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pw9001a know your learning style ncea level 2

2011/1


know your learning style ncea level 2

Expected time to complete work This work will take about 20 hours to complete, plus time to visit relevant websites. You will work towards the following standard: Unit Standard 7117 (Version 4) Produce a plan to enhance own learning Level 2, Internal 2 credits In this booklet you will focus on these learning outcomes: •• describe factors which enhance your own learning •• describe your own learning style •• produce a plan to enhance your own learning effectiveness. Assessment Achievement Standard This unit standard has three assessment activities as follows: •• Assessment activity one: Create a plan –– This activity is completed at the end of the student workbook. •• Assessment activity two: Describe factors which enhance your own learning –– This activity is completed in the Assessment workbook. •• Assessment activity three: Describe your own learning style –– This activity is completed in the Assessment workbook.

Copyright © 2011 Board of Trustees of Te Aho o Te Kura Pounamu, Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045, New Zealand. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without the written permission of Te Aho o Te Kura Pounamu.

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contents 1

Knowing yourself

2

How to use your learning style

3

Producing a plan

Self-assessment

Answer guide

Acknowledgements

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how to do the work When you see:

1A

Complete the activity.

Check your answers.

Check the website.

Your teacher will assess this work.

Contact your learning advisor.

You will need: •• access to a computer with Internet •• paper and pens/pencils.

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knowing yourself learning intention

Learners will be introduced to a range of factors that affect your learning and understand their influence on your learning.

introduction

Effective learning is specific and individual for each learner. There is no right or wrong way to learn, but there are proven ways to make your learning more effective.

what affects your learning?

There are many things that affect how well you learn. Some of them are personal and some are physical.

personal

Personal factors affect people differently. Here are some of the personal factors that may affect the way you learn.

Social factors: This is whether you like to work by yourself or with others around you; for example, do you like working with other people to bounce ideas off or do you prefer to work alone?

Emotional factors: This is to do with how you feel about a particular topic or how you are feeling in general. How you feel affects the way you learn; for example, if you are excited about a topic you are more likely to be motivated to work, if you are feeling grumpy you may find the work harder.

Physical factors: This is about how your body is feeling – tired, hungry, sick – and how this can affect the way you learn; for example, if you have the flu you may not feel like learning.

Cognitive (thinking) factors: This is the prior knowledge and awareness you bring with you to your learning. It is also about the way you think and learn – your learning style; for example, if you know a lot about the topic you will find it much easier.

Cultural factors: This includes the influences from your social or cultural group; for example, the way your culture views the topic can affect the way you think about it.

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knowing yourself

environmental factors

All the things around you in your environment can affect you; for example, in your house do you have a quiet place where you can study? Is your house warm? Noisy? Who else lives with you? Do you have responsibility for children? Do you work from home? Now let’s look at environmental factors that may affect your learning. 1A

1. Heat can affect learning. Think about your needs: do you like to study in a hot/stuffy room, a warm room, a cool room or a cold room? Mark your preference on the following continuum.

Hot

Warm

Cool

Cold

2. What about light? Describe the best light conditions for you

3. Sound is another factor that can affect your learning. Can you study with music? Do you mind some background noise or do you want silence? Describe the best sound conditions for you.

4. There are visual factors to think about as well. Do you like your desk or work area tidy, or do you like a creative mess around you? Does movement or people walking by distract you? Describe the visual factors that you prefer.

Check your answers.

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knowing yourself

1B

Here is the beginning of a mind map. Under each heading write as many personal factors that you can think of that affect the way you learn. One example under each heading has been done for you. Try to add at least two more examples under each heading. The factors can have either a positive (good) or negative (bad) effect on your learning. By each factor write P if a positive effect or N if a negative effect on your learning.

Emotional

Social

Love this topic! (P)

Learn better with people around (P)

personal factors

This topic relates to my culture (P) Cultural

I already know lots about this (P) Cognitive (Thinking)

I can’t work if I am hungry (N) Physical

Your teacher will assess this work. Š te ah o o t e k u r a p o u n a m u

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knowing yourself

1C

a. Do a brainstorm about all the different environmental factors that affect you:

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knowing yourself

b. From your brainstorm identify whether you think these have a positive or negative effect on your learning and say why e.g. ‘I like to listen to rap music while I work’, Negative effect:

‘I get distracted by the words’.

Hint: It is a good idea to arrange under headings, for example sound, light etc

Factor 1 is:

Factor 2 is:

Factor 3 is:

Factor 4 is:

Factor 5 is:

Your teacher will assess this work.

