BEHV1021
The Individual in Society
2023
Workbook
Tutorial 1
Reflection (Learning Journal) 1
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Preparation
Written and compiled by Dr Tim Grifn
& Dr Sky Hugman
School of Social Sciences
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Please use blue (or another colour) text when completing
the exercises in your Workbook!
My Tutors ‘names are:
(Seriously, write down your tutors’ names, you never know when you may need
them.)
1………………………………………………………………………………………………………
2………………………………………………………………………………………………………
We expect you to prepare for Tutorial 1 by completing this workbook. Prepared
students are more engaged than unprepared students, contribute more to
informed discussions, and learn more.
The beneft of preparation and being informed only accrues if you do your own
work. Studying in groups is OK, but not doing your own work is not OK.
It is sometimes tempting to piggyback on the work of others, especially if there
are marks at stake. We therefore require you to make the following declaration
for each tutorial:
I declare that I have not copied or received the work of another student (or
other students) to complete the preparatory exercises in this Tutorial
Workbook.
Tick the box (or not) with a clear conscience
(If you can’t tick the box with a clear conscience your Workbook will
not get marked.)
You will earn marks for completing the Tutorial 1, 2, 3, 4 and 5 Workbooks.
You can show evidence of completion of Workbooks in one of three ways:
1. Print them out and complete them by hand;
2. Complete them on your computer and print them out for the tutorial;
3. Complete them on your computer and bring your computer to the tutorial (no
need to print them).
On-campus students – you need to complete the workbook and bring it with you to your
frst tutorial to gain marks.
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Online Only students must complete the Workbook as a word document and submit it to
vUWS. Instructons on how to do this are in the online secton of vUWS.
Students attending zoom tutorials need to be able to turn their camera on to show their
tutor their workbooks. If you are attending a zoom tutorial, you will be expected to
upload your workbook to your assigned group (within 15 minutes of entering the zoom
tutorial room).
Completing this Workbook is preparation for your frst written assignment –
Reflection (Learning Journal) 1.
You will only receive full marks for this week’s workbook if you
complete all the exercises listed throughout the workbook. If you
complete at least half of these exercises you will receive half marks. If
you complete less than half or none of the exercises, you won’t receive
any marks for this workbook.
Please indicate here (by ticking the relevant box) if you have completed all of
this week’s workbook exercises. Remember that your submissions will be
checked by your tutors during workshops for students enrolled in face-to-face
tutorials or online for students enrolled online.
I declare that I have completed all of the exercises in this Tutorial
Workbook:
The purpose of Tutorial 1 is to help you to prepare for
Reflection (Learning Journal) 1
Reflection (Learning Journal) 1 preparation
You will need to refer to the following resources:
1. This Tutorial Workbook – with flled-in boxes;
2. The textbook;
3. The Learning Guide;
4. Online Topic – The Science of Psychology
5. The readings in this workbook
Review the Learning Guide – Reflection (Learning Journal) 1 (pp. 8-9).
What is the title of the Reflection (Learning Journal) 1?
*Remember to use blue (or other colour) text when completing the
exercises in your Workbook*
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Readings for Reflection (Learning Journal) 1
The readings for Tutorial 1 are:
1. Textbook – Chapter 1
Levels of Analysis
Passer, Smith and Norris (2016) pp. 13-14; 25-27 (this is the e-textbook)
This textbook has a section on:
Applying psychological science: how to enhance your academic performance
pp. ….. (enter the page numbers).
The following readings are suggested readings. You will need to draw on two
of these (and the text and lectures) when you complete Learning Journal 1.
