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Learning Skills
[Discussed during 1st week of class.- Please ask me
if you have questions or if you want suggestions.]
Consider the following: What is more important in
education and learning- getting the information in or
getting the information back out? When studying or
practicing something new, getting the information into
memory seems most important. However, when it comes time for
the exam or performance, recall of that information is more
important. Being able to use that information once you have
it is crucial to demonstrating mastery. How often have you
struggled to come up with an answer in an exam, knowing it
is in there somewhere, only to have it pop up after you
leave? How often have you done something once and it worked
perfectly, only to find that the next time you try doing it
you can't remember how, or you think you do but it doesn't
work? If the approach to studying something is focused on
improving recall of needed information, and gaining mastery
of processes, then the time spent studying will reap the
rewards sought. Even more important is being able to retain
the information long term, so that it can be used whenever
it is needed. Along with developing long term recall, it is
extremely important to know how to find needed information,
old and new, and how to learn new processes. This is
especially important in fields changing as rapidly as
bioinformatics.
The best time to figure out the optimal approach to
learning a subject is at the beginning, not the night before
the first exam or just before an assignment is due.
Investing a little time now to explore your options and to
organize a study strategy will pay off later, in terms of
study time better spent, improved results, and reduced
stress. Do the following:
- Learn a little about your basic learning style by
reading this section.
- Consider your learning preferences from past
experience. What worked? What didn't? You may want to
make a list.
- Diagnose your weak areas in background preparation.
Be sure you have appropriate references available. Books
from your core courses in biology and chemistry, for
example, will be very useful. Utilizing on-line tutorials
is another resource. Sharing resources with others can
also be helpful.
- Try out some of the suggestions below under "Choice
of study strategies".
- Organize a study group. This may be the same or
different from project groups. Ideally, group members
should have some different learning styles and different
background strengths. In a mixed group, each individual
has unique strengths to contribute and a different
viewpoint from the others. Everyone will benefit by
gaining a better understanding of the whole. One
limitation to consider: available times to meet as a
group. Groups may decide to form an on-line list-serve to
share information and messages.
- Explore what is available on-line in terms of
support.
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Discover something
about your learning style
Try the following exercise either alone or with friends:
Do each of the following short tasks. Make note of whether
each one seemed easy and comfortable to do, or difficult and
uncomfortable while doing it.
1. Think of a favorite poem and recite it to
yourself.
2. Convert one million seconds to days.
3. Imagine a classroom which you have visited in the
past week, but are not currently in. Answer the
following:
a. What is the color and pattern of the
floor?
b. What is the design and pattern of the
ceiling?
c. How many windows are in the room?
d. About how many chairs are in the room?
e. How many doors are there?
4. Stand up and let your body take an imaginary walk
across the following surfaces:
a. Along a smooth sidewalk,
b. Across a fresh patch of sticky tar,
c. Barefoot in soft sand,
d. Still barefoot over some sun-baked rocks,
e. And finally onto some fresh cool grass.
Answer the following questions:
5. Is music important in you life? For example,
do you play an instrument or sing? Do you find it helpful
to listen to music while you work or study? Or do you
prefer quiet?
6. When learning something new, do you find it
necessary to put the information into a broader context,
such as part of a world view or a series of processes? Or
are you comfortable learning just what is in front of
you?
7. When solving a problem, learning something new or
starting on a project, do you find it useful to discuss
it with others either in the form of designing a strategy
for solution or mastery, or as an ongoing dialogue
throughout the process?
8. When solving a problem, learning something new or
starting on a project, do you find it useful to work
alone to design and execute a strategy for solution or
mastery?
See the table below for the types of intelligences
represented by the questions above, as described by Howard
Gardner. Each person has a different mix of which ones are
dominant or well developed, and others which are less
significant. You can capitalize on your more dominant types
of intelligence while learning. At the same time, you can
try new approaches which may add additional benefits.
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Intelligence:
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Task:
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1.
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Linguistic
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poem
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2.
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Logic
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problem
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3.
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Spatial
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visualize
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4.
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Body/kinesthetic
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walk
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5.
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Musical
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use/memory
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6.
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Naturalist
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world view
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7.
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Interpersonal
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discussion
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8.
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Intrapersonal
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internal solution
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- If this subject interests you, or if you are
interested in a future in education, you may want to read
some of the books written by Howard Gardner and by Thomas
Armstrong. In Multiple Intelligences, Howard
Gardner describes the eight basic types of intelligence
shown above.
