Get out of the chair.  When you study, engage large muscles by using exaggerated hand expressions or body movements.  Pace or walk with study materials in hand.
    • Work standing up.  Work at a chalkboard, white board or flip chart to list, drw, practice, or rework problems.  Use poster paper to create study tools, such as large visual mappings, chart or timelines. 
    • Used action based activities. Create ways to add action to the learning process; for example, if you are studying perimeters, tape off an area and walk the perimeter.
    • Use a computer or electronic devices. Type information and create notes, tables and charts on the computer.  Enter or access information on electronic devices.  Keyboard strokes help create muscle memory that you can use to simulate the actions and recall information. 
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    Monday, January 8


    Auditory learners are learners who prefer to process and learn by hearing and discussing information. They prefer to have information presented to them verbally instead of , or in addition to, in writing. They learn by listening to others explain, debate, summarize or discuss information about topics they are studying.  Auditory learners, however are not passive.  Auditory learners like to talk and listen as they learn.

    The following are additional characteristics of auditory learners:

    • Often engage in discussions and enjoy the process of communication
    • Learn by explaining information in their own words, expressing their understanding or opinions and providing comments and feedback to other speakers.
    • Can accurately remember details or specific information heard in conversations, lectures, movies or music.
    • Have strong language and vocabulary skills and an appreciation of words, their meaning and their etymology.
    • Have strong oral and expressive communication skills and are articulate.
    • Have "finely tuned ears" and may find learning a foreign language relatively easy.
    • Have above average ability to hear tones, rhythms and notes of music and often excel in areas of music.
    • Have keen auditory memories.
    Auditory learners often select learning strategies that code or process information through their auditory channel into memory.  The following essential strategies for auditory learners strengthen and utilize auditory skills.  You might already doing these strategies but for those who are not but willing to try these strategies.

    • Participate in discussions. Actively engage in group activities, discussions, study groups and in tutoring sessions.
    • Paraphrase and summarize. Express your ideas to others,paraphrase sepakers and summarize what you learn from lectures, conversations and discussions
    • Ask questions. Show your interest and clarify information by asking questions.  Practice recalling information and answers that you hear.
    • Verbalize. Read out loud to activate your auditory channel or auditory processes. For difficult materials, read with exaggerated expression as the natural rhythm and patterns of language tend to group words into units of meaning when spoken.
    • Recite frequently. Reciting involves stating information out loud, in your own words, in complete sentences. and without referring to printed information.  Reciting provides you wish feedback to gauge how well you remember and understand information.  
    • Record lectures. In difficult classes, request permission to record lectures.  Use the recording to review and complete your notes after class.
    • Use technology. Check with your learning labs, library, internet resources and electronic applications for audio materials and products to use to reinforce learning. 



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    Sunday, January 7


    All students need to develop their learning skills to be successful in their studies.  It is important that you gain an understanding of how you learn as this will help you to make the right learning choices, improve your ability to learn and help you to develop your study skills.

    Learning is not just by memorizing facts, it includes the development of skills, knowledge, critical thinking and power of argument.  Learning also helps us to carry out tasks more successfully and efficiently. 

    There are three main types of learning:
    • Leaning that helps to improve your physical abilities.  For example, at school you may have been taught how to play basketball or tennis, or you may have been taught how to swim as a child.  Indeed, as a very young child you learned how to stand, walk run and skip.
    •  Leaning that helps you to develop and increase your knowledge.  Everything that you know has been learned at some stage in your life. 
    •  Learning that helps you to change your attitude and beliefs.  This could be in formal learning setting, such as school or college, or you may have experienced a situation that tested your existing assumptions, helped you to learn something new and changed your attitude.

    Through your own experience you will be able to relate or identify in which you consider your learning to have been successful or unsuccessful. Here are some reasons for success and failure of learning:

    Succeeding to Learn 
    • It is clear that for successful learning to take place, the following should occur:
    • The skills to be learned are relevant to you and your needs
    • You are interested in your learning
    •  You are motivated to learn
    •  You can learn to use skills in different contexts and activities
    • You are actively involved in the leaning process
    •  You are able to think, develop ad work at your own pace.
    • You feel comfortable in your learning environment
    •  You are comfortable with the teacher, teaching method and teaching materials
    • If you are studying a course that meets the criteria for successful learning, you will find that you enjoy the course and are motivated to learn, as a consequence you should be more successful in your studies.

