BEHV1021
TheIndividualinSociety2023
Workbook
Tutorial1
Reflection(LearningJournal)1Preparation
Writtenand compiledbyDrTimGriffin&DrSkyHugman
SchoolofSocialSciences
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Thepurposeof Tutorial1 isto help youtoprepare forReflection(LearningJournal)1
Reflection(LearningJournal)1preparation
Youwillneedtorefertothefollowingresources:
ThisTutorialWorkbook–withfilled-inboxes;
Thetextbook;
The LearningGuide;
OnlineTopic–TheScienceofPsychology
Thereadingsinthisworkbook
ReviewtheLearningGuide–Reflection(LearningJournal)1(pp.8-9).
WhatisthetitleoftheReflection(LearningJournal) 1?
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ReadingsforReflection(LearningJournal)1
ThereadingsforTutorial1are:
1. Textbook– Chapter1
LevelsofAnalysis
Passer,SmithandNorris(2016)pp.13-14;25-27(thisisthee-textbook)
Thistextbookhasasectionon:
Applyingpsychologicalscience:how toenhanceyouracademicperformance
pp (enterthepagenumbers).
Thefollowingreadingsaresuggestedreadings.Youwillneedtodrawontwoofthese(andthetextandlectures)whenyoucompleteLearningJournal1.
Thisarticle‘6commoncausesofprocrastination:Therootsofprocrastinationaremorecomplexthanyoumightguess’athttps://www.psychologytoday.com/au/blog/in-practice/201910/6-common-causes-procrastination
This article‘The sciencebehindbadhabits andhowtobreak them:Researchrevealsthreesimplestepstoteachyourbraintobreakbadhabits’athttps://www.psychologytoday.com/au/blog/the-craving-mind/201908/the-science-behind-bad-habits-and-how-break-them
This article ‘I’ll get to It tomorrow: Procrastination in online learning’ athttps://elearningindustry.com/procrastination-in-online-learning
Thisarticle‘5waysphysicalactivityboostsyourmentalhealth’athttp://www.sportpsychologytoday.com/sport-psychology-for-athletes/5-ways-physical-activity-boosts-your-mental-health/
This QBI publication ‘The Brain Issue 2, Learning and Memory’ especially the section onScience based tips to improve learning athttps://qbi.uq.edu.au/brain/learning-memory/science-based-tips-improve-learning
This PsychologyTodaypublication‘5Science-BasedTips toBoostSelf-Motivation:Simplestrategiestoboostyourmotivation’athttps://www.psychologytoday.com/au/blog/click–here–for–happiness/202212/5–science–based-tips-to-boost-self-motivation
This Psychology Today publication ‘What is Motivation? You May Have Been ThinkingAbout it Wrong athttps://www.psychologytoday.com/intl/blog/automatic-you/202203/what-is-motivation-you-may-have-been-thinking-about-it-wrong
This Blogfrom PositivePsycholgy‘Whatis Self-EfficacyTheoryinPsychology?’ athttps://positivepsychology.com/self-efficacy/
This Blog from PositivePsychology‘4 WaystoImproveSelf-Efficacy’athttps://positivepsychology.com/3-ways-build-self-efficacy/
ThisBlogfromPositivePsychology‘TheScienceandPsychologyofGoalSetting’athttps://positivepsychology.com/goal-setting-psychology/
This videoIntroductiontoVisualNoteTakingathttps://www.youtube.com/watch?v=uIfOdlthUAQ
ThesereadingsarealsoavailableintheReadingslistonvUWS.
Inthenextsection/swe’llexplorehowtocorrectlyreferencetheseresourcesunderdifferentreferencingstyles(WSUHarvardandAPA).
Referencing
ThissectioncontainssomequestionsandactivitiestohelpyoulearnhowtoreferenceforReflection(LearningJournal)1.
A good place to start is RefQuest, an online educational game that has been developedtohelpstudentsbuildtheirreferencingskillswhilststudyingatWestern.
https://refquest.westernsydney.edu.au/
Quickquizonreferencing
Answerthesequick questions about referencingfor Reflection 1.