This article ‘6 common causes of procrastination: The roots of procrastination are
more complex than you might guess’ at
https://www.psychologytoday.com/au/blog/in-practice/201910/6-commoncauses-procrastination
This article ‘The science behind bad habits and how to break them: Research
reveals three simple steps to teach your brain to break bad habits’ at
https://www.psychologytoday.com/au/blog/the-craving-mind/201908/the-sciencebehind-bad-habits-and-how-break-them
This article ‘I’ll get to It tomorrow: Procrastination in online learning’ at
https://elearningindustry.com/procrastination-in-online-learning
This article ‘5 ways physical activity boosts your mental health’ at
http://www.sportpsychologytoday.com/sport-psychology-for-athletes/5-waysphysical-activity-boosts-your-mental-health/
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This QBI publication ‘The Brain Issue 2, Learning and Memory’ especially the
section on Science based tips to improve learning at
https://qbi.uq.edu.au/brain/learning-memory/science-based-tips-improve-learning
This Psychology Today publication ‘5 Science-Based Tips to Boost SelfMotivation: Simple strategies to boost your motivation’ at
https://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
Thinking About it Wrong at
https://www.psychologytoday.com/intl/blog/automatic-you/202203/what-ismotivation-you-may-have-been-thinking-about-it-wrong
This Blog from Positive Psycholgy ‘What is Self-Efcacy Theory in Psychology?’ at
https://positivepsychology.com/self-efcacy/
This Blog from Positive Psychology ‘4 Ways to Improve Self-Efcacy’ at
https://positivepsychology.com/3-ways-build-self-efcacy/
This Blog from Positive Psychology ‘The Science and Psychology of Goal Setting’
at https://positivepsychology.com/goal-setting-psychology/
This video Introduction to Visual Note Taking at https://www.youtube.com/watch?
v=uIfOdlthUAQ
These readings are also available in the Readings list on vUWS.
In the next section/s we’ll explore how to correctly reference these resources under
different referencing styles (WSU Harvard and APA).
Referencing
This section contains some questions and activities to help you learn how to
reference for Reflection (Learning Journal) 1.
A good place to start is RefQuest, an online educational game that has been
developed to help students build their referencing skills whilst studying at
Western.
https://refquest.westernsydney.edu.au/
Quick quiz on referencing
Answer these quick questions about referencing for Reflection 1.
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| 1. Referencing thoroughly (in-text and in the reference list) means that I am acknowledging all the ideas and information I have used from the work of others. |
True/False |
| 1. Acknowledging the work of others helps me to avoid plagiarism. |
True/False |
| 1. Students may share and copy the work of each other. | True/False |
| 1. I can fnd referencing information for the textbook in the textbook contents and at the start of each text book chapter. |
True/False |
| 1. This is the link to the Library referencing guides: http://library.westernsydney.edu.au/main/guides/referencing citation |
True/False |
| 1. If I need help with referencing, I can ask a Study Smart Advisor in the Library. |
True/False |
| 1. I DO NOT have to reference in-text every time I write down a piece of information or an idea from one of my readings. |
True/False |
| 1. I should reference in-text where I write the information I am referencing, wherever in the paragraph that is. |
True/False |
| 1. I DO NOT have to include a page number in-text when I write a quote. |
True/False |
| 1. The reference list at the end of the assessment does NOT have to be in alphabetical order. |
True/False |
Scholarly writing adheres to the principle of academic integrity.
Discussing and debating published academic ideas and research is the core of
academic writing. It must be clear to your reader which ideas and words are
yours, and which belong to other authors. This is indicated in academic writing
by ‘referencing’ (also called citing). Referencing is also a system for sharing
information and ideas; your reader must be able to fnd any publication or
author you cite in the body of your assignment by the details you must include
in your referencing list.
Be aware that presenting other people’s words and ideas without attribution by
referencing is a breach of academic integrity and is taken very seriously in the
academic community.
Inappropriate academic behaviour can occur when two or more students submit
similar work. An example is if a student passes off another student’s work as
their own. Studying together is one thing, submitting very similar work is
another and potentially inappropriate academic behaviour. Past and current
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students in a unit should not share their work with other students. If
that work is re-used for an assignment, both the student who submitted the
assignment and the student who provided the assignment could be called in
under the Academic Misconduct Rule.
You can access the WSU Study Smart platform if you are having trouble
referencing or need resources and information about academic writing.
https://www.westernsydney.edu.au/studysmart
Review the section in the Learning Guide on Academic Integrity in Student
Misconduct Rule (p. 3).
In the box below write down what academic integrity means to you.
See: https://westernsydney.edu.au/studysmart/home/study_with_integrity
Be careful of internet sites that ask you to share your work in
exchange for other assignments. Using these sites often results in
breaches of academic integrity.
Sometimes students struggle trying to fnd ideas for their assignments.
Sometimes they type the assignment question into a search engine. This often
results in links to past assignments. They then use ideas and words from these
assignments in their own work. Why might this be a problem?
