Bpe 3
- 4. Deep Approach Seeking Meaning Score= 15 75% Relating ideas Score= 15 75% Use of evidence Score= 16 80% Interest in ideas Score= 20 100% TOTAL DEEP (80)= 66 82% Surface Approach Lack of purpose Score= 17 85% Unrelated memorising Score= 5 25% Syllabus-boundness Score= 10 50% Fear of failure Score= 14 14% TOTAL SURFACE (80)= 46 57% Strategic Approach Organised studying Score= 15 75% Time management Score= 11 55% Alertness to assessment demands Score= 14 70% Achieving Score= 7 35% Monitoring effectiveness Score= 13 65% TOTAL STRATEGIC (100) = 60 60%
- 5. Room for Improvement Seeking meaning Lack of purpose Achieving
- 6. Usually set out to understand for myself the meaning of what we have to learn. • There is not much of the work here that I find interesting or relevant • I’m not really interested in this course, but I have to take it for other reasons. It’s important to me to feel that I’m doing as well as I really can on the courses here
- 7. Improvement plan • There is not much of the work here that I find interesting or relevant • I’m not really interested in this course, but I have to take it for other reasons. Watching movies Reading books Following the news
- 8. Deep Approach Seeking Meaning Score= 8 40% Relating ideas Score= 12 60% Use of evidence Score= 5 25% Interest in ideas Score= 9 45% TOTAL DEEP (80)= 34 42.5% Surface Approach Lack of purpose Score= 19 95% Unrelated memorising Score= 13 65% Syllabus-boundness Score= 16 80% Fear of failure Score= 19 95% TOTAL SURFACE (80)= 67 83% Strategic Approach Organised studying Score= 15 75% Time management Score= 14 70% Alertness to assessment demands Score= 16 80% Achieving Score= 13 65% Monitoring effectiveness Score= 6 30% TOTAL STRATEGIC (100) = 64 64%
- 9. Room for Improvement Monitoring effectiveness Use Of Evidence Lack Of Purpose
- 10. Use of evidence(25%) • Look at evidence carefully and reach my own conclusion about what I’m studying (2) • Find myself questioning things I hear in lectures or read in books (1) • Examine the detail carefully to see how they fit in with what’s being said(1) • Follow the argument, or to see the reason behind things (1) Monitoring effectiveness(30%) • Go over the work I’ve done carefully to check the reasoning and that it makes sense (1) • Think about what I want to get out of this course to keep studying well focused (2) • Think first how best to tackle an assignment or exam question before starting work on it (2) • When finish a piece of work, check it through to see if it really meets the requirement (1) Lack of purpose(95%) • Often wondering whether the work I am doing here is really worthwhile (5) • There’s not much of work that I find interesting or relevant (5) • I sometimes wonder why I ever decided to come here(5) • Not really interested in this course , but I have to take it for other reasons(4)
- 11. Improvement plan Use of evidence: • Read books or slides before go to class and try to scan , skim the key word • Ask and exchange with the teachers and friend • Listen carefully teacher commented someone Monitoring effectiveness: • Always check carefully the work you have done • Read clearly the requirement before doing some work • Consult the previous year student to have more experience Lack of purpose: • Follow the news everyday to know the world situation • Watch some videos or movie about the subject • Learning in groups or participate in academic forums
- 12. Deep Approach Seeking Meaning Score= 8 40% Relating ideas Score= 11 55% Use of evidence Score= 14 70% Interest in ideas Score= 18 40% TOTAL DEEP (80)= 51 63% Surface Approach Lack of purpose Score= 17 85% Unrelated memorising Score= 10 50% Syllabus-boundness Score= 9 45% Fear of failure Score= 13 65% TOTAL SURFACE (80)= 49 61% Strategic Approach Organised studying Score= 13 65% Time management Score= 9 45% Alertness to assessment demands Score= 11 55% Achieving Score= 14 70% Monitoring effectiveness Score= 14 70% TOTAL STRATEGIC (100) =61 61 % TRUNG’s
- 13. Room for Improvement Seeking meaning Alertness to assessment demand Lack of purpose
- 14. Seeking meaning 40% - Understand the meaning of what we have to learn ( 2 ) - Find out exactly what the author means when reading an article or a book ( 2 ) - Reflect on what you are trying to learn ( 2 ) - Work out what lies behind a problem or assignment before tackling it ( 2 ) Alertness to assessment demands 55% - Keep in mind how best to impress the marker ( 3 ) - Look carefully at tutor’s comments to see how to get higher marks next time ( 2 ) - Keep in mind what the marker are likely to be looking for in an assignment ( 3 ) - Concentrate on what lecturers seem to think is important ( 3 ) Lack of purpose 85% - Often wondering whether the work you’re doing is really worthwhile ( 4 ) - Find not much of the work interesting or relevant ( 4 ) - Sometimes wonder why I’ve ever decided to come here ( 4 ) - Not really interested in this course but have to take it for other reasons ( 5 )
- 15. Improvement plan - Review and rewrite lecture notes after class. - Create a system for recording and storing notes. - Spend extra time reading relevant books and articles - Eliminate distracting factors (phone, texts) while studying - Reach out to a teaching assistance. - Pay attention to tutor’s comment on your work. - Analyzing the requirements carefully before working. - Getting social supports (friends, family, teachers). - Setting realistic expectations. - Focus and give more effort into learning
- 16. Deep Approach Seeking Meaning Score= 13 65% Relating ideas Score= 8 40% Use of evidence Score= 12 60% Interest in ideas Score= 9 65% TOTAL DEEP (80)= 42 52.5% Surface Approach Lack of purpose Score= 16 80% Unrelated memorising Score= 12 60% Syllabus-boundness Score= 17 85% Fear of failure Score= 19 95% TOTAL SURFACE (80)= 64 80% Strategic Approach Organised studying Score= 19 95% Time management Score= 16 80% Alertness to assessment demands Score= 14 70% Achieving Score= 16 80% Monitoring effectiveness Score= 10 50% TOTAL STRATEGIC (100) = 75 75%
- 17. Room for Improvement Alertness to assessment demands Relating ideas Syllabus-boundness
- 18. Alertness to assessment demands 70% - Look carefully at tutor’s comments (3) - Concern about who is going to mark an assignment and what are they looking for (2) Relating ideas 40% - Like to play around with ideas even if they do not get very far (1) - Ideas in books or articles often set off on long chains of thought (1) - I try to see how all the ideas fit together when working on a new topic (2) Syllabus-boundness 85% - Tend to read very little beyond what required to pass (4) - Like to be told what to do in essays or assignments (4) - Gear studying close to what seems to be required for assignments or exams (4)
- 19. Improvement plan Alertness to assessment demands - Read books or slides of the lecture before classes. - Spend more time doing workshop - Look carefully at feedback after an assignment or course work Relating ideas - Take note every keywords during the lesson - Memorize important information, spend at lease 1 hour at home to review - Do not waste too much time on facebook, youtube, games, etc. - Stay relax, avoid stress Syllabus-boundness - Listen carefully to teacher’s guild - Find and read about reality events that link to lesson - List important drop dates