| 1. Referencingthoroughly(in-textandinthereferencelist)meansthatI amacknowledgingalltheideasandinformationIhaveusedfromtheworkofothers. | True/False |
| 1. Acknowledgingtheworkofothershelpsmetoavoidplagiarism. | True/False |
| 1. Studentsmayshareandcopytheworkofeach other. | True/False |
| 1. I can find referencing information for the textbook in thetextbookcontentsand atthestartofeachtext bookchapter. | True/False |
| 1. ThisisthelinktotheLibraryreferencingguides:http://library.westernsydney.edu.au/main/guides/referencing-citation | True/False |
| 1. IfIneedhelpwithreferencing,IcanaskaStudySmartAdvisorintheLibrary. | True/False |
| 1. IDONOThavetoreference in-texteverytimeIwritedownapieceof informationoran ideafromoneofmyreadings. | True/False |
| 1. I should reference in-text where I write the information I amreferencing,whereverintheparagraphthatis. | True/False |
| 1. IDONOThavetoincludeapagenumberin-textwhenIwriteaquote. | True/False |
| 1. The referencelistattheendoftheassessmentdoesNOThave tobeinalphabeticalorder. | True/False |
Scholarlywritingadherestotheprincipleofacademicintegrity.
Discussinganddebatingpublishedacademicideasandresearchisthecoreofacademicwriting.Itmustbecleartoyourreaderwhichideasandwordsareyours,andwhichbelong to other authors. This is indicated in academic writing by‘referencing’(alsocalledciting). Referencingisalso asystemforsharinginformationandideas;yourreadermust beable tofindanypublicationorauthoryouciteinthebodyofyourassignmentbythedetailsyoumustincludeinyourreferencinglist.
Beawarethatpresentingotherpeople’swordsandideaswithoutattributionbyreferencingisabreachofacademicintegrityandistakenveryseriouslyintheacademiccommunity.
Inappropriateacademicbehaviourcanoccurwhentwoormorestudentssubmitsimilarwork.Anexampleisifastudentpassesoffanotherstudent’sworkastheirown.
Studyingtogetherisonething,submittingverysimilarworkisanotherandpotentiallyinappropriate academic behaviour.Past and current students in a unit shouldnot share their work with other students.If that work is re-used for anassignment,boththestudentwhosubmittedtheassignmentandthestudentwhoprovidedtheassignmentcouldbecalledinundertheAcademicMisconductRule.
YoucanaccesstheWSUStudySmartplatformifyouarehavingtroublereferencingorneedresourcesandinformationaboutacademicwriting.https://www.westernsydney.edu.au/studysmart
Reviewthe sectionintheLearningGuideonAcademic IntegrityinStudentMisconductRule(p.3).
Intheboxbelowwritedown whatacademicintegritymeanstoyou.
See:https://westernsydney.edu.au/studysmart/home/study_with_integrity
Becarefulofinternetsitesthataskyoutoshareyourworkinexchangeforotherassignments.Usingthesesitesoftenresultsinbreachesofacademicintegrity.
Sometimesstudentsstruggletryingtofindideasfortheirassignments.Sometimestheytypetheassignmentquestionintoasearchengine.Thisoftenresultsinlinkstopastassignments.Theythenuseideasandwordsfromtheseassignmentsintheirownwork.Whymightthisbeaproblem?
Turnitin
MostassignmentsyouwillsubmitwillbethroughTurnitin.Turnitinmatchesthetextofyourassignmenttoalargerepositoryofresources,includingotherstudents’assignmentsfrompreviousyears.
Ifyoudraftyourassignmentsearlyenough,youcansubmittoTurnitintoseewhatyour matchesare andwhetheryoushould beparaphrasing orputting thewordsofanotherauthorinquotationmarks.
WeuseTurnitinto see howmuch of students’assignmentsmatchwith othersources.
YoucanfindoutmoreaboutTurnitinhere:
https://library.westernsydney.edu.au/students/academic-integrity/turnitin_student_support
Elementsofreferencing
Whenyoureference,youuseelementsofinformationfromthepublicationdetailsinyourreferences,bothinthereferencelistandinthetextofyourassessments.
The information below is taken from I:Cite on the Library website, which is a goodresourcethatprovidesinteractivereferencingexamples:
https://library.westernsydney.edu.au/your-library/tools_and_apps/referencing-citation
Itshowstheelementsyoushoulduseina referencelistentryforachapterinaneditedbook,whichiswhatthetextbookis.
Youhavebeengivenalltheinformationyouneedtoreferencethetextbookforthisunit.Inthefuture,youmaynotbegivenasmuchinformation,soitisusefultounderstandwhattheelementsofreferencingare.
You will also see from the examples that there are format rules for reference lists. ForAPA, you use a“hanging indent” (where the lines after the first line are indented) andthelinesaredoublespaced.
ForWesternSydneyUniversityHarvardstyle,linesaresinglespaced,withadoublespacebetweenentries.Thereisnoindent.
