Strategies In graphic learning Strategies In writing1. Use graphic organizer to demonstrate

relationships between facts, concepts or ideas. A graphic organizer guides the learner’s thinking as they fill in and build upon a visual map or diagram. They are also informally used as a term to describe all visual learning strategies such as concept mapping, webbing, mind mapping, and more.

1. Generate the ideas – Write rapidly, setting the context, for example, make sure the important points that the readers should get when they read the writing, and finally add the content.

2. Use concept maps - graphically illustrate relationships between two or more concepts and are linked by words that describe their relationship.

2. Developing the ideas – Use web mapping, mind maps and other visual organizers and adding more details to support the main idea.

3. Use brain storming map - Brainstorming webs show how different categories of information relate to one another.

3. Revising and editing – Reorganize the ideas, ask questions to revise writing, ask friend to check our writing(peer checking) and proofreading without partners.

4. Use mind maps - Mind Maps are visual representations of hierarchical information that include a central idea or image surrounded by connected branches of associated topics or ideas.

4. Writing for a purpose – Use templates( procedure, information report, business or explanations).

(b) The importance of indentifying our learning styles : A person's learning style has to do with the way he or she processes information in order

to learn it and then apply it. By understanding different 'learning styles' staff may gain insights into ways of making

academic information more accessible to our diverse groups of learners. We can learn better when the style of presentation is in agreement with our preferred

learning style. Learning style is the application of a particular cognitive style to a learning activity. It is

seen as relatively fixed. A learning strategy is one of many different ways of dealing with learning tasks that a

student develops to facilitate performance.

Question 2

(a) The reasons why we need to take notes :

(i) taking notes helps people extend their attention spans and keeps them focused on the task at hand. Plus, note taking changes students from passive learners to active learners, making retention much more likely.

(ii) Taking notes boosts both comprehension and retention. People learn more effectively when they use multiple senses and activities—note taking helps because it requires both listening and writing skills.

(iii) While taking notes, students develop an important skill: being able to select important material and discard unimportant material.

(iv) Note taking helps people to organize the ideas they are learning. Good notes will provide a gauge about what is important to the instructor and arrange topics in easy-to-review chunks of information. This is important when it comes time to use notes for test review.

(v) Note taking help the students to develop the ideas better and can help students to think creatively( improve the thinking skills)

(b) Three effective note taking methods :

(i) Outlining method

- Listen and then write in points in an organized pattern based on space indention. Place major points farthest to the left. Markings are not necessary as space relationships will indicate the major/minor points.

- This method reduce editing and is easy to review by turning main points into questions. It record the main points effectively.

- This system may not show relationships by sequence when needed. It doesn't lend to diversity of a review attach for maximum learning and question application. This system cannot be used if the lecture is too fast.

(ii) The mapping method

- Use comprehension/concentration skills and evolves in a note taking form which relates each fact or idea to every other fact or idea.

- This method help us to visually track the lecture regardless of conditions. Little thinking is needed and relationships can easily be seen. It is also easy to edit our notes by adding numbers, marks, and color coding.

(iii) The sentences method -  Write every new thought, fact or topic on a separate line, numbering as we progress.

- This format is slightly more organized than the paragraph. Gets more or all of the information. Thinking to tract content is still limited.

- The problem with this method is we can't determine major/minor points from the numbered sequence. Difficult to edit without having to rewrite by clustering points which are related. Difficult to review unless editing cleans up relationship.

Question 3

(a) Examples of facilitation

Collaboration Allowing another student to observe an exam paper or allowing another student to “recycle” one’s old term paper or using one another’s work in a paper or lab report without citing it as another’s work.

Copying Students obtaining information pertaining to a graded exercise by deliberately observing the paper of another student. For example, noting which alternative a neighboring student has circled on a multiple-choice exam.

Plagiarism Representing the work or words of another as one’s own through the omission of acknowledgment or reference. For example, using sentences verbatim from a published source in a term paper without appropriate referencing, or presenting as one’s own the detailed argument of a published source, or presenting as one’s own electronically or digitally enhanced graphic representations from any form of media.

(b) Three possible consequences of academic dishonesty Reducing of grade for the course or fail in the course with a grade of XF (indicates that course

was failed due to academic dishonesty and student cannot graduate until they have it removed by going through remediation)

Counseling or recommending remediation for the student

Dismissing the student from the University