Turnitin
Most assignments you will submit will be through Turnitin. Turnitin matches the
text of your assignment to a large repository of resources, including other
students’ assignments from previous years.
If you draft your assignments early enough, you can submit to Turnitin to see
what your matches are and whether you should be paraphrasing or putting the
words of another author in quotation marks.
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We use Turnitin to see how much of students’ assignments match with other
sources.
You can fnd out more about Turnitin here:
https://library.westernsydney.edu.au/students/academic-integrity/
turnitin_student_support
Turnitin has a repository of all the assignments ever written for The Individual in Society,
wherever it is taught.
Every year we uncover cases of ‘collusion’, which is at least two students who work together
and submit similar work.
We also fnd that students have used past assignments, either passed onto them or available on
the web.
Students often collude or turn to assignment sharing sites when they are stressed,
have run out of time to write their assignment, or have a lot going on in their lives.
If you are struggling, please contact the unit coordinator (Sky) or the assistant unit
coordinator (Miriam). We can direct you to resources to help you fnish your
assignment and, in many cases, provide an extension.
Elements of referencing
When you reference, you use elements of information from the publication
details in your references, both in the reference list and in the text of your
assessments.
The information below is taken from I:Cite on the Library website, which is a
good resource that provides interactive referencing examples:
https://library.westernsydney.edu.au/your-library/tools_and_apps/referencingcitation
It shows the elements you should use in a reference list entry for a chapter in an
edited book, which is what the textbook is.
You have been given all the information you need to reference the textbook for
this unit. In the future, you may not be given as much information, so it is useful
to understand what the elements of referencing are.
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You will also see from the examples that there are format rules for reference
lists. For APA, you use a “hanging indent” (where the lines after the frst line are
indented) and the lines are double spaced.
For Western Sydney University Harvard style, lines are single spaced, with a
double space between entries. There is no indent.
There are also differences in what punctuation is used (commas, parentheses,
etc.), and where the elements are located relative to each other.
APA
Elements
Author(s) of chapter. (Year of publication). Title of chapter. In Editor(s) (Ed[s].),
Title of book (pages of the chapter referred to). Place of publication:
Publisher.
Textbook reference:
Passer, M. W., Smith, R. E., & Norris, K. (2016). The science of psychology. In T.
Grifn (Ed.), 101557: The individual in society, (3rd ed., pp. 5-34). North
Ryde, Australia: McGrawHill Australia.
Western Sydney University Harvard style
Elements
Author(s) of chapter/article, Initial(s) Year of publication, ‘Title of
chapter/article’, in Editor(s) (ed.), Title of book, Publisher, Place of publication,
pages of the chapter/article referred to.
Textbook reference:
Passer, MW, Smith, RE & Norris, K 2016, ‘The science of psychology’, in T Grifn
(ed.) 101557: the individual in society, 3rd edn, McGrawHill Australia, North
Ryde, Australia, pp. 5-34.
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Using the information about elements of referencing, fll in the questions below
(your answers will be slightly different depending on the edition you have).
What is the name of the textbook?
What is the name of the frst chapter?
Who is the editor of the book?
Who are the authors of the frst chapter?
What are the page numbers of the frst chapter?
What is the publication date?
Who is the publisher?
What is the location of the publisher?
Referencing in-text
When you use information from the textbook, or other readings, in your
assignment, you should include a reference (in-text citation).
Use the examples in the box below to write in the elements you need
in order to make a correctly formatted citation. Include author names,
publication date, and any punctuation you need, like commas if
needed, parentheses (round brackets), and full stops.
Use either Western Sydney University Harvard Style or APA referencing style for
Reflection (Learning Journal) 1.
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For this activity, choose the referencing style you will be using for the
assignment.
Hint: You will fnd the information at the start of Passer, Smith and Norris (2016)
(textbook chap. 1).
| Elements Author names: Passer, Smith and Norris Publication date: 2016 Example 1 |
| Psychology’s six main perspectives can be simplifed into three levels of analysis in order to understand behaviour. |
| Example 2 |
| Passer, Smith and Norris state that psychology’s six main perspectives can be simplifed into three levels of analysis in order to understand behaviour. |
Quoting
When you quote, you have to include not only the authors’ family name(s) and
the year of publication, but also the page number.