Therearealsodifferencesinwhatpunctuationisused(commas,parentheses,etc.),andwheretheelementsarelocatedrelativetoeachother.
APA
Elements
Author(s)ofchapter.(Yearofpublication).Titleofchapter.InEditor(s)(Ed[s].),Titleofbook(pagesofthechapterreferredto). Place ofpublication:Publisher.
Textbookreference:
Passer, M. W., Smith, R. E., & Norris, K. (2016). The science of psychology. In T. Griffin(Ed.),101557: The individual in society, (3rd ed., pp. 5-34). North Ryde,Australia:McGrawHillAustralia.
WesternSydneyUniversityHarvardstyle
Elements
Author(s) of chapter/article, Initial(s) Year of publication,‘Title of chapter/article’, inEditor(s)(ed.),Titleofbook,Publisher,Placeofpublication,pagesofthechapter/articlereferredto.
Textbookreference:
Passer, MW, Smith, RE & Norris, K 2016,‘The science of psychology’, in T Griffin (ed.)101557:theindividualinsociety,3rdedn,McGrawHillAustralia,NorthRyde,Australia,pp.5-34.
Usingtheinformationaboutelementsofreferencing,fillinthequestionsbelow(youranswerswillbeslightlydifferentdependingontheeditionyouhave).
Whatisthenameofthetextbook?
Whatisthenameofthefirstchapter?
Whoistheeditorofthebook?
Whoarethe authorsofthefirstchapter?
Whatarethepagenumbersofthefirstchapter?
Whatisthepublication date?
Whoisthepublisher?
Whatisthelocationof thepublisher?
Referencingin-text
Whenyouuseinformationfromthetextbook,orotherreadings,inyourassignment,youshouldincludeareference(in-textcitation).
Usetheexamplesintheboxbelowtowriteintheelementsyouneedinordertomakeacorrectlyformattedcitation.Includeauthornames,publicationdate,andanypunctuationyouneed,likecommasifneeded,parentheses(roundbrackets),andfullstops.
UseeitherWesternSydneyUniversityHarvardStyleorAPAreferencingstyleforReflection(LearningJournal)1.
Forthisactivity,choosethereferencingstyleyouwillbeusingfortheassignment.
Hint: Youwillfindtheinformationatthe startofPasser,SmithandNorris(2016)(textbookchap.1).
Quoting
Whenyouquote, youhavetoincludenotonlytheauthors’familyname(s)andtheyearofpublication,butalsothepagenumber.
Usetheexamplesintheboxbelowtowriteintheelementsyouneedtomakeacorrectlyformattedcitation.Includeauthornames,publicationdate,pagenumber,andanypunctuationyouneed,likecommasifneeded,parentheses(roundbrackets),andfullstops.
The activitybelowcontainsanexample ofanexplanation for thequotethathasbeenincluded:WHYthequotewasused,orwhatisimportantaboutit.
-
Elements
Authornames:Passer,SmithandNorrisPublicationdate:2016
Pagenumber:13
Quotedtext:…arebiologicalcreatureslivinginacomplexsocialworld…
Example1Humansare biological creatures living in a complex social world, which isareasonwhytherearemanyfactorsthatcanexplainhumanbehaviour.Example2Passer,SmithandNorrisstatethatpeoplearebiologicalcreatureslivingina complexsocialworld,whichisareasonwhytherearemanyfactorsthatcanexplainhumanbehaviour.
ReferencingList
ThisishowyouwillreferencethearticlesyouwilluseforReflection1.APA
Ackerman,C.(2019,April2).WhatisSelf-EfficacyTheoryinPsychology?[Blog].
PsychologyToday.Retrievedfromhttps://positivepsychology.com/self-efficacy/
Boyes,A.(2019,October15).6commoncausesofprocrastination:Therootsofprocrastinationaremorecomplexthanyoumightguess.PsychologyToday.Retrievedfromhttps://www.psychologytoday.com/au/blog/in-practice/201910/6-common-causes-procrastination
Brewer,J.(2019,August19).Thesciencebehindbadhabitsandhowtobreakthem:Researchrevealsthreesimplestepstoteachyourbraintobreakbadhabits.PsychologyToday.
Retrievedfromhttps://www.psychologytoday.com/au/blog/the-craving-mind/201908/the-science-behind-bad-habits-and-how-break-them
Burns,M.(2019,November3).I’llgettoIttomorrow:Procrastinationinonlinelearning.
