1.1 What details do you remember most about the video & article?
1.2 How do you define procrastination?
1.3. Do you like the authors style of writing? Motivate your opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • A… Read more.
1.4 What is the problem with procrastination?
1.5 Describe what happens when you procrastinate.
1.6 What is the difference between fake procrastinators and real procrastinators?
1.7 What is a metaphor?
1.8 What is an instant gratification monkey?
1.9 What activities does your instant gratification monkey enjoy the most?
1.10 What are the three reasons a procrastinator would be happier if s/he learned to control their instant gratification monkey?
2.1 How would you explain / describe the importance of mastering your instant gratification monkey in your own life?
2.2 Make a list of the metaphors used by Tim Urban to refer to the challenges faced by a real procrastinator.
2.3 Can you list three ways in which you procrastinate? Please mention examples.
2.4 What does Tim Urban mean when he says that “procrastinators are great visionaries”? And how can this help or hurt entrepreneurs?
2.5 Write a page about a time in which you and your monkey worked together to create “flow” and achieve “bliss”
2.6 What does a high self-esteem banana taste like to you?
3.1 Use Time Urban’s “ 4 step plan to turn a daunting item into a series of small, clear manageable tasks” to map out a personal goal.
3.2 Re-create the journey to “the happy playground” using specific paths from your own experience.
3.3 Develop SMART goals to help you to defeat your own personal instant gratification monkey.
3.4 Develop your own metaphors / analogy for your procrastination experiences.
3.5 Tim Urban outlines a procrastinator’s storyline – write your own storyline
Core assignments for students
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
Recommended by teachers
Brainstorming | Group activity
A clear problem definition marks the starting point.
In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Storytelling | Content-based
Presentation of poems, eye-witness reports, etc. The more authentic, the better.
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.