Saturday, 26th March 2011 4 Comments
Well, it’s only taken 6 months, but I’ve managed to work out how best for me to work towards my GDL. Trouble is, there are only a handful of workshops and lectures left to put it into practice. Despite this, I thought I’d write about my new method and why it’s been good for me, as well as how I arrived at it. The hope is, as it is with many of my blogs, that at least one person will read it and find it useful.
I began the year working very hard. I would prepare for my workshops by doing the reading in the Study Manuals that the College provides, highlighting and underlining as I went. I’d do all the prep activities and come to the workshops full of beans. I found, though, that I wasn’t retaining much of the information once I’d learnt it. The College is big on its students consolidating their knowledge, but having tried it a couple of times and felt that it didn’t help that much, as well as feeling that it left me short of time to prepare for upcoming workshops if I was looking back at the same time, I abandoned consolidation.
I carried on with this method of working until my January exams. I then found that I had very few notes from which to revise (which should probably have occurred to me earlier, I’ll grant you) and tried making them from the things I’d highlighted and underlined in the manuals. These notes were serviceable, but not exceptional, because I’d forgotten what was truly relevant as a result of the time between those workshops and making the notes.
I then resolved to take notes instead of merely highlighting the book. This I did diligently, taking umpteen pages of notes for every workshop, colour coding cases and statutory provisions for ease of reference, and building up a stock of notes at last. I was doing all of this before workshops, which was time-consuming, but I was finding it pretty useful. I found, though, that my retention didn’t really improve all that much, and my involvement in workshops decreased because I was looking through notes rather than listening or participating. The other factor was the time it was taking me to make my way through the notes. Some of the chapters in the manual are very dense and I was having trouble distilling the information into something that was manageable. I’d often take notes, only to find that the workshop taught me something different, or at least placed the focus on certain vital cases that weren’t given that focus in the text.
Given these factors, I decided to combine my two approaches. I decided to read the relevant chapters before the workshop, understanding the concepts and underlining the occasional (and I mean occasional) sentence. I’d then do the prep activities that the classes required, and take them along to the workshops. I’d make as many notes as I possibly could about structure and content in the workshop as I could, augmenting my conceptual understanding with the structure required by “GDL land” as the tutors refer to the course. Then, once the workshop had finished, I’d go to the library and make notes from the chapter, making my workshop notes complete using the Manual, but retaining the emphases that I’d been given by the tutor and allowing the tutors, rather than the book, to give the lessons.
I’ve found that my retention and understanding has increased, I’m doing the consolidation whilst not fighting with upcoming workshop work so much, and I’m able to make notes with the benefit of knowing what’s vital and what’s less important.
I’m not suggesting that this method is for everyone – everyone works and revises and learns differently. But I’d advise that students be as critical as possible of their own working methods. The course is very information-dense, and not working as effectively as you possibly can for much of the course can be a bit of a problem. Everything’s starting to come together now in my mind, which is good, and I think it probably would have done even without the change of working habits. But they certainly haven’t harmed the process.
I wrote in a previous blog about the importance of constantly evaluating your own performance and knowing how to get the best out of yourself. This is yet another example of where I think it comes in handy. People may disagree with this statement or my methods – but I know they’re right for me. Which is, after all, the most important thing.