    Failing to Learn
    Some reason that have been identified for unsuccessful learning:
    • Poor teaching method or teaching materials
    • Uncomfortable learning environment
    • Lack of time
    • Lack of confidence
    • Low opinion of self and ability
    • Stress and anxiety
    • Lack of motivation and interest
    • Irrelevance to life and interests
    • Being forced to do something you don't want to do
    • It is important to be aware that some of these reasons are due to external factors that may be difficult for you to overcome. If this is the case you have to discuss the issues with your tutor or teacher.   


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    Saturday, January 6


    Are you doing a research for an assignment or school project? Research is the most difficult part to start with, but there are a few basic steps  that you can follow to help you develop your research skills.

    1.  DEFINE

    Identify the main concepts or keywords in the question
    • Exactly what I have been asked to do?
    • What is the purpose of my research? Is it to inform?
    • Is it to argue a point of view?
    • Is it to test an unfounded assumption?
    • What do I already know? Write down as much as you can about the subject.  Begin with what you know and  "brainstorm" the topic for further ideas.
    • What do I need to find out?
    • What do I have to do with the information?
    2.  LOCATE
    • Where do I begin?
    • What sort of information do I want?
    • Where can I find the information?
    3.  SELECT
    • What do these resources tell me about what I want to know?
    • Does it really answer my question?
    • How relevant  or credible is the information?
    • What information do I really need to use?
    • What information can I leave out?
    • How will I record the information I need?
    • Is the date of publication appropriate?
    • What are the author's qualification? (educational background, past writings, experience?)
    • Are the author's conclusions or facts supported by evidence?
    4.  ORGANIZE
    • How can I put the information together to answer the question to support my argument?
    • How can I best use the information?
    • Do I have enough information?
    • Have I cited what I've found?
    5. PRESENT
    • What will I do with this information
    • How can I best present this information
    • Have I included all important information? (check what I have been asked to do)
    • Do I present it as an essay? A report? A talk? A debate?
    • Do I need a diagram? maps? graphs/ illustrations? audio visual materials?
    • Have I included a Bibliography of resources?
    • Is my presentation original ( in my own words) concise and accurate?
    6. EVALUATE
    • How did I go
    • Did I fulfill my purpose?
    • Did I find all the relevant information?
    • Am I satisfied with the end results?
    • Am I satisfied with the way I got there?
    • What went well and what went badly in the research process?
    • Do I need more skills to make it easier next time? If so, which ones/
    • What new skills did I develop?
    • Which skills do I need to improve?
    • How can I improve them?



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    Friday, January 5


    Great Reasons to use a student planner
    • A planner is portable.  You can carry yours to and from school in your backpack.
    • A planner never forgets.  
    • A planner prevents scheduling problems.  Check your planner before saying yes to any invitation from friends. 
    • A planner keeps all of your important information in one place. No more paper scraps, sticky notes, or ink smeared reminders written on your hand. 
    • A planner reminds you of what you need to do and when.
    • A planner helps you keep track of important projects. Write down every thing you need to do and you're less likely to forget a task or a due date.
    • A planner helps you reach your goals. Breaks down a big goal into smaller steps, write each step in your planner, finish one step at a time and before you know it, you're there.
    • A planner can be whatever you want it to be. Yours might be a simple list of homework,  assignments, school projects and activities. Or it might include your address book, list of books you want to read and movies you want to see, your daily journal, notes about ideas you have, your hopes and dreams . . .What else? It's up to you.
    • A planner frees up valuable space in your brain. When you write down many things you need to remember, you don't actually need to remember them. You just need to remember one thing: to look in your planner. 




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    To make a plan you need a planner. There are many different student planner to choose from.  You can visit an office or school store and look around, you can go online and search for student planner. Some websites have planner templates and you can download, print out and start using right away. 

    There are many different types of student planner:
    • Monthly view planners show a whole month on two pages, the disadvantage of this type of planner is there is not much room or space for writing.
    • Weekly view planners show one week on two pages. This is the size that most students use.
    • Two-page-per day planners are great if you also like to use your planner as a journal or daily dairy.
    Some planners just have the days and dates, with blank lines or spaces for writing.  Some look more like assignment notebooks with subject names and boxes to check when you finish each assignment.