Use the examples in the box below to write in the elements you need
to make a correctly formatted citation. Include author names,
publication date, page number, and any punctuation you need, like
commas if needed, parentheses (round brackets), and full stops.
The activity below contains an example of an explanation for the quote that has
been included: WHY the quote was used, or what is important about it.
| Elements |
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| Author names: Passer, Smith and Norris Publication date: 2016 Page number: 13 Quoted text: … are biological creatures living in a complex social world … Example 1 |
| Humans are biological creatures living in a complex social world, which is a reason why there are many factors that can explain human behaviour. |
| Example 2 |
| Passer, Smith and Norris state that people are biological creatures living in a complex social world, which is a reason why there are many factors that can explain human behaviour. |
Referencing List
This is how you will reference the articles you will use for Reflection 1.
APA
Ackerman, C. (2019, April 2). What is Self-Efcacy Theory in Psychology? [Blog].
Psychology Today. Retrieved from https://positivepsychology.com/self-efcacy/
Boyes, A. (2019, October 15). 6 common causes of procrastination: The roots of
procrastination are more complex than you might guess. Psychology Today.
Retrieved from https://www.psychologytoday.com/au/blog/in-practice/201910/6-
common-causes-procrastination
BEHV1021 The Individual in Society Workbook 1- Tutorial 1- Autumn 2023 Page 13 of
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Brewer, J. (2019, August 19). The science behind bad habits and how to break them:
Research reveals three simple steps to teach your brain to break bad habits.
Psychology Today. Retrieved from https://www.psychologytoday.com/au/blog/thecraving-mind/201908/the-science-behind-bad-habits-and-how-break-them
Burns, M. (2019, November 3). I’ll get to It tomorrow: Procrastination in online learning.
ELearning Industry. Retrieved from https://elearningindustry.com/procrastinationin-online-learning
Chowdhury M. R. (2022, February 8) 4 Ways to Improve Self-Efcacy [Blog].
Retrieved from https://positivepsychology.com/3-ways-build-self-efcacy/
Chowdhury M. R. (2021, August 12) The Science and Psychology of Goal Setting [Blog].
Retrieved from https://positivepsychology.com/goal-setting-psychology/
Davis, T. (2022, December 22) 5 Science-Based Tips to Boost Self-Motivation. Positive
Psychology.
Retrieved from https://www.psychologytoday.com/au/blog/click-here-forhappiness/202212/5-science-based-tips-to-boost-self-motivation
Eyal, N. (2022, March 24) What is Motivation? You May Have Been Thinking About it
Wrong [Blog].
Retrieved from
https://www.psychologytoday.com/intl/blog/automatic-you/202203/what-ismotivation-you-may-have-been-thinking-about-it-wrong
Hanson, M. (2019, September 30). 5 ways physical activity boosts your mental health.
Sports Psychology Today. Retrieved from
http://www.sportpsychologytoday.com/sport-psychology-for-athletes/5-waysphysical-activity-boosts-your-mental-health/
BEHV1021 The Individual in Society Workbook 1- Tutorial 1- Autumn 2023 Page 14 of
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Innes, A. (2019, August 27). Introduction to Visual Note Taking [Video]. YouTube.