ELearning Industry.Retrieved fromhttps://elearningindustry.com/procrastination-in-online-learning
ChowdhuryM.R.(2022,February8)4WaystoImproveSelf-Efficacy[Blog].
Retrieved fromhttps://positivepsychology.com/3-ways-build-self-efficacy/
——————————————–
ChowdhuryM.R.(2021,August12)TheScienceandPsychologyofGoalSetting[Blog].
Retrieved fromhttps://positivepsychology.com/goal-setting-psychology/
Davis,T.(2022,December22)5Science-BasedTipstoBoostSelf-Motivation.PositivePsychology.
Retrievedfromhttps://www.psychologytoday.com/au/blog/click-here-for-happiness/202212/5-science-based-tips-to-boost-self-motivation
Eyal,N.(2022,March24)WhatisMotivation?YouMayHaveBeenThinkingAboutitWrong[Blog].
Retrieved fromhttps://www.psychologytoday.com/intl/blog/automatic-you/202203/what-is-motivation-you-may-have-been-thinking-about-it-wrong
Hanson,M.(2019,September30).5waysphysicalactivityboostsyourmentalhealth.SportsPsychologyToday.Retrieved fromhttp://www.sportpsychologytoday.com/sport-psychology-for-athletes/5-ways-physical-activity-boosts-your-mental-health/
Innes,A.(2019,August27).IntroductiontoVisualNoteTaking[Video].YouTube.https://www.youtube.com/watch?v=uIfOdlthUAQ
Lu,D.,&Woodruff,A.(n.d.).Learningandmemory:Fromresearchtopractice(TheBrain,Issue2).PankajSah.Retrievedfromhttps://qbi.uq.edu.au/files/24081/The_Brain_Learning_Memory_QBI.pdf
Harvard
Ackerman,C2019,‘Whatisself-efficacytheoryinpsychology?’PsychologyToday,April2,viewed27August2021,https://positivepsychology.com/self-efficacy/
Boyes,A2019,‘6commoncausesofprocrastination:therootsofprocrastinationaremorecomplex than you mightguess’PsychologyToday,15 October,viewed[insert thedate youaccessedthelinke.g.13March2021],https://www.psychologytoday.com/au/blog/in-practice/201910/6-common-causes-procrastination
Brewer,M2019,‘Thesciencebehindbadhabitsandhowtobreakthem:Researchrevealsthreesimple stepstoteachyourbraintobreakbadhabits’PsychologyToday,August19,viewed[insertthedateyouaccessedthelinke.g.13March2021],https://www.psychologytoday.com/au/blog/the–craving–mind/201908/the–science–behind–bad–habits-and-how-break-them
Burns, M 2019, ‘I’ll get to it tomorrow: procrastination in online learning’ELearningIndustry,21 November, viewed [insert the date you accessed the link e.g. 13 March 2021],https://elearningindustry.com/procrastination-in-online-learning
ChowdhuryM2021,‘TheScienceandPsychologyofGoalSetting’,PositivePsychology,August12,viewed[insertthedateyouaccessedthelinke.g.13March2021],https://positivepsychology.com/goal-setting-psychology/
Chowdhury,M2022,‘4waystoimproveself-efficacy’,PositivePsychology,8February,viewed[insert thedateyou accessedthelinke.g. 13March 2021],https://positivepsychology.com/3-ways-build-self-efficacy/
Davis,T2022,5Science-BasedTipstoBoostSelf-Motivation,PositivePsychology,December22,viewed[insertthedateyouaccessedthelinke.g.13March2021],
https://www.psychologytoday.com/intl/blog/automatic-you/202203/what-is-motivation-you-may-have-been-thinking-about-it-wrong
Eyal, N 2022,WhatisMotivation? YouMayHave BeenThinkingAboutitWrong, PositivePsychology,March24,viewed[insert thedateyouaccessedthelinke.g. 13March2021],https://www.psychologytoday.com/intl/blog/automatic-you/202203/what-is-motivation-you-may-have-been-thinking-about-it-wrong
Hanson,M2019,‘5waysphysicalactivityboostsyourmentalhealth’SportsPsychologyToday,30September,viewed[insertthedateyouaccessedthelinke.g.13March2021],http://www.sportpsychologytoday.com/sport-psychology-for-athletes/5-ways-physical-activity-boosts-your-mental-health/
Innes,A2021,Introductiontovisualnotetaking,27August,onlinevídeo,viewed5September2021,https://www.youtube.com/watch?v=uIfOdlthUAQ
Lu,D&Woodruff,Dn.d.,Learningandmemory:fromresearchtopractice,TheBrain,viewed[insertthedateyouaccessedthelinke.g.13March2021],https://qbi.uq.edu.au/files/24081/The_Brain_Learning_Memory_QBI.pdf
Referencinglecturesandtutorials
You have enough to concentrate on in learning to reference the textbook (an editedbook) the online blog posts and the online articles. You are not, therefore, required tocorrectlyreferencelectureandtutorialcontent.
