UED 102

December 11, 2023

UED 102

INTRODUCTION

ASSALAMUALAIKUM

My name is Najwa Arifah binti Nurul Hisham. I am a student who currently study at UiTM Pahang, Campus Jengka. Now I’m just being one of the undergraduate in Diploma in Science . One of the most important purpose i’m doing this portfolio is to introduce the student about Ued 102 or well known with soft skills . Ued 102 provides students with learning skills essential for varsity life , which should be within each student .

CONTENT OF UED 102

ITEMS :✔✔

1. Learning Style Inventory
2. Goal Statements – The Five Step Approach
3. Fixed-Commitment Calendar
4. Job Task Analysis
5. Prioritized To-Do List
6. Memory Strategies
7. Organizational Strategies
8. Concentration Strategies
9. Concentration Chart
10. Reading Text
11. Note-Taking Strategies
12. Note-taking Exercise using the Cornell Method
13. GPA Worksheet

Module 1 : Learning Style Inventory

8 STEP COLLEGE SUCCESS

Attend all classes
Become an active learner
Participate in class
Get to know your lecturers
Form study group with friends
Stay up to date with your work
Be receptive to change
Work hard this semester

Answer the questions to the best of your ability. Mark YES or NO response.

1. I prefer watching a video to reading. YES NO
2. When I sing along with my CDs or the radio, I know the words to the songs. YES NO
3. I have athletic ability. YES NO
4. I can picture the setting of a story I am reading. YES NO
5. I study better with music in the background. YES NO
6. I enjoy hands-on learning. YES NO
7. I’d rather play sports than watch someone play them. YES NO
8. Reading aloud helps me remember. YES NO
9. I prefer watching someone perform a skill or a task before I actually try it. YES NO
10. I color-coordinate my clothes. YES NO
11. I’m good at rhyming and rapping. YES NO
12. Use phrases like: “I’ve got a handle on it,” “I’m up against the wall,” or “I have a feeling that . . .” YES NO
13. I need to look at something several times before I understand it. YES NO
14. I prefer having instructors give oral directions than written ones. YES NO
15. I have difficulty being still for long periods of time. YES NO
16. I use phrases like “I see what you’re saying,” “That looks good,” or “That’s clear to me.” YES NO
17. I’m good at figuring out how something works. YES NO
18. I can understand a taped lecture. YES NO
19. It’s easy for me to replay scenes from movies in my head. YES NO
20. I enjoy studying foreign languages. YES NO
21. I would rather conduct my own science experiment than watch someone else do it. YES NO
22. I would rather paint a house than a picture. YES NO
23. I enjoy studying in groups. YES NO
24. I prefer to have written directions to someone’s home. YES NO
25. I can look at an object and remember it when I close my eyes. YES NO
26. I have musical ability. YES NO
27. When I study new vocabulary, writing the words several times helps me learn. YES NO
28. I can imagine myself doing something before I actually do it. YES NO
29. I use phrases like “That rings a bell,” “I hear you,” or “That sounds good.” YES NO
30. I enjoy building things and working with tools. YES NO

SCORING YOUR INVENTORY

Tally your responses by adding up only the YES answers. Put the number of the question in the appropriate box. For example, if you answered questions number 9 with a yes, write 9 in the VISUAL box. If you answered number 11 with a yes, write number 11 in the AUDITORY box. If you answered number 7 with a yes, write 7 in the KINESTHETIC box. Add up the number of questions in each box and write a total for each one. This will determine your preferred learning style. Don’t worry if a dominant mode doesn’t emerge. You’re a versatile learner! Use the knowledge you gain to create excellent study tools, the ones that are right for you. Chart your answers below.

Visual Style: Questions 1, 4, 9, 10, 13, 16, 19, 24, 25, 28
Auditory Style: Questions 2, 5, 8, 11, 14, 18, 20, 23, 26, 29
Kinesthetic Style: Questions 3, 6, 7, 12, 15, 17, 21, 22, 27, 30

Visual : 8 Auditory : 8 Kinesthetic : 6

The highest score indicates your preferred learning style. If you have a high score in more than one area, you’re using additional modalities. Remember that there are no wrong answers to this inventory. Everyone is an individual and has her own style of learning.

Characteristics of Visual, Auditory, and Kinesthetic Modes
• Visual learners need to see information. If your preferred style is visual, you have strong visualization skills and can remember objects, shapes, and pictures. You learn by reading, and by watching films, videos, and demonstrations. You can see pictures in your mind.
• Auditory learners need to hear information. If your preferred style is auditory, you have a “good ear” and can hear differences in tones and rhythm. Reading out loud will be beneficial. You can remember what you hear in a lecture.
• Kinesthetic learners need to be physically active and doing things. If your preferred style is kinesthetic, you are a hands-on learner. You have good coordination and learn by doing. You generally have an active approach to learning.

