Note-Taking Strategies

Specific note taking moments that I remember are in the notes that I take in Anthropology. When I take notes in that class, I have a main idea and then multiple sub-points that are abbreviated a lot which is shortened to the least amount of words possible to help jog my memory of the statement. This connects to my strengths as a learner because I am a visual learner and it allows me to visually see the words that put bigger on the paper, spreadsheet, or powerpoint. I can make these note-taking strategies my learning habits because for example, when I study, I remember certain things easier from the way my notes are formatted.

Applying New Note taking Strategies

Applying the note taking strategies in Dr. García’s and Dr. Corkery’s class has made my note taking ability a lot more neat and understanding. I used the Cornell Method of note taking. I allowed to making certain facts as main topics and put sub-points to each main topic. I also used abbreviations, and taking down places, names, dates, and vocabulary.

Specific examples of my note taking is about Anthropology and reading the articles. When reading the articles, I skim the article and when dates, names, places, and vocabulary pop up, I write a general description under the main topic that it is under. Also, for Dr. Corkery, I have not used any of these types of note taking skills.

I am a visual learner. Through my notes – on top of the main topics and sub-points – there are words highlighted and bigger to emphasize their importance throughout the notes in relation to the main topic. Using this method had helped me to comprehend my notes more and apply them.

Reflecting on my new reading strategies

When reading Dr. García’s and Dr. Corkery’s articles and or books, I use about three points that are given on the “Reading Strategies.” The one I utilize the most is “writing notes, in your own words, under your questions, read for big ideas.” I write down my own notes in a notebook through each chapter or each section/main idea of the article or book. Second, I utilize “who, what, when, how, compare, describe…” I write down certain facts that involve people, places, dates, and vocabulary that sticks out to the main idea of the article or book.

What worked more what the aspect of relying on certain words and names to connect to the main idea of the topic. The thing that did not work was going into a lot of detail because of time management skills, and I allow myself more to sum of certain points that relate back to the main idea. When I use writing my own words off the statements in the articles, I turn more towards writing a small amount of words that can trigger in my mind about a whole topic that was in that one paragraph. There was an article that explained something about a country and all of the states and lands inside of it. I would not write down each state, so I put down the country and a couple countries and said “etc.” and then said “+14 more.”

I would try to use, writing my own notes so that it is a more clear understanding to me when I eventually come back to it. This allows me to have a more organized set of notes of a topic and many subtopics. It continues to help me through studying and picking out certain statements to simplify. Also, I would want to understand the process of making certain further questions.

I can make new strategies through using SMART. Trying to be determined, to allow myself to open up to new strategies that are available. This includes me wanting to allow myself to look into, having each page of 5 minutes to read. This is really hard for me since I have slight dyslexia but anything is possible if one works on it.

My Diagnosis Learning Experience

My learning experience is when I was diagnosed with slight social dyslexia. I never went to the doctor for it, but my parents put me in certain classes in school with specific teachers to work with me. The hardest part about this is that I was eight years old. I was confused, and asking myself, “Why am I the only one that has this?” because a lot of people, being eight years old, does not get diagnosed with an academic deficiency. I got discouraged a lot because certain individuals in my grade would bully me and say that I am weird because when I read something out loud in class, I would mess up simple words and read really slow. This experience has impacted me because it has helped me understand that great things take time and yes, it is frustrating but I have learned how to apply the tragedies they have told me when I was in elementary school.