However,youmustbepreciseinstatingwhichlectureortutorialandexactlywhatcontentyouarereferringto.
Youcould,forexample,saysomethinglike:Inlecturetopic1.3,TimGriffinexplainedhowlevelsofanalysiscanbeappliedtostudyandlearning…
Reflection(LearningJournal)1information
ThissectioncontainssomequestionsaboutinformationintheLearningGuideandMarkingSheet.
Youwillfind informationforReflection(LearningJournal)1in theLearningGuide andtheMarkingSheetinthisTutorialWorkbook.
YourtutorusestheMarkingSheettomarkyourassignment.YoushouldthereforealignyourassignmenttotheMarkingSheet.
FromtheLearningGuide,fillintheblanksbelow
Assignmentduedateandtime:
Howtosubmitassignment:
Maximumnumberofwordsfortheassignment:
Areheadings andthe reference listincludedinthewordcount?
Whatshouldyouincludeintheassignmentfooter?
Do you have any questions about the Learning Guide Reflection 1 information? Writethemhere.
FromtheReflection(LearningJournal)1MarkingSheet(seenextpage),fillintheblanksbelow
Howmanymarksare awarded to eachsectionoftheassignment?
Checkthe LearningGuidetoseehow manywordsareforeach section.
What dothese sayabout where theemphasisoftheassignment is?
WhatquestionsdoyouhaveabouttheAssignment1MarkingSheet?Writethemhere.
Whatconcernsyouaboutthisassignment(ifanything)?
| Reflection(LearningJournal)1-ExploringmyexperiencesoflearningusingtheLevelsofAnalysisframework–weight25% | |||||
| Criteria | Fail | Pass | Credit | Distinction | HighDistinction |
| 1.Now that you knowabout the Levels ofAnalysis, what do youunderstandaboutyourownlearning?(30%) | |||||
Refers to prescribedresources (i.e.textbook,lectures,and2workbookreadings).
Defines a learningbehaviourinrelationtoLoA. Uses definitionsofLoA.
Explainswhy youfindthe LoA frameworkuseful to understandyour ownlearning.Unsatisfactory
Does not refer to anyprescribedresources.
Does not identify alearningbehaviour.
Does not attempt todefine or outline thethree LoA.
Does not attempt toexplain why LOA areusefultostudents’ownlearning.Satisfactory
Refers to the textbookand2articlesfromthetutorial/workbookresources (across thewholeassignment).
Identifiesalearningbehaviour.
DefinestheLoAandoutlines each of thethree LoA.
AttemptstoexplainwhytheLOAareusefulto students’ ownlearning.Competent
Refers to the textbook,relevant lectures andsome other resources(at least 2 of theworkbook readingsacross the wholeassignment).
Identifies a learningbehaviourinrelationtoLoA.
UsesdefinitionsofLoA.
Explains why the LOAare useful to students’own learning.
Competent+
Refers to textbook,relevantlecturesand3workbook readings(across the wholeassignment).
Identifies a learningbehaviourinrelationtoLoA.
Competently andclearly summarisesand outlines the LoAframeworkandeachofthe three LoA inrelation to a learningbehaviour.
Competently andclearly explains whythe LOA are useful tostudents’ownlearning.Exemplary
Refers to textbook,relevantlecturesand4(or more) workbookreadings (across thewholeassignment).
Providesanexemplarysummary of the LoAand outlines the LoAframeworkandeachofthe three LoAinrelation to a learningbehaviour.
Provides exemplaryexplanation of why theLOAare useful tostudents’ownlearning.
15-19
23–2526-30
20-22
|
2.Provide an examplefrom your own learningcontexts (30%) |
Makes no attempt todiscussanexampleofstudying across |
differentcontexts.
Identifies a relevantexample of learningacrossdifferent
contexts.
Identifies a relevantexample of learningacrossdifferent
contexts.
Identifies a relevantexample of learningacrossdifferent
contexts.
Identifies a relevantexample of learningacrossdifferent
contexts.
Provideanexampleoflearning and studyingacross differentcontexts.
Relates example backtomotivation,self-efficacy,procrastination, timemanagementorstress.
