Private: Learning Essentials – Learning to Learn

Lesson 1 – How to improve your reading skills
12 Topics
Introduction and overview
What is “reading”?
Types of reading – part 1
Types of reading – part 2
Speed reading – part 1
Speed reading – part 2
Managing your environment
SQ3R
Reading electronic materials
Summary
End of lesson activities
End of lesson assessment
Lesson 2 – How to Improve your Memory and Mental Agility
11 Topics | 1 Quiz
Introduction and overview
The Relevance of Memory to Learning and Work
Memory in a Nutshell
Knowing Your Mind
“The Seven Habits of Highly Effective People”
Recitation
Mind maps and Mnemonics
Practical Tips for Improvement
Forgetting
Summary
End of lesson activities
End of lesson assessment
Lesson 3 – How to improve your study skills
12 Topics
Introduction and overview
Preparation
Learning styles
Principles of planning for study
A study plan
A model for study
Resources and information sources
Concentrating on your study
Motivation
Summary
End of lesson activities
End of lesson assessment
Lesson 4 – How to Improve Your Time Management for Learning Skills
12 Topics
Introduction and overview
Learner Competencies
Planning Part 1 – Principles
Planning Part 2 – Scheduling
Goal setting for learning
Action Planning and To Do Lists
Prioritisation
Obstacles to achievement
PDPs and CPD
Summary
End of lesson activities
End of lesson assessment
Lesson 5 – How to Improve Your Exam Skills
12 Topics
Introduction and Overview
Knowing About The Exam
Exam Preparation – The Practicalities
Revision – A Timetable
Revision Techniques
Exam Papers
Before The Exam Dealing With Nerves
Problems With Exams and Some Solutions
Maximising Exam Performance
Summary
End of Lesson Activities
End of Lesson Assessment
Previous Topic
Next Topic

Learner Competencies

Good learners
We will begin this section by asking what you think makes a good learner? Someone who:

  • Can read quickly?
  • Has good listening skills?
  • Can put into practice what they have learned?

It has been said in various guises and descriptions over the centuries and millennia that when it comes to studying and learning:

When I SEE I remember 20%

When I HEAR I remember 40%

When I DO I remember 50%

When I SEE, HEAR and DO I remember 90%

An important principle of time management for learning is to know which learning activities produce the highest performance so that you can build opportunities for such activities into your schedule.

Organisation of time for learning will be more productive if you focus on activities that incorporate the areas with the highest percentages. It is therefore important to choose your learning material that includes some or all of these elements.

Can you identify some examples of “doing” in the context of learning, whether it is study for a professional qualification, an online course or other type of learning activity?

Broadly speaking, being able to take what we have seen or heard and then applying it in some way – whether in a real life or practice situation – will amount to the “doing“. This is actually the underpinning concept of coaching – giving someone a chance to have a go.

In an online course “doing” will involve getting involved in the questions and interactive elements of the programme.

Competencies explained

Within the financial services sector we often hear the term “competence”, often in the context of Training and Competence – one of the FCA’s regulatory requirements.

So which key competencies do you think you need to be an effective manager of learning time?

Here is a list of suggestions:

  • Decision making – what to study and when, what is relevant and how
  • Organisation – balancing life, preparing materials and resources, planning
  • Prioritisation – knowing what comes first and what is less important, balancing urgency with importance
  • Self-discipline – keeping focused and on track, resisting boredom and distractions
  • Goal setting – having a goal and a vision on which to focus and around which to devise a schedule for learning

Each of these competencies will be examined as they emerge throughout this lesson.