LC Developing Skills for Psychologists/Neuroscientists 1

LC Developing Skills for Psychologists/Neuroscientists 1

• This course covers skills for taking notes in lectures, preparing for assessments, and learning from feedback.
• A key aspect of note-taking is tailoring your method to the purpose; taking notes for oneself differs from taking meeting minutes.
• Task-switching significantly impacts performance, so it's generally best to focus on one task at a time.
• Good note-taking is essential for managing lecture information.
• Various note-taking techniques exist, and students may find different methods effective depending on the information.
• Evidence on note-taking is mixed; some studies show benefits, while others show negative consequences on retention, depending on lecture delivery style and complexity.
• Crucial skills include comprehension of lecture material, identifying key points, paraphrasing, and relating to prior material.
• Students should consider marking criteria, assessing academic skills, and considering how usefulness will extend into future employment.
• Marking criteria for essays and quantitative reports were reviewed, asking students to consider which academic skills are assessed and the long-term application of those skills in employment.

Lecture Overview

• The lecture covers note taking in lectures, preparing for assessments, and learning from feedback.

Taking/Making Notes

• Ensure your note-taking approach suits your purpose.
• Taking notes for yourself vs. taking notes for others requires different methods.
• Note-taking situations for others (e.g., minutes) differ from note-taking for personal use
• Task-switching significantly reduces performance, especially in non-automated tasks (e.g., tasks in which only one procedure can be used).
• Follow good advice, be aware of bad advice
• Develop self-guided assessment of note-taking effectiveness.

Good Advice?

• Note-taking effectiveness is more about comprehension than technique.
• Even experimenting with not taking notes (only listening actively) can be valuable, especially when combined with reviewing notes afterwards or during revision.
• Stress regarding note-taking can be unproductive.

The Importance of Note-Taking

• Recent research has limited support for the use of note-taking.
• Evidence for note-taking varies depending on format and delivery.
• Cognitive processes, including comprehension, and transformation, key for effective note-taking.

Preparing for Assessments

• Reviewing prior marking criteria is crucial for essay and quantitative report assessments.
• Identifying the academic skills assessed and future employment applicability are key considerations
• Students need to be reflective about their skills.

Marking Criteria

• Criteria for essays and quantitative reports were examined to help students grasp the academic skills needed and the transferable skills in the context of a current work experience.

Essay Marking Criteria

• Detailed criteria were presented for essays, including grading standards like distinction, merit, and pass with different criteria for PGT (M level) students, and UG (C, I, H) students.

Quantitative Report Marking Criteria

• Detailed assessment criteria were displayed for quantitative reports with grading standards for distinction, merit, pass, and fail.

Types of Assessments

• Various assessment types were visually presented, including essays, exams, presentations, and reports.

How Do We Assess at University?

• Detailed process for marking student submissions, including logging, calibration, reviews, and feedback.
• 15-20 working days between submission and feedback is typical for some modules.

Learning from Feedback

• Students need to reflect on their strengths and weaknesses through feedback
• Effective feedback helps students improve understanding of the assessment criteria and their own work and boost confidence.

Different Types of Feedback

• Formative feedback is received before submission to aid in development.
• Summative feedback evaluates performance against learning outcomes and grades the assignment.
• Feedback should be treated as a way to improve.

What Can Effective Feedback Do?

• Effective feedback raises students' awareness of strengths, boosts confidence, provides guidance for improvement, and enhances self-assessment skills.

Features Underpinning Student Feedback Literacy

• Feedback appreciation and recognition from diverse sources are crucial.
• Making judgments with regards to received feedback and peer feedback discussions.
• Managing negative emotions resulting from receiving criticism during reviews.
• Acting on feedback by drawing inferences and adapting future work for improvement.

What Will My Feedback Look Like?

• Sample feedback provided gives insight into expected comments regarding knowledge and understanding, analysis, referencess, structure, and language.
• This sample feedback shows a common marking rubric format for this specific module where feedback suggests areas for improvement.

Action Plan for Using Feedback

• A 5-step strategy was shown to help students understand and use feedback efficiently to improve future performance.
• Understanding the reasoning behind each comment in feedback is critical.

Using Feedback - A Short Guide

• Feedback is fundamental to academic advancement, and understanding feedback is vital to success.
• Feedback is a learning opportunity, and feedback can be difficult.
• Feedback from tutors can be either summative or formative.

ASC Using Feedback Resources

• Various resources, including video tutorials and a guidebook, help students enhance their understanding of feedback and its application to improve future work.

Any Questions?

• Open forum for students to ask questions after the session.

This quiz focuses on essential skills for note-taking and academic preparation tailored for psychology and neuroscience students. It explores técnicas, task-switching impacts on performance, and effective methods for understanding lecture materials. Engaging with this content will enhance your learning efficiency and assessment readiness.