Column A Tick if the statement is generally true of you.
Column B Rate how important it is to acquire this skill: 6 = unimportant; 10 = essential.
Column C Rate how good you are at this skill now: 1 = very weak; 5 = excellent.
Column D Subtract the score in column C from column B (B–C). Items with the highest scores in column D are likely to be priorities. Then turn to page 36.
Later in the term, do this exercise again. Compare
your ratings, then and now.
Study-skills statements
|
A
This is true
(✓)
|
B
Skill needed? (scale 6–10)
|
C Current ability? (scale 1–5)
|
D Priority (B–C)
|
I am
aware of how I learn best, and how
to reflect upon and
evaluate
my own work
|
||||
I am
well motivated and know how to set myself
manageable goals
|
||||
I have good time and space
management skills, and am able
to organise my workload
|
||||
I have strategies for getting going with a new task or assignment
|
||||
I am confident of my research skills
|
||||
I am
aware of which
strategies suit me best for reading under
different conditions
|
||||
I am
able to make, organise, store, find and use my notes
effectively (checklist, page 127)
|
||||
I am
able to use lecture
time effectively and get the best out
of lectures
|
||||
I know how to prepare
for and deliver oral presentations,
playing to
my strengths (page 113)
|
||||
I know how to make
the most of groupwork and
seminars
(sub-skills list, page 108)
|
||||
I am
able to manage a range of writing tasks
appropriately (sub-skills list, page 144)
|
||||
I know how to use IT to help
in academic study
|
||||
I am
able to think
critically and analytically, and evaluate my own and
other
people’s arguments
|
||||
I have good memory strategies
|
||||
I have good revision strategies and
exam techniques (sub-skills list, pages
260 and 266)
|
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