USING MULTI SENSORY LEARNING

Now that you know your learning style(s), you have an idea of the important role your senses play in the learning process. The best strategy is to combine modalities whenever possible. Incorporate visual, kinesthetic, and auditory learning into your study plan. Using combinations will strengthen your ability to retain information. Be creative. Add your own ideas. Here are some strategies:
Visual learners:
• Create mind maps, flow charts, and diagrams using bright colors. Put them where you can view them frequently. • Practice building your visual memory. • Rewrite your notes using different colors.
Auditory learners:
• After you read a page in your textbook, summarize the information out loud in your own words. • Tape your instructor’s lecture, and if you are a commuter, listen to the tape on the way home, either in your car, or on the bus or subway. • Discuss the material that you have been learning with a friend or study group.
Kinesthetic learners:
• Use your hands. Cut up charts and diagrams. Create flash cards and move them around with large, sweeping movements. • Walk and talk the information. Recite as you move. • Type on a computer keyboard. You are using your muscle memory.

Developing Your Style: Combining Visual, Auditory, & Kinesthetic Modes

Additional ways you can use multi-sensory learning:

• Use background music (no lyrics to distract you) when you study. Choose a piece of music for a particular subject. Every time you study that subject, play the music. You are creating an association for your subconscious mind. You may be surprised to discover how much of the information you remember when you play the music by itself. You are combining Visual and Auditory modes.

• Use rap or rhyme to memorize information. To add Kinesthetic to this Auditory mode, walk, dance, or clap when you sing.

• If you are athletically inclined, dribble a basketball while you recite information. You are combining Auditory and Kinesthetic modes.

• Study with a partner or in a group. Discuss the information. Hold up flash cards diagrams, hierarchies, and mind maps to test each other. This combines Visual and Auditory modes.

• Put yourself in the picture. You can do this with a subject like history; participate in a battle or a significant meeting such as the signing of the Declaration of Independence. Ask yourself how you feel. This combines Visual and Kinesthetic modes.

• Make up your own strategies. Incorporate multi-sensory learning into your studies.

Additional Strategies:

• If you are learning a new vocabulary word or math formula, write it in the air using large, sweeping movements. Close your eyes and see it in your mind’s eye. Say the words out loud. You are combining V, A, and K modes.
• Use the sense of smell. One student created olfactory (smell) associations by using scented pencils for studying. He used a grape pencil for one subject and a chocolate one for another. When taking an exam, he used the appropriate pencil to help him recall information. He combined V and K and added an additional sensory mode.
• Use 5- by 7-inch flash cards to self-quiz. Use different and bright colors for each side. Lay them on a desk or table. Move them around and put them in different places as you study, or create a game with them. Place them into different categories in a hierarchical fashion such as “don’t know,” “review,” and “need to study more.”
• Create your own auditory notes using a tape recorder.

My Personal Learning Style Plan:
Choose for the suggestions listed above 4-5 techniques you will try this quarter as you study for classes. List them here as an action plan detailing how you will incorporate multi-sensory learning into your study time.

Module 2 : Goal Statement

SMART GOAL FORM

1 Specific
Create goals that are clear and well-defined, focusing on what you want to achieve.
2 Measurable
Set goals that can be tracked and evaluated to determine your progress.
3 Achievable
Ensure that your goals are realistic and within your capabilities.
4 Relevant
Align your goals with your values and aspirations to maintain motivation.
5 Time-bound
Establish a deadline or timeframe to keep yourself accountable and maintain momentum.

LONG TERM AND SHORT TERM GOAL
Long-term goals is the objective of the goals that you set end of the year for yourself for four or five years from now, or even for a lifetime.
Short-term goals means we can set for an hour from now, end of day or semester.
ACADEMIC AND PERSONAL GOALS
ACADEMIC GOALS is something that related with our works. Such as for students, we must completing assignment and preparing for exam.
PERSONAL GOAL is something that related with our daily life.
5 STEP APPROACH TO SETTING GOALS

TENTATIVE GOAL STATEMENT
LIST OF OBSTACLES
LIST OF RESOURCES
REVIVE GOALS STATEMENT
POLISHED GOALS STATEMENT

10 STEP APPROACH TO SETTING GOALS

Be selective in choosing classes
Go to all classes and take note
Keep up with your reading assignment
Learn to say ‘no’
Create a good study environment
Set realistic grade goals
Study for exams
Learn to predict exam questions
Relax when taking exams
Go to college learning center when we need help

Module 4

DEFINITION OF TIME
TIME is a stubborn illusion.