https://www.youtube.com/watch?v=uIfOdlthUAQ
Lu, D., & Woodruff, A. (n.d.). Learning and memory: From research to practice (The
Brain, Issue 2). Pankaj Sah. Retrieved from
https://qbi.uq.edu.au/fles/24081/The_Brain_Learning_Memory_QBI.pdf
Harvard
Ackerman, C 2019, ‘What is self -efcacy theory in psychology?’ Psychology Today,
April 2, viewed 27 August 2021, https://positivepsychology.com/self-efcacy/
Boyes, A 2019, ‘6 common causes of procrastination: the roots of procrastination are
more complex than you might guess’ Psychology Today, 15 October, viewed [insert the
date you accessed the link e.g. 13 March 2021],
https://www.psychologytoday.com/au/blog/in-practice/201910/6-common-causesprocrastination
Brewer, M 2019, ‘The science behind bad habits and how to break them: Research
reveals three simple steps to teach your brain to break bad habits’ Psychology Today,
August 19, viewed [insert the date you accessed the link e.g. 13 March 2021],
https://www.psychologytoday.com/au/blog/the-craving-mind/201908/the-sciencebehind-bad-habits-and-how-break-them
Burns, M 2019, ‘I’ll get to it tomorrow: procrastination in online learning’ ELearning
Industry, 21 November, viewed [insert the date you accessed the link e.g. 13 March
2021], https://elearningindustry.com/procrastination-in-online-learning
Chowdhury M 2021, ‘The Science and Psychology of Goal Setting’, Positive Psychology,
August 12, viewed [insert the date you accessed the link e.g. 13 March 2021],
https://positivepsychology.com/goal-setting-psychology/
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Chowdhury, M 2022, ‘4 ways to improve self-efcacy’, Positive Psychology, 8 February,
viewed [insert the date you accessed the link e.g. 13 March 2021],
https://positivepsychology.com/3-ways-build-self-efcacy/
Davis, T 2022, 5 Science-Based Tips to Boost Self-Motivation, Positive Psychology,
December 22, viewed [insert the date you accessed the link e.g. 13 March 2021],
https://www.psychologytoday.com/intl/blog/automatic-you/202203/what-is-motivationyou-may-have-been-thinking-about-it-wrong
Eyal, N 2022, What is Motivation? You May Have Been Thinking About it Wrong, Positive
Psychology, March 24, viewed [insert the date you accessed the link e.g. 13 March
2021],
https://www.psychologytoday.com/intl/blog/automatic-you/202203/what-is-motivationyou-may-have-been-thinking-about-it-wrong
Hanson, M 2019, ‘5 ways physical activity boosts your mental health’ Sports
Psychology Today, 30 September, viewed [insert the date you accessed the link e.g. 13
March 2021],
http://www.sportpsychologytoday.com/sport-psychology-for-athletes/5-ways-physicalactivity-boosts-your-mental-health/
Innes, A 2021, Introduction to visual note taking, 27 August, online vídeo, viewed 5
September 2021, https://www.youtube.com/watch?v=uIfOdlthUAQ
Lu, D & Woodruff, D n.d., Learning and memory: from research to practice, The Brain,
viewed [insert the date you accessed the link e.g. 13 March 2021],
https://qbi.uq.edu.au/fles/24081/The_Brain_Learning_Memory_QBI.pdf
Referencing lectures and tutorials
You have enough to concentrate on in learning to reference the textbook (an
edited book) the online blog posts and the online articles. You are not,
therefore, required to correctly reference lecture and tutorial content.
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However, you must be precise in stating which lecture or tutorial and exactly
what content you are referring to.
You could, for example, say something like: In lecture topic 1.3, Tim Grifn explained
how levels of analysis can be applied to study and learning …
Reflection (Learning Journal) 1 information
This section contains some questions about information in the Learning Guide
and Marking Sheet.
You will fnd information for Reflection (Learning Journal) 1 in the Learning Guide
and the Marking Sheet in this Tutorial Workbook.
Your tutor uses the Marking Sheet to mark your assignment. You should
therefore align your assignment to the Marking Sheet.
From the Learning Guide, fll in the blanks below
Assignment due date and time: ________________________________________
How to submit assignment: ______________________________________________
Maximum number of words for the assignment:
___________________________________
Are headings and the reference list included in the word count?
_______________________
What should you include in the assignment footer?
________________________________
Do you have any questions about the Learning Guide Reflection 1 information?
Write them here.
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From the Reflection (Learning Journal) 1 Marking Sheet (see next
page), fll in the blanks below
How many marks are awarded to each section of the assignment?
Check the Learning Guide to see how many words are for each section.
What do these say about where the emphasis of the assignment is?
What questions do you have about the Assignment 1 Marking Sheet? Write
them here.
What concerns you about this assignment (if anything)?