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Choice of
books:
When possible, it is good to select books which support
your learning style. Sometimes that is not possible within a
particular subject or for a particular course. However, a
good plan is to build a library of reference resources which
do fit your style and/or with which you are quite familiar.
This can include texts from past courses. [Hint: Don't
sell back books which can be useful in the future. It'll
cost more to get them again when you find that they are
needed.] Find out what are key references in your field
of interest and support areas. Shop for these by a variety
of means- book sales, used books, book exchanges, on-line.
You can build a nice reference set without spending a lot,
if you are patient and keep out a sharp eye for
bargains.
Choice of study strategies:
First of all, use more than one approach. The more ways
you experience the information, the easier it is to remember
and understand. Experiment and use what works best. Some of
my suggestions may seem awkward or time-consuming at first,
but with practice, they are well worth the effort.
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Concept mapping:
"Messy" vs. "linear"- that is the question. We
are taught to make neat outlines, which is OK for many
things. But there are limitations. Outlining is great if
you're writing, because it is largely linear. But
wouldn't you rather have a map than a list of directions
when going someplace new? A map can show you alternate
routes in case the main route is blocked. Concept mapping
allows you to build information maps showing connections
between different bits of data and ideas. Besides gaining
a better understanding, you can also find your way to
details you might otherwise forget.
In this course you'll be spending a significant amount
of time on-line. You will see some examples of concept
maps used in different ways, such as site maps and
linkage maps. You may find that building some concept
maps which include some of the web site information
really helpful.
How you concept map is largely up to you. Some like to
start with a huge piece of paper, then let the map grow
as the semester progresses. [Some report that they
like to hang them on the wall over their bed.] Others
like to start with a sheet of paper to map each area they
are currently studying. Then they link these smaller maps
together in different ways- sort of like a dynamic
puzzle. Many use different colors- some freely as the
mood strikes; others develop a legend, with each color
assigned a meaning. Some add illustrations. Others make
diagrams. Still others make lists or tables. Be creative
and have fun with it.
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Think 3D vs. 2D:
To really understand interactions at the
molecular and cellular levels, you must get out of
Flatland! Getting out of Flatland can help in learning
other types of complex relationships as well. While
visualizing, try changing your perspective and focus. For
example, try taking a walk through the cell instead of
just looking at the picture as an abstract cartoon. To
understand an abstraction such as the organization of a
database or an application, try imaging it in more
familiar terms of a physical structure [a warehouse,
a machine?], then get to know the parts. Build models
with anything that's handy. [Playing with your food
is OK.]
Scheduled
reviews:
Many students take notes and/or underline texts,
but then they don't look at the information again until
just before an exam or when a project is due. A much more
effective method of review is to schedule frequent short
reviews of only a few minutes at a time. Research shows
that information is retained at a much higher level and
for much longer if there is frequency of exposure. One is
more likely to make connections between pieces of
information and to synthesize concepts. The additional
advantages are that "cram sessions" aren't necessary and
that the stress level is much reduced.
An ideal review schedule for reviewing
lecture/discussion notes:
- 10 minutes after lecture- Fill in incomplete words
or phrases; mark where you have questions or where you
know you missed something. Later, follow up by
comparing notes with others.
- 1 day after lecture- Briefly reread notes. Tie in
with reading, if time allows.
- 1 week after lecture- Briefly reread notes. Tie in
with other lectures by concept mapping.
- 1 month after lecture- Another brief review.
Some research has shown a 600% increase in recall
after using the above schedule, when compared to a single
review session.
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Reading:
Perhaps reading in some courses can be limited
to a single reading through the material. This is not
true in here. Once is not enough! Pre-read the assigned
material before the lecture/discussion. This
accomplishes at least two things. It gives you a general
idea of the intended focus and of the key terminology. It
also allows you to participate in discussions during
class. Following class, read the appropriate sections in
depth. At this point, underline, if you find that to be
effective for you, or take notes.
Review your underlining or notes on a schedule similar
to reviewing lecture notes. Incorporate material from
your reading into the concept maps.
Read through the computer lab exercises before class.
Note parts you don't understand. Check for background in
the texts, or on-line. Complete the pre-lab activities
where appropriate. Read through the summary questions at
the end of an exercise before beginning actually doing
the exercise. This will help you focus as you do
them.