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Another environmental factor to consider is how comfortable you are with your desk and chair (or bean bag) and other things around you. This is called ergonomics. Ergonomics includes the type of furniture you use and how you use it; for example, the desk or table you work at should be at an appropriate height for you to sit comfortably to do your work, it shouldn’t be too low or too high. You may have seen office furniture that is adjustable so it can be changed to fit the height of the person or the way they work – this is ergonomics. Ergonomics is very important as it reduces the chances of people developing conditions where they may have pain or do damage over time.

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knowing yourself

1D

What is your ideal set-up for working well? In the space below sketch your ideal set up for doing your learning. Make sure you include both personal and environmental factors that affect you.

Check your answers. Š te ah o o t e k u r a p o u n a m u

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In this section you will describe the things that help you learn and why they help your learning. For example, you may write under Social factors, ‘I like to learn in a group, I hate being singled out’. Look back to activity 1B and choose examples from the mind map that you have put a P beside, or you might think of other things that positively affect the way you learn. Social factors

Emotional factors

Physical factors

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Cognitive factors

Cultural factors

Which of the factors most influence your learning?

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Now you know about the different personal and environmental factors that affect you, we are going to look at who you are as a learner.

how do you learn?

Not everyone learns the same way. Some learn best when they can see/read things (visual). Other people learn best when they can hear or listen to things (auditory). Still others learn best when they can do something (kinesthetic). Most of us use all three ‘modes’ of learning. We usually have strength in one or two modes though. 1F

Do the following three tasks to find out about yourself and how you prefer to learn. You are going to tease out your preferred learning styles. You may be dominant in one style, or you may have a mix of preferences. The more honestly you do this activity, the more useful it will be in helping you identify the way you prefer to learn.

task 1

Firstly, look at the table below. Highlight or mark the square on each row that you think best describes you. When you have done this for all twelve rows add up the number of squares that you highlighted in each column and record your scores in the space provided at the bottom of the table.

12

Visual

Auditory

Kinesthetic

General appearance

Neat (can be meticulous) likes to be organised.

Appearance not as important as visual people

May be neat, but soon becomes disorganised through activity.

General behaviour

Quiet. Watches others.

Noisy, likes music. Hums, talks to self.

Moves and gestures. Touches people and stands close. Responds to physical rewards. Finds excuses to move.

Distractibility

Distracted by noise, disturbed by visual disorder and movement.

Less easily distracted by noise.

Not interested in visual and auditory information, can appear to lack concentration.

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Voice

High, flat, fast.

Rhythmical, well modulated. Spoken language easier.

Slower, lower.

Communication language

Uses words such as ‘see, look, and show’. Becomes impatient with extensive listening unless can make vivid images from what is being said.

Uses words such as ‘listen, hear, say, sound’. Enjoys listening, but impatient to talk.

Uses words such as ‘touch, feel, take’. Gestures while talking.

Reading

Capable of intense concentration. Prefers descriptions. Successful in this area. Would rather read than be read to.

Enjoys dialogue, reading aloud and listening. Moves lips when reading.

Prefers stories with action. Points when reading.

Spelling

Accurate speller. Sees words to spell them.

Uses sounds, and/ or rhythm to learn words.

Not a strong speller. Checks words by writing to see if words ‘feel’ right.

Hand-writing

Appearance is important. Tends to be neat.

Had difficulty learning to write. Likes to talk while writing.

Not as neat as others.

Problem solving

Plans ahead. Organises thoughts through writing. Makes lists.

Talks through problems, both to self and others.

Sloves problems physically and often impulsively. Prefers the solution which involves activity.

Memory

Remembers through pictures or what was seen. May forget verbal instructions.

Remembers what was discussed. Uses rhythm and repetition to remember. Can repeat and mimic easily.

Remembers actions. Memorises by walking and seeing

Imagination

Vivid, visual imagination. Can see detail in mind’s eye.

Imagines in sounds and voices.

Tends to act out imagination.

Response to new situations

Looks around, examines.

Talks about advantages and disadvantages of situation.

Touches, moves things, tries out.