Referstoresourcesonstudying and learning(i.e. textbook, lecture,articlesintutorialworkbookreadings.Does not relateexample back tomotivation, self-efficacy,procrastination, timemanagementorstress.
Onlydiscussesopinion.
Does notusetheprescribed resources(textbook,lecturesand2 articles from thetutorial/workbookresources).Relates example backtomotivation,self-efficacy,procrastination, timemanagementorstress.
Refers to the textbookand lectures.
Referstoanarticlefrom thetutorial/workbookresources.Relates example backtomotivation,self-efficacy,procrastination, timemanagementorstress.
Makes some linksbetweenexampleandthe prescribedresources.
Refers to the textbook,relevant lectures andsome other resources(at least 2 of theworkbook readingsacross the wholeassignment).Relates example backto motivation, self-efficacy,procrastination, timemanagementorstress.
Makes clear andresearched linksbetweenexampleandthe prescribedresources.
Refers to textbook,relevantlecturesand3workbook readings(across the wholeassignment).Relates example backto motivation, self-efficacy,procrastination, timemanagementorstress.
Makes insightfulconnections betweenLoA and learning andstudying acrossdifferent contexts andbymakingfirmlinkstothe prescribedresources, includesevidenced basedreflection.
Refers to textbook,relevantlecturesand4(or more) workbookreadings (across thewholeassignment).
23–2526-30
15-19
20-22
3. Applying the LoA.Use the level ofanalysis to identifylearningstrategiesyouwill useas youprogress
through your universitystudy (marks will beawarded to studentswho show strategiesacrossallthreelevels).(30%)Does not provide anexample of a strategylearntin theunittohelpthemstudyandlearnatuniversity.
Doesnotdescribethelevelorlevels ofanalysis the strategytargets.
Does not use theprescribedresources.Attempts to provide anexample of a strategylearntintheunittohelpwith studying andlearningatuniversity.
Attempts to describethe level or levels ofanalysis the strategytargets.
Refers to the textbookand2articlesfromtheClearly describes anexample of a strategylearntintheunittohelpwith studying andlearningatuniversity.
Clearly applies thestrategy to one or moreof the LoA that thestrategytargets.
Refers to the textbook,relevantlecturesandThoughtfully describesan exampleorexamplesof strategieslearntintheunittohelpwith studying andlearningatuniversity.
Appliesthestrategytomore than one of theLoA that the strategytargets.
Refersto textbook,Insightfullyandclearlydescribes an exampleor examples ofstrategieslearntintheunittohelp withstudying and learningatuniversity.
Appliesthestrategytoall levels of the LoAthat the strategytargets.
| tutorial/workbookresources (across thewholeassignment). |
15-19someotherresources(at least 2 of theworkbook readingsacross the wholeassignment).
20-22relevantlecturesand3workbook readings(across the wholeassignment).
23–25Refers to textbook,relevantlecturesand4(or more) workbookreadings (across thewholeassignment).
26-30Expression/ReadabilityReferencing(10%)Unacceptablelevelofwritten expressionincluding frequentspelling andgrammatical errors.Organisation of keypoints/ideas unclear.Meaningisunclear.
Unsatisfactorystandardofreferencingincluding quoteswithoutcitation,missing references orpoorreferencing.
Inadequate referencelist.Adequatewrittenexpression.
Perhaps someproblems with English,includinggrammarandspelling but intendedmeaning is reasonablyclear.
Satisfactoryattemptatreferencing. Someerrors in-text and inreferencelist
5- 6
Good expression –places where it couldbe clearer. Mainlycorrect grammar andspelling, reasonablyconcise.
Good referencing. Fewerrorsin-textand/orreferencelist.
7- 8
Very good expressionwith few problems butperhaps places whereexpressioncouldhavebeen clearer.
High standard ofreferencing,butsomeminorerrors.
9
Outstanding writtenexpression-clearandconcise and accurategrammar and spellingetc. ‘Polished’expression.
Near-faultlessin-textreferencing andreference list.
10
Exploringyourexperiencesofstudyingandlearning
Thissection containsactivitiestohelpyoutounderstand andwrite aboutlevelsofanalysis,andhowtheyrelatetoyourexperiencesofstudyingandlearning.
NowthatyouknowabouttheLevelsofAnalysis,whatdoyouunderstandaboutyourownlearning?
Forthispartoftheassignment,youwillneedtowriteasummaryaboutthelevelofanalysisandhowithelpsyouunderstandyourownlearning.