Study time:
- Try to keep study sessions limited to 20-30 minutes
per time block, with 5-10 minute breaks in-between. You
will be able to maintain better focus while studying. You
will be able to maintain your energy level longer,
especially with light snacks during some breaks. You will
retain more information. This is true for any study
activity, whether it be reading, concept mapping, problem
solving, or working on the computer. I personally like 25
minute sessions, with 5 minute breaks. Experiment to find
what timing sequence works best for you.
- Try to study the same general time of day that the
class meets. If you have a morning class, set aside at
least some time on other mornings to study for that
class. The same advice holds for afternoon and evening
classes. If time is limited or if you feel tired, use
that time for quick reviews.
- For the bulk of your study time, find out when you
are at your best for specific activities. For example,
I'm a morning person by nature. I find that I'm much
better at analytical tasks and writing in the morning. In
the afternoon and evening, I can organize, edit, and
read.
- For some, music helps. This usually doesn't mean
playing the latest hit to which you would rather sing or
dance than read or write. Some research shows that music
which is largo [60 beats/minute] works well. Some
like to use a variety of selections composed by Mozart,
but there are many other choices as well.
- A simple study trick that helps in recall is to
change your study location for different sections of
material. For example, read one chapter at your desk,
then read another in a comfortable chair, on your bed, or
outside. The idea is that your "body memory" will help in
recalling blocks of information. Another body/kinesthetic
memory trick a former student told me he liked was to
listen to lecture tapes while working out or jogging.
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What happens in class to help:
The organization of this course is designed to support
most learning styles. Pre-reading on your part is important
for both lecture/discussions and lab sessions.
- For each lecture/discussion, a brief outline is
presented, along with what to expect for the next period.
[Logic/organization]
- At the beginning of some class sessions, there is a
quick quiz which lasts five minutes or less.
[Intrapersonal] Don't worry- these are not
collected or graded. There will also be some problems
which require a little thought.
- Presentations include a variety of illustration
styles and include interactive discussion.
[Linguistic/Spatial/Interpersonal] Since
active participation improves learning, I strongly
encourage students to ask questions. I frequently ask for
input and questions.
- Frequently, I will break the class into small groups
for a discussion or an activity.
[Kinesthetic] Sometimes I'll ask for
participation at the board or in the form of short
presentations. If you are a kinesthetic learner, and
sitting for a whole class period bugs you, feel free to
stand up and move around a bit. Just take others into
consideration and don't block their view.
- I'll make a point of showing how things fit together
and I encourage you to do the same as you use work your
way through the material. [Naturalist]
- The one thing I don't do in this class is include
music. You'll have to do that yourself, selecting what
you like and using it at times you find beneficial.
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Study approach for maximum benefit
from this class:
- Read appropriate text sections and any assigned
papers before class. A brief overview is sufficient.
Following lecture, reread appropriate material.
- The class sessions and lab exercises will emphasize
and highlight the information. Information not mentioned
may still be important for understanding, so therefore do
the reading. Areas to be stressed will be noted. Through
the exercises and extending into the projects, you'll
find how to find needed information beyond the texts.
- Make an organizational chart or concept maps. The
structure is up to your personal choice and style. (This
will not be graded.) It should contain "family" groups
with their characteristics. Fill in with significant
details; for example, databases & search strategies,
genomics & proteomics, phylogenetics.
- For project prep, work with your group to break the
problem down to constituent parts. Get the necessary
background to fully understand the problem. Develop a
strategy for acquiring the necessary data and on how to
complete the analysis. Review preceding material and
exercises for ideas and support.
- Pursue your personal areas of interest. These can be
developed in finding papers to discuss on appropriate
topics, finding on-line resources, and in developing an
independent project either for yourself or in concert
with others with similar interests.
- Diagnose your personal weak areas. Review pertinent
background material. Seek advise early- Level those
molehills before they grow into mountains.
- Cooperate with your fellow students. Group study and
review can provide benefits not possible when studying
alone. If you can teach someone else about something, you
really learn it yourself. If you are stuck on something,
often a different viewpoint is what is needed. This class
is structured such that if all A's have been earned, all
A's will be given.
- The last point is also the first point: ASK
QUESTIONS!!!
Outcome at the end of this course
and beyond:
What you should know: You should have a basic
understanding of bioinformatics and know how it can
contribute to the analysis and understanding of biological
sequences, structures and processes.
What you should be able to do: You should be able
to find answers to questions, follow new ideas, and continue
learning on your own or with others.
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