All 5 entries tagged P4 Portfolio

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June 17, 2012

Final entry for Warwick Skills Portfolio Award

Final entry, in which I look back over my posts in an attempt to remember what went on at each of these workshops, spread out somewhat evenly over the year. Let’s do it chronologically, and conclude at the end:

P1: I suppose this is “An Introduction to Skills Development” in the same manner as “An Introduction to Topology”, this workshop stands on its own. I feel that the things I learnt about skills development as opposed to actual skills were merely side-effects of the process - for example, setting goals that actually have benchmarks with which they can be measured (a goal that I learnt several times over across all the workshops and may even only now be beginning to stick). In short, I feel this was more… solid than the meta-skills workshop I was expecting. Then again, the best way to learn the meta-skills is through experience, and you can’t really make action points about something theoretical - “I will make an action point that is measurable” doesn’t really work. I don’t recall SMART goals being empasized here, though (I believe they were in P6) and it does seem like a rather good place for them.

A4: This was the first workshop I attended that I was able to observe a positive long-term result from - the improvement of my ability to listen (and recall) (and learn). It was also nice in that I started something and utterly failed, instead succeeding in the harder task. As a result of my failure (and other things) I got hold of a memory book, which was certainly an enjoyable (and helpful) read.

P4: This was far and away the most enjoyable workshop, and the first I was willing to actively recommend attending (over, say, reading about things on the internet)! More like active training than a seminar (in concordance with the subject matter, I rather liked (and instinctively feared) the “Did you think you’d be sitting at a desk while I lectured you on presentation techniques?”). Bev was very professional and authoritarian from the outset; this was also the only workshop (I attended) that felt like one you’d actually pay to attend. I attended this one just before the holidays so the bulk of the improvement came from the workshop itself - even with that caveat, I think the gain was comparable to months of reflection/application from other workshops - it was very concentrated, and you could see the benefit on others during the presentations given.

P6: This was where I first found SMART goals - something that would probably have helped to come up in P1 (and if it did, to be more emphasized). It was also the first in which I had an honestly negative experience from a change (or at least one that I noticed) that made me fear, for the first time, that I could be doing real damage to myself, in the same vein as being indoctrinated into a religious order, or being taught to think critically about things without being reminded that you should also apply this to your own thought processes. I found I was suppressing my own sadness (and have been for years) but I could remember the previous day, when I was sad, and then I thought “perhaps if I take myself back there, I can recall the emotion”. And so I did, and it worked, and then there I was, sitting there, feeling the weight and then the worry hit me - this suppression was a skill I’d developed, it was useful, I wouldn’t want to lose it. So I suppose this is something the health of which we’ll have to agree to disagree on.

A7: Speed reading! This was probably the second most enjoyable workshop. It was interesting in that on attending I found that I was already using most of the techniques and - to my great surprise - I found that other people weren’t. I was honestly unaware that it was possible for people to read so slowly! I was hoping to increase my reading speed because it seems like a rather useful skill, so it was something of a downer to find out that I was already rather fast. Contained the excellent quote “I wouldn’t have thought you’d do much reading in Maths” (my library card begs to differ :P). Contained an important and obvious lesson (to get better at something, do it a lot). Learning the techniques meant I was able to help one friend with his slow reading, which is always nice.

A1: Attended this one after my lectures were over, which wasn’t the best plan. Still useful, though. Found a method that seemed obvious in retrospect, which is a nice indication it’s a good one. Came with the hint to make a booklist, which is a nice thing to have. Also introduced me to what skimming and scanning actually are - and I, who could already read quickly, had a hell of a time trying to put them into practice. Was I already doing them? How could I tell? Tricky business.

The workshop that I got the most from (discounting any reflection/blogging) was P4, followed by A1. The workshop that I got the most from reflection/blogging was A4: I was able to implement a slight change that lead to a long-term improvement that’s still going. In the meta sense, reflection was also especially helpful in P1 and P6, due to the side-effects mentioned as opposed to actual progress with the plan. Overall, I’d say that the side-effects that occurred as a result of implementing the points were more important and helpful than the results of implementing the points themselves - I feel I’ve learnt more about myself, my thoughts and my actions from them.