Therearethreemainwaysthatyouwillwriteupinformationfromreadingsinyourwrittenassessments:summarising,paraphrasing andquoting.InReflection(LearningJournal)1,youwillusetwoofthem:summarisingandquoting.
The table shows the main differences between the three different forms of writing upinformationfromyourreadings.
| Summaries | Paraphrases | Quotes |
|
Areusedwhenthemainideasofatextareimportanttoinclude, but not thefinerdetails Donotmatchtheoriginaltextwordforword Are made up of themainidea(s)ofasectionofthetext,writteninyourownwords Presentabroadoverview,soareusually muchshorterthantheoriginaltext Mustbereferenced |
Areusedwhenthedetailsofanideaareimportantaswellaswhat broad idea is –usedwhenmoredetailisneededthanasummary Donotmatchtheoriginaltextwordforword Ideasandinformationarewritteninyourownwords Changethewordsandphrasingofatext,butretainandfullycommunicatetheoriginalmeaning Maybeshorterorlongerthantheoriginaltext |
Areusedwhentheactualwordsusedinthetextareimportant Matchtheoriginaltextwordforword Areusuallyabriefsegmentofthetext Appear betweenquotationmarks Must be referenced(includingpagenumber,ifavailable) Withfewexceptions,when youincludeaquote, you shouldbrieflyexplainWHYyouhaveincluded it |
Usingtheinformationaboveaboutwhatgoesintoasummary;writesomenotesforasummaryaboutlevelsofanalysis.
You don’t havetowritefullsentences.
Dotpointscanbequickerandeasier(butdonotusedotpointsinyourassignment).
Whatdoes‘levelsofanalysis’mean?
Thinkof anexampleofyour ownlearning thatyoucanexaminethroughtheLOA.
Whatarethebiological,psychological,andenvironmental/sociallevelsofanalysis?
Next, write somenotesfor a quote about levels of analysis. Pick a short piece of textthatyouwanttoquote,andwritedowneverythingthatyouneedtousethequote.Includethequotetextitself,thepagenumber,andwhyyouchosethatquote.
Provideanexamplefromyourownlearningcontexts
In this section you are learning how to choose and write about relevant examples. Hereyouwillthinkaboutlearningbehavioursindifferentcontexts.Forexample,learningatworkcomparedtolearningatuniversity.Youmaydraw ononeexampleof learningatwork and one example of learning at university/school and discuss the differencesbetween them through the topics of motivation, self-efficacy, procrastination, timemanagementorstress.
Aspreparationforthisactivity,youshouldhavereadthesection‘Applyingpsychologicalscience:howtoenhanceyouracademicperformance’onpp.31-32ofPasser,SmithandNorris(2016),plusatleasttwoofthearticlesfromthelist.
Thinkingaboutyourexperiencesofstudyingandlearningacrossdifferentcontexts.Youmightwanttoexplore
Whatandhow youlearnindifferentcontexts
Whatmotivatesyouacrossdifferentlearningcontexts
Theenvironmentyoustudyandlearnin
Learning online
Socialsupportnetworks
How yourlifestyle affectsyourcapacitytostudyandlearn
Doyoufeellikeyoulearnbetterinparticularenvironments? Why?
Arethingsliketimemanagementandstressdifferentacrossdifferentlearningcontexts?
Doyouprocrastinatemorewhenitcomestouniversitywork?Why?
Thinking aboutlifechoicesandwhy youarestudying
Write downtwo orthreeofthe thingsyou might write aboutfortheassignment. Isthere one that stands out as the most important for you? If so, identify that one (youcouldunderlineorcircleit).
BEHV1021TheIndividualinSociety Workbook1-Tutorial1-Autumn2023
Nowpickoneofthethingsfromyourlistaboveandwritedownyourthoughtsaboutthedifferencesbetweenthedifferentlearningenvironments.
Forexample,youmightfeelmoremotivatedinonecontext,orlearninginonecontextmight have created a habit or behaviour you don’t feel comfortable with now as youheadintouniversity.
WatchthisvideoonVisualNoteTaking
https://www.youtube.com/watch?v=uIfOdlthUAQMakesomenoteson visualnotetakingintheboxbelow
Next,watchthisvideoonthewaythattheWSULawSchoolarecontributingtothediscussionaroundeducatingthepublicontheVoicetoParliament.
https://biteable.com/watch/3852151/a51578ce5a0f2478d9a2d6da9d129737
Make some visual notes about the content in the video and the ideas/issues this raisestoyouassomeonelivinginAustralia.