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| Reflecton (Learning Journal) 1 – Exploring my experiences of learning using the Levels of Analysis framework– weight 25% | |||||
| Criteria | Fail | Pass | Credit | Distncton | High Distncton |
| 1. Now that you know about the Levels of Analysis, what do you understand about your own learning? (30%) Refers to prescribed resources (i.e. textbook, lectures, and 2 workbook readings). Defnes a learning behaviour in relaton to LoA. Uses defnitons of LoA. Explains why you fnd the LoA framework useful to understand your own learning. |
Unsatsfactory Does not refer to any prescribed resources. Does not identfy a learning behaviour. Does not atempt to defne or outline the three LoA. Does not atempt to explain why LOA are useful to students’ own learning. |
Satsfactory Refers to the textbook and 2 artcles from the tutorial/workbook resources (across the whole assignment). Identfes a learning behaviour. Defnes the LoA and outlines each of the three LoA. Atempts to explain why the LOA are useful to students’ own learning. 15-19 |
Competent Refers to the textbook, relevant lectures and some other resources (at least 2 of the workbook readings across the whole assignment). Identfes a learning behaviour in relaton to LoA. Uses defnitons of LoA. Explains why the LOA are useful to students’ own learning. 20-22 |
Competent + Refers to textbook, relevant lectures and 3 workbook readings (across the whole assignment). Identfes a learning behaviour in relaton to LoA. Competently and clearly summarises and outlines the LoA framework and each of the three LoA in relaton to a learning behaviour. Competently and clearly explains why the LOA are useful to students’ own learning. 23 – 25 |
Exemplary Refers to textbook, relevant lectures and 4 (or more) workbook readings (across the whole assignment). Provides an exemplary summary of the LoA and outlines the LoA framework and each of the three LoA in relaton to a learning behaviour. Provides exemplary explanaton of why the LOA are useful to students’ own learning. 26 – 30 |
| 2. Provide an example from your own learning contexts (30%) Provide an example of learning and studying across different contexts. Relates example back to motvaton, self-efcacy, procrastnaton, tme management or stress. |
Makes no atempt to discuss an example of studying across different contexts. Does not relate example back to motvaton, self efcacy, procrastnaton, tme management or stress. Only discusses opinion. |
Identfes a relevant example of learning across different contexts. Relates example back to motvaton, self-efcacy, procrastnaton, tme management or stress. Refers to the textbook |
Identfes a relevant example of learning across different contexts. Relates example back to motvaton, self-efcacy, procrastnaton, tme management or stress. Makes some links between example and |
Identfes a relevant example of learning across different contexts. Relates example back to motvaton, self-efcacy, procrastnaton, tme management or stress. Makes clear and researched links between |
Identfes a relevant example of learning across different contexts. Relates example back to motvaton, self-efcacy, procrastnaton, tme management or stress. Makes insightul connectons between |
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| Refers to resources on studying and learning (i.e. textbook, lecture, artcles in tutorial workbook readings. |
Does not use the prescribed resources (textbook, lectures and 2 artcles from the tutorial/workbook resources). |
and lectures. Refers to an artcle from the tutorial/workbook resources. 15-19 |
the prescribed resources. Refers to the textbook, relevant lectures and some other resources (at least 2 of the workbook readings across the whole assignment). 20-22 |
example and the prescribed resources. Refers to textbook, relevant lectures and 3 workbook readings (across the whole assignment). 23 – 25 |
LoA and learning and studying across different contexts and by making frm links to the prescribed resources, includes evidenced based reflecton. Refers to textbook, relevant lectures and 4 (or more) workbook readings (across the whole assignment). 26 – 30 |
| 3. Applying the LoA. Use the level of analysis to identfy learning strategies you will use as you progress through your university study (marks will be awarded to students who show strategies across all three levels). (30%) |
Does not provide an example of a strategy learnt in the unit to help them study and learn at university. Does not describe the level or levels of analysis the strategy targets. Does not use the prescribed resources. |
Atempts to provide an example of a strategy learnt in the unit to help with studying and learning at university. Atempts to describe the level or levels of analysis the strategy targets. Refers to the textbook and 2 artcles from the tutorial/workbook resources (across the whole assignment). 15-19 |
Clearly describes an example of a strategy learnt in the unit to help with studying and learning at university. Clearly applies the strategy to one or more of the LoA that the strategy targets. Refers to the textbook, relevant lectures and some other resources (at least 2 of the workbook readings across the whole assignment). 20-22 |
Thoughtully describes an example or examples of strategies learnt in the unit to help with studying and learning at university. Applies the strategy to more than one of the LoA that the strategy targets. Refers to textbook, relevant lectures and 3 workbook readings (across the whole assignment). 23 – 25 |
Insightully and clearly describes an example or examples of strategies learnt in the unit to help with studying and learning at university. Applies the strategy to all levels of the LoA that the strategy targets. Refers to textbook, relevant lectures and 4 (or more) workbook readings (across the whole assignment). 26 – 30 |
| Expression/Readability Referencing (10%) |
Unacceptable level of writen expression including frequent spelling and grammatcal |
Adequate writen expression. Perhaps some problems with English, including |
Good expression – places where it could be clearer. Mainly correct grammar and spelling, reasonably |
Very good expression with few problems but perhaps places where expression could have |
Outstanding writen expression – clear and concise and accurate grammar and spelling |
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| errors. Organisaton of key points/ideas unclear. Meaning is unclear. Unsatsfactory standard of referencing including quotes without citaton, missing references or poor referencing. Inadequate reference list. |
grammar and spelling but intended meaning is reasonably clear. Satsfactory atempt at referencing. Some errors in-text and in reference list 5 – 6 |
concise. Good referencing. Few errors in-text and/or reference list. 7 – 8 |
been clearer. High standard of referencing, but some minor errors. 9 |
etc. ‘Polished’ expression. Near-faultless in-text referencing and reference list. 10 |
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Exploring your experiences of studying and learning
This section contains activities to help you to understand and write about levels
of analysis, and how they relate to your experiences of studying and learning.