    Some have places to write lists of things to take home and bring to school, weekly goals, long term-projects, teacher and parent messages and more.


    Some schools provide students with planner.  Often these have school logo on the cover and a special section with school handbook pages, schedules and maps.  If your school gives you a planner, that’s the one you should use.      

    Planner tips and tricks
    • If you're extra busy with homework and activities, use a daily planner.  If you're not so busy, use a weekly planner
    • When you first get your planner, spend time checking it out. Decide how you'll use it.  Where will you write long-term assignments? After-school activities? How will you keep track of your goals so you're sure to reach them? Personalize your planner. Make it your own.
    • Write in your planner in pencil, not ink. That way, when things change, you can erase them instead of crossing them out.
    • Mark really important events and due dates with a highlighter or stick-on stars
    • Use highlighters or colored pencils for different subjects or types of activities
    • Be sure to leave room for fun times, relaxing times and special times like birthdays, mother's day, father's day with friends and family. Write those in your planner too.
    • Check  your planner first thing every morning. You'll know what the day will bring.
    • Check your planner last thing every night.  You'll go to sleep feeling ready for tomorrow. 

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    Thursday, January 4

    Note your learning strengths and things you could develop to broaden your study strengths.



    LEARNING STRENGTHS
    • You don’t waste time worrying.
    • You start tasks.
    • You can motivate others.
    • You are good in role-play activities, problem-solving and crises. 
    AREAS TO DEVELOP
    • Reflection and planning.
    • Creative thinking.
    • Considering alternatives.
    • Listening to and working with others.
    • Increasing your personal interest so that you can work for longer periods. 


    LEARNING STRENGTHS
    • You reflect and evaluate well.
    • You are creative, with lots of ideas.
    • You get to the root of things.
    • You listen well and sensitively to others
    AREAS TO DEVELOP
    • Effective learning strategies.
    • Timekeeping and organisational skills.
    • Taking responsibility for self and others.
    • Participating.
    • Setting priorities and taking decisions.
    • Assertiveness and risk-taking.

    LEARNING STRENGTHS
    • You are good at analytical and critical thinking.
    • You have organisational skills.
    • You are good at science, maths, law, problem-solving.
    • You have a questioning approach.

    AREAS TO DEVELOP
    • Creative and imagining thinking.
    • Sensitivity to the differences in others.
    • Personal reflection.
    • Working with others
    • Stress management.
     .


    LEARNING STRENGTHS
    •  You have high motivation and interest.
    • You have broad general knowledge.
    • You can see connections between things.
    • You are creative and inventive.
    AREAS TO DEVELOP
    • Setting goals and priorities.
    • Analytical and critical thinking.
    • Categorizing and selecting.
    • Editing skills.
    • Developing memory for detail.
    Posted by Questa Learn On 1/04/2018 No comments READ FULL POST

    Wednesday, January 3



    Have you ever found yourself submitting assignments late because you either left it until the lst minute or because you thought it was't good enough to hand in?  What about the night before an important test? Were you huddled over your books cramming?

    Why do we put things off? 

    • FEAR of failure or rejection or embarrassment or any negative emotions. Amazingly, we can sometimes even be afraid of our own success.
    • Our inability to say "no".  You know you have a pressing assignment but you can't say "no" to going out with your friends.
    • Our lack of interest
    • Our lack of preparedness.
    You can probably name 10 more reasons if you put your mind to it.