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knowing yourself

Add up how many squares you have highlighted in each column and record your scores below to figure out which of the above learning styles you prefer. Score out of 12

VISUAL

/12

AUDITORY

/12

KINESTHETIC

/12

task 2

Now you are going to answer some questions about your preferences. Answer all 20 questions by circling the response that best fits you. Do not spend too much time thinking about each answer – usually your ‘first reaction’ will best describe you.

your learning preferences Circle the answer that best fits you, remember – do this quickly without thinking too much. 1. When relaxing I want to

5. In school I prefer/preferred

a. read or watch TV

a. lectures and discussions

b. listen to music/radio

b. experiments and activities

c. get out and do something

c. diagrams and pictures

2. I prefer it at school when

6. After a BBQ I prefer to

a. the teacher talks and we listen

a. watch a video or play cards

b. we’re moving around doing stuff

b. sit around and talk/joke

c. we’re writing or doing worksheets

c. chuck a frisbee or go for a swim

3. I try spelling new/hard words by

7. I’d rather my flatmate liked the

a. sounding it out

a. same music groups I do

b. writing it to see if it feels right

b. same sport or hobbies I do

c. writing it to see how it looks

c. same TV programmes I do

4. When I’m concentrating the most distracting thing is when a. there are people or things moving around b. the place or desk is untidy

8. To work out how someone’s feeling I a. watch their facial expressions b. listen to how they sound c. notice what they do with their hands

c. it’s noisy

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knowing yourself

9. At the video store I’d pick

17. The humour I like is

a. action/adventure

a. standup comedy

b. drama

b. slapstick comedy

c. music

c. cartoons/comics

10. When I get really mad I’m likely to

18. I tend to talk with a

a. Quietly sulk and stew

a. rhythmical well-modulated voice

b. Shout or scream

b. high, flat fast voice

c. Storm off and slam the door

c. slow, low voice

11. At a party I spend most time

19. My handwriting

a. moving around or dancing

a. is thick, not so neat. I press hard

b. watching other people

b. took a while to come. Can talk as I write

c. talking with others 12. I learnt traffic law best by a. The Road Code book b. what the driving instructor said c. practising driving 13. I solve problems by a. talking about it b. trying things out c. drawing/writing ideas/lists 14. If something bad happened to a mate I’d a. write a card or letter b. give them a ring c. visit them 15. When I try to remember someone I a. get the name but not the face b. remember what I did with them c. get the face but not the name

c. is usually neat. Appearance is important 20. If I had to kill time waiting for a bus I’d ... a. fidget, walk around b. watch people/scenery c. talk to self or others Now you are going to score your results. Use the Answer guide at the back of this workbook. You must circle a, b or c for each of your responses to the questions. Once you have done this you then add up the number of times you circled Visual, Auditory and Kinesthetic. Write the totals down here:

Visual Auditory Kinesthetic

16. In my sport it’s best if the a. coach shows me how b. coach does it on the whiteboard c. coach talks about it

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knowing yourself

task 3

This is the last task. You have found out what type of learner you are from task 1 (e.g. visual, auditory or kinesthetic) and you have found what your preferences are from task 2. Now you are going to describe who you are as a learner.

examples of describing learning styles Visual learners think in pictures, they convert everything they read and hear into images in their mind. These learners need to see the teacher’s body language and facial expressions to fully understand the context of a lesson. They learn best from visual displays such as diagrams, textbooks with illustrations, OHTs, videos and handouts. During a class discussion or lecture, visual learners often prefer to take detailed notes to absorb the information.

Auditory learners learn through listening to verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other slight differences in meaning, feeling or tone. Written information might not mean much until it is heard. They often benefit from reading text aloud and using a tape recorder.

Kinesthetic learners learn through moving, doing, and touching. They learn best through a ‘hands on’ approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

Source: http://www.lpride.net/learningstyles.

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knowing yourself

Describe your learning style, starting with your strongest learning mode and include your less strong learning modes. Give examples of how you use your learning style to help you learn. (Use the examples on the previous page to help with your description).

Are you primarily: Visual

Yes/No

Auditory

Yes/No

KInesthetic

Yes/No

Your teacher will assess this work. Š te ah o o t e k u r a p o u n a m u

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2

how to use your learning style learning intention

Learners will identify a range of strategies that can support their learning style.

introduction

There are a range of strategies which help you to become a successful learner. The strategies differ according to the particular learning style that suits you the best. Each person will use a variety of difference strategies. Your preferred methods may be quite different to your friends and that is perfectly fine as long as it works for you.

how to use your learning style

Here are some ideas to help you make the most of your learning style.

visual

Visual learners enjoy seeing and using lots of different images, so when you take notes, use diagrams, flowcharts and mind maps. When you learn something new it is helpful to write it down rather than just hear it. If you receive information verbally, try to change the information into mental pictures. This will help you to remember.

auditory

Auditory learners enjoy hearing new information rather than seeing it. So when you are in a new learning environment, listen carefully without making too many notes. Also, close your eyes so you can concentrate on listening. Try reading written instructions out loud and use someone else as a ‘sounding board’ by trying to explain things back to them. This is a great strategy. Use a voice recorder (for example, the one on your cell phone) for making study notes. When there are charts and diagrams to look at, where possible ask for an explanation. Study in a quiet place and use ear phones to block out background noise if you need to.