Now that you know about the Levels of Analysis, what do you
understand about your own learning?
For this part of the assignment, you will need to write a summary about the
level of analysis and how it helps you understand your own learning.
There are three main ways that you will write up information from readings in
your written assessments: summarising, paraphrasing and quoting. In Reflection
(Learning Journal) 1, you will use two of them: summarising and quoting.
The table shows the main differences between the three different forms of
writing up information from your readings.
| Summaries | Paraphrases | Quotes |
| 1. Are used when the main ideas of a text are important to include, but not the fner details 2. Do not match the original text word for word 3. Are made up of the main idea(s) of a section of the text, written in your own words 4. Present a broad overview, so are usually much shorter than the original text 5. Must be referenced |
1. Are used when the details of an idea are important as well as what broad idea is – used when more detail is needed than a summary 2. Do not match the original text word for word 3. Ideas and information are written in your own words 4. Change the words and phrasing of a text, but retain and fully communicate the original meaning 5. May be shorter or longer than the original text 6. Must be referenced |
1. Are used when the actual words used in the text are important 2. Match the original text word for word 3. Are usually a brief segment of the text 4. Appear between quotation marks 5. Must be referenced (including page number, if available) 6. With few exceptions, when you include a quote, you should briefly explain WHY you have included it |
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Using the information above about what goes into a summary; write some notes
for a summary about levels of analysis.
1. You don’t have to write full sentences.
2. Dot points can be quicker and easier (but do not use dot points in your
assignment).
1. What does ‘levels of analysis’ mean?
2. Think of an example of your own learning that you can examine through the
LOA.
3. What are the biological, psychological, and environmental/social levels of
analysis?
Next, write some notes for a quote about levels of analysis. Pick a short piece of
text that you want to quote, and write down everything that you need to use the
quote. Include the quote text itself, the page number, and why you chose that
quote.
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Provide an example from your own learning contexts
In this section you are learning how to choose and write about relevant
examples. Here you will think about learning behaviours in different contexts.
For example, learning at work compared to learning at university. You may draw
on one example of learning at work and one example of learning at
university/school and discuss the differences between them through the topics
of motivation, self-efcacy, procrastination, time management or stress.
As preparation for this activity, you should have read the section ‘Applying
psychological science: how to enhance your academic performance’ on pp. 31-
32 of Passer, Smith and Norris (2016), plus at least two of the articles from the
list.
Thinking about your experiences of studying and learning across different
contexts. You might want to explore
1. What and how you learn in different contexts
2. What motivates you across different learning contexts
3. The environment you study and learn in
4. Learning online
5. Social support networks
6. How your lifestyle affects your capacity to study and learn
7. Do you feel like you learn better in particular environments? Why?
8. Are things like time management and stress different across different learning
contexts?
9. Do you procrastinate more when it comes to university work? Why?
10. Thinking about life choices and why you are studying
Write down two or three of the things you might write about for the assignment.
Is there one that stands out as the most important for you? If so, identify that
one (you could underline or circle it).