     10 Point Plan to Overcome Procrastination and Motivate Yourself  Into Action    
    • Use your Planner. Work in progress should systematically appear on your Priority List week by week until you complete it.  
    • Make a Plan and stick to it.  List all the things you need to get it done.
    • Break that overwhelming assignment you've been putting off into smaller, more manageable parts.  Allocate a deadline for the whole project.  Plan to work on it a little bit every day, starting NOW!
    • Arrange these parts into 3 categories:  Imperative, Important and Not Very Important.  Give yourself deadlines for each category.  Tackle the imperative list first.  Do not move on to "Important"  category until it's all done.  Then start on the important tasks and don't stop until these are all done. By the time you get around to the "Not Very Important" tasks, you will probably find the project needs nothing more than a few finishing touches.
    • It's easy to procrastinate if you're feeling sorry for yourself.  Use some positive self-talk.  Remind yourself you've got to get this done and you have to start it it or finish it now.  
    • Use more of the self-talk to praise yourself.  Award yourself rewards for good behavior.  Learn to reward yourself at milestones, not just at the completion of a project.  Start now. right after you have completed your "Imperative" task list.
    • Finding yourself blocked and unable to start a task is common.  Ask yourself "Is there anything, no matter how small that I am willing to do?" When you find that small thing, you are no longer procrastinating. You've started.
    • Try the Ten Minute Procrastinator's Plan: this involves working on the dreaded task for 10 minutes, then deciding  whether to go on or stop.  You might find you get so involved in what you're doing, you actually begin to enjoy the task and pretty soon, those 10 minutes magically turn into 60 or more. 
    • Any task can be more easily tackled if you visualize it completed.  Use your imagination. Completing that project, see yourself handling in that assignment; hear the teacher's words of praise and admiration; visualize with every sense you have!  Touch it. Smell it. Taste it.  You'll soon be longing for the real thing. 
    • Take responsibility for yourself-don't let your fear of failure get to you.  You've got this far at school, now JUST DO IT and you'll feel better. Much better.

    .

     /

      Posted by Questa Learn On 1/03/2018 No comments READ FULL POST

      Tuesday, January 2


      Some major assessment tasks may be projects that will involve research and organization.  These are generally handed out well before the due date, so you will have plenty of time to research and put the project together.  

      Before starting, check with your teacher that you have understood the topic and its  requirements, particularly content, format and style.  Will the project be simply words or also pictures, charts and graphs?  Four factors are critical to its management:  timing, research, synthesis and evaluation and finally presentation.

      TIMING
      Leaving too much to the end is risky without a time management plan to ensure you meet the final deadline.  Here are two possible methods:
      • A timeline - Design a timeline with dates for each section to be completed as well as a deadline for putting the project together in its final format.
      • Time allocation for specific processes - Rather than allocating a period of time for each question or section, work out a time for each activity.  For example, you might allow two weeks for research, one week for sifting and organizing information, a week for planning and drafting and so on.
      RESEARCH
      The sources selected will depend on the subject matter. You've had experience researching books, journals, encyclopedias and newspapers.  Other useful resources are:
      • Databases
      • Search engines
      • Specific subject-based website
      • Interviews 
      SYNTHESIS AND EVALUATION
      You will save time and find it easier to use all information you collect by creating a filing system before you start.  Why not organize folders based on each questions or sections of the project?  File into the appropriate folder at the time you examine a source.  Chances are you will need less than half of your collected material.  Choosing the most effective examples is a skill in itself.  As a guide decide:
      • Which examples are the most relevant and convincing.
      • Whether to paraphrase the information or quote directly. Either way, you must acknowledge the source of your information.
      • Whether you need to provide an analytical comparison if you have used several sources for a section.
      This stage is where you pull out the best and discard what's left.

      PRESENTATION
      Well done! You've completed the groundwork - now for the final presentation! An organized, attractive project conveys confidence and care. Don't forget:
      • A title page or front cover with topic, your name and your teacher's name
      • A content page
      • Make title and sub title stands out.  Use a new page to start each section
      • Information should be attractively presented in various forms (example: graphs, maps, pictures boxed details)
      • Check all questions / sections are covered thoroughly. Check spelling, grammar are accurate and pages are numbered. 
      • Accurate bibliography that acknowledges all resources. 
      Posted by Questa Learn On 1/02/2018 No comments READ FULL POST
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      Public Speaking

      Public Speaking - Quick Tips

      1. Keep it short and sweet.
      2. Slow down: Don’t talk too fast.
      3. Look up! – It it’s too scary to look at the audience in the front row, look at the people in the back of the room.
      4. Smile : Look confident, even if you don’t feel confident.
      5. Pretend: Find a friendly face in the audience and pretend you’re only talking to that person.
      6. Practice: Join a debating team, dare yourself. To speak up in class, give a speech in front of a mirror. The more opportunities you have speak in public the easier it gets.
      7. Biggest asset: Self-confidence. Actas though you have a right to be there-because you do.

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