Learning Styles, Time Management And Reflection - 1989 Words

Study Skills INTRODUCTION The purpose of this essay is to cover 3 key areas in Study Skills that will aid the author to develop both in life, and in higher education. Cottrell (2008) suggests a skill is a learned activity.-something you can develop through practice and reflection. You can fine-tune skills, including study skills, just as runners perfect their movement, breathing and pacing. There are many different reflection frameworks to use when learning and one of these frameworks will be discussed in further, detail that aided the author to develop further within the Study Skills module. Reflective practice began with the oxymoron of certain uncertainty which is at the heart of reflective practice. (Bolton 2010) The three areas the author has chosen to discuss are Learning Styles, Time Management and Reflection. These three areas have enabled the author throughout the module, develop as a learner in higher education in preparation for the Return to Practice nursing course. The author has been away from study for several years so this Study Skills module will assist the writer to become familiar once again with higher academic study and succeed in becoming a staff nurse once more. The author kept a learning journal week by week of the progress made throughout the study skills module, this has enabled the author to identify the strengths and weaknesses in relation to studying. It is paramount as Healthcare Professionals to keep up-to-date with continuous professionalShow MoreRelatedA Personal Reflection of the Visual Learner1198 Words   |  5 PagesA Personal Reflection of the Visual Learner: Self-Assessment and Reflection Paper. Vivian Hamilton August 16, 2014 Professor: Jon Vernon Com/516 Personal Learning Style â€Å"Vision is the art of seeing the invisible† quoted by Johnathan Swift. I am a visual thinker. This learning style is personal to me because not only do I process given information visually I perceive everything as a visual learner. 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Patricia Cross, Higher Education Professor Emeritus, writes, What we know about student learning is that students who are actively engaged in learning for deeper understanding are likely to learn more than students not so engaged. So student learning results from student engagementà ¢Ã¢â€š ¬Ã¢â‚¬ the combination of time and energy committed. Therefore, if we are to stimulate student learning, we have to persuade our students to commit their time and energy. We must try