Do you have a design that you might like to enter in the competition? If so, you couldsketch some ideas below and think about why these images came to mind/what theyrepresentintermsoftheLawSchool’sinvolvementineducatingthecommunityontheimportanceoftheVoicetoParliament.
Allstudentsareinvitedtobeapartofthis!
Letusknowifyoudecidetoenter-we’dlovetofollowyourjourneywithyou.
GotoModule3.2LevelsofanalysisappliedtoLearningandStudying-Watchit
LevelsofAnalysisappliedtoLearningandStudying-VisualNotes
While you are watching this module try making some visual notes. You don’t have to becreative,butyoucanbeifyoulike.
Nowyouhavereviewedthelectureslidesandtakennotesfrom‘TheScienceofPsychology’.Youwill findsome studying andlearning factorsforeachlevelofanalysis.
Someofthesefactorsare‘technical’psychologyterms,whichwillbecoveredinlecturesonthe‘majorperspectives’.
See ifyoucanworkout studyandlearningexamplesforeachofthethreelevelsofanalysis.
Biological
Psychological
Social/Environmental
Write(ordraw) someof thestrategiesyouhavelearntaboutinthislectureandthereadingsthatmighthelpyoustudyandlearnatuniversity.
ApplyingtheLoA.Usethelevelofanalysistoidentifylearningstrategiesyouwilluseasyouprogressthroughyouruniversitystudy(markswillbeawardedtostudentswhoshowstrategiesacrossallthreelevels).
Whatmightmakestudyingandlearningeasierforyouatuniversity?Itcouldbefactorssuchaswhereyouare studying,who youarewith, lifestyle choices,oraspecificstudyingandlearningstrategy.
Inthisunityouwillfindtipsonhowtostudyandlearn.Youwillfindtheseinthelectures,textbook,workbooksandreadings.
Forthispartoftheassignment,youhavetoidentifyalearningstrategy,whichonedoyouthinkyouwillchoose?Why?
Remember you need to think about all of the levels. For exampleBiological–stressmanagement,healthylifestyle,sleep.
Psychological–timemanagement,self-efficacy,goalsetting,thoughtsandfeelings.Sociallevel–onlinedistractions, socialsupport, learningenvironments.
Whatlevelsofanalysisdoesthisstrategytarget?Remembermarkswillbeawardedtoapplicationsthatcrossallthreelevels.
ReflectiveWriting
Connectingtheory (readings)andpracticewillbeanimportantpartofyourstudyatuniversity. Writing reflectively is an effective process to use to help you connect theoryandpractice, aswellasbeingawareofyourown learningprocessesandexperiences.
Whatdoyounoticeaboutwritingreflections?Howisthisadifferent typeofscholarlywritingcomparedto,say,anessay?
Take acoupleofminutesto reflect onwhatyou havelearnedabouttheconnectionsbetweenyourOWNlearningandstudyexperiences,andlevelsofanalysis.Doyouthinkusinglevelsofanalysis helpedyoutogetabetterunderstanding?Ifso,how didithelp?Ifnot,whydoyouthinkthatwas?
Finally,havealookoverthePeerAssistedStudentSession(PASS)website
https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/study_and_life_skills_workshops/pass_-_peer_assisted_study_sessions
PASSisastudent-centredlearningprogramwherestudentsmeetandworkwithotherstudents from your unit to help understand unit content (topics covered in lectures,readings,andtutorials)andtodevelopstudystrategiesthatwillhelptodevelopyouracademicperformanceatuniversity.Theresearchshowsthatonaverage,regularPASSattendeesachievehighergrades!
ForinformationonThe Individualin Society’sPASSsessions, seeVUWS
Here you will find the timetables for both online and face-to-face sessions, as well asintroductionstoourPASSfacilitators,andgeneralinformationonwhattoexpectfromaPASSsession.
Youarenowreadytoattendyourtutorial.
Ifyouhavequestionsaboutthisassignmentyoucan:
Askthemduringyourtutorial.
ReadtheFAQsheetsintheAssignmentFolders.They’refullofinformation!
HeadtothediscussionforumonvUWSforReflection(LearningJournal)
Checkwhatotherstudentshaveaskedandtheanswerswehavegiven.Ifyoucan’tfindananswertoyourquestion,postit!
Note thatwhilethis TutorialWorkbook providesstructureforyourpreparationandlearning, and for tutorial content, your tutor may not cover all exercises or discussionscontainedinthisworkbook.Tutorialcontentwilldependonavailabletime,modeof
studyandstudentengagementwithparticulartopics.