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Now pick one of the things from your list above and write down your thoughts
about the differences between the different learning environments.
For example, you might feel more motivated in one context, or learning in one
context might have created a habit or behaviour you don’t feel comfortable with
now as you head into university.
Watch this video on Visual Note Taking
https://www.youtube.com/watch?v=uIfOdlthUAQ
Make some notes on visual note taking in the box below
Next, watch this video on the way that the WSU Law School are contributing to
the discussion around educating the public on the Voice to Parliament.
https://biteable.com/watch/3852151/a51578ce5a0f2478d9a2d6da9d129737
Make some visual notes about the content in the video and the ideas/issues this
raises to you as someone living in Australia.
Do you have a design that you might like to enter in the competition? If so, you
could sketch some ideas below and think about why these images came to
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mind/what they represent in terms of the Law School’s involvement in educating
the community on the importance of the Voice to Parliament.
All students are invited to be a part of this!
Let us know if you decide to enter- we’d love to follow your journey with you.
Go to Module 3.2 Levels of analysis applied to Learning and Studying –
Watch it
While you are watching this module try making some visual notes. You don’t have to be
creative, but you can be if you like.
Levels of Analysis applied to Learning and Studying- Visual Notes
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Now you have reviewed the lecture slides and taken notes from ‘The Science of
Psychology’. You will fnd some studying and learning factors for each level of
analysis.
Some of these factors are ‘technical’ psychology terms, which will be covered in
lectures on the ‘major perspectives’.
See if you can work out study and learning examples for each of the three levels
of analysis.
Biological
Psychological
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Social / Environmental
Write (or draw) some of the strategies you have learnt about in this lecture and the
readings that might help you study and learn at university.
Applying the LoA. Use the level of analysis to identify learning
strategies you will use as you progress through your university
study (marks will be awarded to students who show strategies
across all three levels).
What might make studying and learning easier for you at university? It could be
factors such as where you are studying, who you are with, lifestyle choices, or a
specifc studying and learning strategy.
In this unit you will fnd tips on how to study and learn. You will fnd these in the
lectures, textbook, workbooks and readings.
For this part of the assignment, you have to identify a learning strategy, which
one do you think you will choose? Why?
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Remember you need to think about all of the levels. For example
Biological – stress management, healthy lifestyle, sleep.
Psychological – time management, self-efcacy, goal setting, thoughts and feelings.
Social level – online distractions, social support, learning environments.
What levels of analysis does this strategy target? Remember marks will be
awarded to applications that cross all three levels.
Reflective Writing
Connecting theory (readings) and practice will be an important part of your
study at university. Writing reflectively is an effective process to use to help you
connect theory and practice, as well as being aware of your own learning
processes and experiences.
What do you notice about writing reflections? How is this a different type of
scholarly writing compared to, say, an essay?
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Take a couple of minutes to reflect on what you have learned about the
connections between your OWN learning and study experiences, and levels of
analysis. Do you think using levels of analysis helped you to get a better
understanding? If so, how did it help? If not, why do you think that was?
Finally, have a look over the Peer Assisted Student Session (PASS) website
https://www.westernsydney.edu.au/currentstudents/current_students/
services_and_facilities/study_and_life_skills_workshops/pass_-
_peer_assisted_study_sessions
PASS is a student-centred learning program where students meet and work with
other students from your unit to help understand unit content (topics covered in
lectures, readings, and tutorials) and to develop study strategies that will help
to develop your academic performance at university. The research shows that
on average, regular PASS attendees achieve higher grades!
For information on The Individual in Society’s PASS sessions, see VUWS
Here you will fnd the timetables for both online and face-to-face sessions, as
well as introductions to our PASS facilitators, and general information on what to
expect from a PASS session.
You are now ready to attend your tutorial.
If you have questions about this assignment you can:
Ask them during your tutorial.
Read the FAQ sheets in the Assignment Folders. They’re full of
information!
Head to the discussion forum on vUWS for Reflection (Learning
Journal) 1. Check what other students have asked and the
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answers we have given. If you can’t fnd an answer to your
question, post it!
Note that while this Tutorial Workbook provides structure for your preparation
and learning, and for tutorial content, your tutor may not cover all exercises or
discussions contained in this workbook. Tutorial content will depend on
available time, mode of study and student engagement with particular topics.
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