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kinesthetic

Kinesthetic learners learn through their body, so they do things with their hands or through movement. To help you learn you need to do things such as making notes and doodling while you listen. It is helpful to get involved in hands-on activities or demonstrate what you learned to someone else. It’s okay to fidget or move around while studying. Try to act out scenes while they’re being described to you. If you’re learning from written material, actively take notes in the margins or on cards. 2A

Think about the strategies that you believe will be helpful to you. Show them on the mindmap below.

‘you’

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how to use your learning style

Explain why you think these strategies will be helpful to you.

Check your answers.

Next, look at how effective these strategies are. How do your ideal strategies match up with your actual learning strategies? Give yourself a score out of 10 for each personal factor below. A 10 means you’re using the best strategies for you, a 1 means something is seriously wrong (the strategy is not meeting your needs). Write down how effective each strategy is and any that need developing.

Social factors

/10

How effective these are at the moment:

Strategies that can be developed:

Emotional factors

/10

How effective these are at the moment.

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how to use your learning style

Strategies that can be developed:

Cognitive factors

/10

How effective these are at the moment:

Strategies that can be developed:

Cultural factors

/10

How effective these are at the moment:

Strategies that can be developed:

Now do the same with the environmental factors that affect your learning.

Temperature factors

/10

How effective these are at the moment:

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how to use your learning style

Strategies that can be developed:

Lighting factors

/10

How effective these are at the moment:

Strategies that can be developed:

Sound factors

/10

How effective these are at the moment:

Strategies that can be developed:

Visual factors

/10

How effective these are at the moment:

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how to use your learning style

Strategies that can be developed:

Ergonomic factors /10 How effective these are at the moment:

Strategies that can be developed:

Your teacher will assess this work.

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3

producing a plan learning intention

Learners will produce a plan that will enhance their own learning.

introduction

So far we’ve looked at … Personal Factors: all the things that affect us personally. Environmental factors: all the things around us in our environment that can affect us. Learning Styles: Visual, Auditory and Kinesthetic. (Often called VAK).

assessment activity 1 The following activity forms part of the assessment for Unit Standard 7117 PC3.1, 3.2 and 3.3.

3A

You will produce a learning plan. In your plan, you must: •• identify at least four learning strategies. At least two of these should be ones that you would like to develop •• describe what you will do to develop the strategies to enhance your learning, to build on your learning style, and to enhance your learning effectiveness. Your plan must contain goals that are specific, achievable and that have time-frames which can be easily reviewed. For example Problem: I take notes about important information but then don’t look at them for a while. By the time I get around to it, I can’t make sense of them. What I will do (my goal): After I’ve worked on my notes I’ll convert them to tables and diagrams so I can understand and remember them better. Ideal start date: next Monday (i.e. Monday 23 November). This goal is specific (detail includes physical actions and is particular to a learning style, i.e. visual). It is achievable because the action (converting notes to visual diagrams) is something that can be easily done, and will not take up too much time. Giving the goal a time-frame creates accountability by having a deadline by which the action has to be done. The expected completion date/time allows you to check that the goal has been carried out – this relates to the ‘achievable’ aspect of the goal. For some you may want to start immediately, but for others you may want to start later, so include a future ‘start date’ (e.g. During the week of the 15–21 November, I will …)

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producing a plan

There is a sample plan on the following pages as a guide plan format – you can use this format if you wish. You must provide your plan on a separate piece of paper (word processed is preferred to hand written). 1. Identify at least four learning strategies you would like to improve on.

a.

b.

c.

d.

e.

2. Now you need to describe what you intend to do to improve for each of the learning strategies.

Remember to be detailed when you write this. For example, learn to study independently, take regular breaks to help with concentration, use mind mapping.

Think of the steps that you will need to take to improve each strategy. Include a start date, a date to review and the date when you have achieved it. Suggested format is over.

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The lights by my desk are too low to see properly.

I need more colour in my work book to help me remember important information.

E.g. Environment

E.g. Visual

b.

a.

Practices I need to improve on

Factor:

I will buy three different coloured highlighters and pens so I can mark/ circle important information.

I will install brighter lights bulbs so I can see my work better.

