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Using GTD to get through the curriculum.
Christian Knappskog | Dec 31 2007
Hi I’ve successfully implemented GTD, but am having issues translating my reading shedule into any actionable form. GTD works great on chores and projects, but somehow become hard to tick of as complete when they all say “read page 10-20 in book A.” Studying Psychology we are basically only required to sign a paper at the beginning of the term, and show up for the exams at the end of the term. Which means the usual midterm goals or motivations are all absent. It’s just the student, the non-compulsory lectures and his/her books. I’m interested in hearing how you translate your curriculum into actions, what words you use, contexts and so forth. (I’m using OmniFocus) 3 Comments
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Page number actionsSubmitted by augmentedfourth on December 31, 2007 - 5:09pm.
I’m not a student, but I use GTD all the time to remind me to read. However, I didn’t find that putting page numbers in my Actions worked very well. Instead, I just have an Action of “Read ‘On Intelligence’” and leave it at that. Granted, I’m reading for pleasure and I’m not under a deadline, but if you want to read a specific page count it might be best to include that as part of a Weekly Review rather than putting it right on your Next Actions. »
Help for Reading & GTDSubmitted by Todd V on December 31, 2007 - 6:11pm.
You might find the “GTD & Academics” post on my website helpful. There are unique challenges with reading and GTD. The three keys I’ve learned are: (1) Specify purpose for reading on every item you need to read (2) Estimate the time to read the very next chapter or section (i.e. <15min, <30min, <60min, etc.) (3) Keep your reading in a folder with you at all times and pull it out immediately when you are waiting for something. You also need to use contexts like @Library, @Home, @Office, etc. — where you need to be to get that reading done. Hope that helps. »
Chunking it DownSubmitted by MarinaMartin on January 1, 2008 - 3:22pm.
When I was in school, I devoted an afternoon at the start of each semester to divvying up the assignments in my syllabus across my calendar. For your psychology class, I would write out a (probably lengthy) checklist for each assignment. I usually use “Read Chapter 1” and then “Complete Chapter 1 Problem Set,” and so on. If you have a long reading assignment that isn’t broken into chapters, I’d divide it into manageable chunks by page number. I love checking things off on my lists. “Read Das Kapital” is an overwhelming action item. “Read Chapter 1 of Das Kapital” is something I can check off with little effort. I’d then go a step further and divide the assignments, chronologically, into weekly chunks. If a book has 12 chapters, and you have 12 weeks in the semester, after each chapter I’d put (Due: [Date of Last Day of Week 1]). Then treat those dates like any other deadline, even if they are self-imposed, and make sure that during your weekly review you’ve scheduled time during the upcoming week to complete that reading. I use daily action cards that I fill out each Sunday for the upcoming week with any time-sensitive deadlines. I’d put “Complete Reading X” on Saturday’s card, so that if I haven’t already gotten to it from my Next Actions list already, I’ll be sure to do it Saturday. »
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