Noun – the indefinite continued progress of existence and events in the past,

present, and future

Verb – plan, schedule, or arrange when

(something) should happen or be done

TIME MANAGEMENT is the ability to use one’s time effectively or productively, especially at work.

5 STRATEGIES (STUDY SYSTEM)

Weekly schedule
Daily planner
Semester calendar
Academic vs personal life
Avoid PROCRASTINATION

PROCRASTINATION is the act of putting off intentionally the doing of something that should be done.

Reason

Perfectionist
Avoid failure
Avoid success
Being rebellious
Feeling overwhelmed
Lazy

Remedy?

Go back to your goal
Alert to deadline
Prioritized
Self rewards

Advantage of being organized

Keep on schedule and meet deadline
Reduce stress – we in control
Complete work without stress
Build your confidence

Module 3

FIXED - COMMITMENT CALENDAR

Module 4

JOB TASK ANALYSIS

Module 5

PRIORITIZED TASK LIST

Module 6

Sensory Memory : Numerous incoming information from 5 senses will be stored in the sensory memory for an instant.

Short - Term Memory : Very limited storage.

Long - Term Memory : Unlimited and large storage.

General Memory Strategies

Spaced Practice
Massed Practice
Break Tasks Down
Repetition
Overlearning

Specific Memory Strategies

Rehearsal Strategies
Elaboration Strategies
Organizational Strategies
Comprehension Memory Strategies
Affective & Motivational Strategies

MEMORY STRATEGY

CONCENTRATION: Focusing your attention on what you are doing.

Strategies to Improve Concentration

Use active learning strategies
Use motivational and organizational strategies
Match your learning style to the task
Create a positive learning environment
Monitor your concentration
Deal with internal distractions

SQ3R: SURVEY - QUESTION - READ - RECITE - REVIEW

SQ3R is a comprehension strategy that facilitates students think about the text they are reading while
they are reading.

✓ Survey: Student review the text to gain initial meaning from the title, subtitle, chapter introduction or lead-in, boldfaced headings, graphs, charts, pictures the final paragraph or summary and end-of-chapter material (Study/discussion questions, vocabulary list).
✓ Question: Student try to form questions based on the preview (Survey).
✓ Read: As student read, they need to look for answers to the questions they formed during their preview of the text. These questions based on the structure of the text, help focus student’s reading.
✓ Recite: after each section, pause. Students will attempt to answer questions formed earlier. If student could not answer, then look back and find the answer in the section. Student should recite and rehearse the answers to their questions. Summarize the information.
✓ Review: After you have finished reading the whole reading assignment, refer back to each heading. Recall your questions and try to answer them. If you cannot recall, go back and find the answer.

Module 7

ORGANIZATIONAL STRATEGIES

Module 8

CONCENTRATION STRATEGIES

Module 9

CONCENTRATION CHART

Module 10

READING TEXT

Activity 12.2: Read and Predict Essay Questions Read and mark the text excerpt “Political Systems in Global Perspective,” in Figure 12.3, and then predict three essay questions. Include at least one broad question.

Module 11

NOTE TAKING is writing down ideas from lectures and readings in our own words.

WHY TAKE LECTURE NOTES

Promotes active listening
Provides an accurate record of information
Provides an opportunity to interpret, condense and organize information
Provides an opportunity for repetition of the material

HOW TO TAKE LECTURE NOTES
PREPARE BEFORE TAKING NOTES
The best way to prepare your note-taking activity is to READ the text assignment BEFORE CLASS.
By reading the text assignment before the lecture you, it will allow you to

build up some background about the topic
have some idea what the lecture is about
identify main ideas of the lecture and organize your notes easier
be familiar with the key terms and names related to the topic

As you walk into the lecture classroom, GET READY to take notes. Sitting in front of the classroom, allows you to see and hear better. You will probably find that other interested and motivated students also tend to sit in the first few rows of the class. While waiting for class to begin, review the notes that you took during the last class meeting.
BECOME AND ACTIVE LISTENER
Strategies for improving listening skills

read the text assignment before the lecture to build background on the topic
review you last set of notes before the lecture begins
sit in the lecturer’s line of vision
decide what you want to listen
focus your attention physically by sitting up and making eye contact with the speaker
focus your attention mentally by eliminating or avoiding distractions
listen with an open mind, setting aside your own biased
control your emotional responses
listen for the main points and related details and take notes
ask and answer questions
monitor your listening. Check with lecturer or a classmate (at the end of the
lecture) if you’re unsure of some of the information