How I will improve the practice

30 November

10 November

Start date

10 December Needs more colour

15 November Works well

Review date & comment

12 December

15 November

Date achieved

producing a plan

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Your teacher will assess this work.

Remember: to check that you have included all the information required before you return your plan.

e.

d.

c.

producing a plan

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self-assessment

pw9001a

Fill in the rubric by ticking the boxes you think apply for your work. This is an opportunity for you to reflect on your achievement in this topic and think about what you need to do next. It will also help your teacher. Write a comment if you want to give your teacher more feedback about your work or to ask any questions. Fill in your name and ID Number. Student Name:

Not yet attempted

Didn't understand

Student ID:

Understood some

Understood most

Very confident in my understanding

Introduction to factors that affect your learning

How to use your learning style

Produce a plan

Please place your comments in the relevant boxes below. Student Comment Introduction to factors that affect your learning

How to use your learning style

Produce a plan

Any further student comments

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self-assessment

Phone, fax or email your teacher if you want to talk about any of this work. Freephone 0800 65 99 88 teacher use only Please find attached letter Teacher Comment

Congratulations! You have completed the learning material for US7117. If you have any queries about your learning in this topic please contact your teacher. When ready please complete the assessment activity contained in the Assessment Workbook.

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answer guide 1. introduction to factors that affect your learning 1A

Environmental 1. Heat can affect learning. Think about your needs: do you like to study in a hot/stuffy room, a warm room, a cool room or a cold room? Put your preference on the following continuum.

Hot

Warm

Cool

Cold

2. What about light? Describe the best light conditions for you.

Strong light. Light that is natural, not yellow.

Space is well lit so you can see your work clearly.

3. Sound is another physical factor that can affect your learning. Can you study with music? Do you mind some background noise or do you want silence? Describe the best sound conditions for you.

Some music without words in the background. Not too loud.

A quiet space with no interruptions.

4. There are visual factors to think about as well. Do you like your desk or work area tidy, or do you like a creative mess around you? Does movement or people walking by distract you? Describe the visual factors that you prefer.

1D

I don’t mind a mess. It’s good for getting me going.

I prefer to study in a tidy ordered room area.

In the space below sketch your ideal set up. Make sure you include personal things and physical things that affect you. Your sketch should include: The space that you are working on. How your material is set out. Comments about light and noise. Comments about levels of warmth Comments about the location (e.g. bedroom, diningroom table).

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answer guide

1F

task 2: Learning Style Marking Guide Count up the number of times you circled visual, auditory and kinesthetic and write this on page 15. No.

Answer A

Answer B

Answer C

1

Visual

Auditory

Kinesthetic

2

Auditory

Kinesthetic

Visual

3

Auditory

Kinesthetic

Visual

4

Kinesthetic

Visual

Auditory

5

Auditory

Kinesthetic

Visual

6

Visual

Auditory

Kinesthetic

7

Auditory

Kinesthetic

Visual

8

Visual

Auditory

Kinesthetic

9

Kinesthetic

Visual

Auditory

10

Visual

Auditory

Kinesthetic

11

Kinesthetic

Visual

Auditory

12

Visual

Auditory

Kinesthetic

13

Auditory

Kinesthetic

Visual

14

Visual

Auditory

Kinesthetic

15

Auditory

Kinesthetic

Visual

16

Kinesthetic

Visual

Auditory

17

Auditory

Kinesthetic

Visual

18

Auditory

Kinesthetic

Visual

19

Kinesthetic

Auditory

Visual

20

Kinesthetic

Visual

Auditory

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answer guide

2. how to use your learning style 2A

Think about the strategies that you believe will be helpful to you. Show them on the mind map below.

Example:

reading out loud

Flow charts

You

mindmaps

closing your eyes

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use a voice recorder

study in a quiet place

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answer guide

Explain why you think these strategies will be helpful to you.

They help me to work to my strengths.

They help me concentrate on my learning.

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acknowledgements Every effort has been made to acknowledge and contact copyright holders. Te Aho o Te Kura Pounamu apologises for any omissions and welcomes more accurate information. Extracts Produce a Plan to Enhance Own Learning © ATC New Zealand Limited, New Zealand. Used with permission. Photo Cover: Women sitting at Takapuna beach, Auckland New Zealand, # 100193_3119 © Michi Krauss © mychillybin ltd. Standard license.

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cover sheet – pw9001a students – place student address label below or write in your details. Full Name ID No. Address (If changed)

authentication statement I certify that the assessment work is the original work of the student named above.

Signed (Student)

for school use only assessment

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