I decided to go for it on a whim, but looking back I don’t see any better (realistic) way I could have spent my time. The investment was comparatively small for the results obtained, and I’m glad I made it.


January 05, 2012

P4: It's All in the Presentation

Tutor was Bev Walshe.

Retrospective:
I now know more about giving presentations – while the vast majority of this was learned /in the workshop/, I can at least say I’ve learnt to look out for things to use.

I am still not calm most of the time – the only way I deal with it for now is taking a brief pause, and when that fails to calm my racing heart I get more nervous – OH NO WHY ISN’T IT WORKING – so for now my strategy is to try to avoid it in the first place, or just ignore it.

I haven’t had a chance (or haven’t taken a chance) to present to a large group of people – my favourite, as is, is one or two people asking questions as we go along – this enables me to keep up the interaction and remain fairly casual.


December 26, 2011

P4: Watching other people not give presentations

Remembering I’m supposed to be watching people is certainly harder outside of an academic environment :D. Mostly one-on-one, simple checks like “is X clueless/tired/bored/interested/disliking tangents?”

I can remember people are present (and pay attention to them!!) by being more spontaneous and less overprepared. However, this requires that I have an excellent knowledge of what I’m presenting, so it’s probably worth overpreparing anyway and then deviating from the script. This is still something to work on – “what I’m going to be talking about next” seems a much more important topic than “what are my audience thinking”, and I suppose it’s similar when I’m in the audience – “what is he saying right now” is less important than “I wonder if the converse of that theorem five minutes ago is true” or “I wonder if this can be applied to ” and then I go on a tangent by myself with the knowledge that I can just rush copying down the notes and look at them later, when I should really be tabling the problem, trying to grok the lecture material at the time, and doing the problem later, oh well!

On being calm: I find the most important thing is to really know the material, preferably to a much greater degree than you’re presenting. Ideally you’ll be presenting to an audience that knows nothing, so you don’t have to give any focus to the mistakes you make, and can just move on without disrupting the flow. See it as an opportunity to share your interests instead of a social ritual by which people will judge you (whether that is true or not)!

I suppose all I’m looking for here is confidence that I know the material better than the audience does – preferably a lot better.


December 07, 2011

P4: Watching other people give presentations

I find myself drinking a /lot/ more water. Irrelevant, but it also looks like I go through most of the day dehydrated. The maths water cooler is pretty nice :)

Even one-on-one I stop paying attention to people while I’m speaking. Paying attention while they’re speaking is simple; while I’m speaking is harder. And now it’s time for the holidays so chances for observation go way down :|

Mostly watched presentations by some students/lecturers. Massive variation.
*Most of the presentations were really good. One poorer thing at higher level voluntary talks is that they start at a reasonable level and quickly ascend to the stratosphere.
*Writing a decent amount so your audience can take notes is friendly, but prone to wasting a lot of time by writing too much/using inefficient notation. Providing notes/slides/whatever is my preference as a viewer as it lets me focus on the presentation, with whatever slight embellishment may be present.
*However, if there’s no embellishment, providing notes just draws attention to that.
*If you’re giving a proof write little and explain lots. Don’t write down every step.

Watching people who are sitting down is far harder than watching people who are standing up.


November 27, 2011

P4: Giving Presentations and Whatnot

Tutor was Bev Walshe.

Attended workshop on 24th; was good. Material was presented well. Would recommend.

Points:
Calm down
This point is pretty general but I’ll try whatever works. My heart starts racing easily enough, even when I’m alone. On the plus side, this means there’s practically no difference in talking in front of some people or no people: I tend to tune them out once I get going. Points would be breathing (deeply or not) and drinking water to have an excuse to not talk for a while.

Watch people
This comes in tune with “listen to people talk” from A4. I’ve consciously observed some of how body language affects appearance: time to watch some more.


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