Chunk- I am reading "Spit Back a Boy" by Iain Pollack for my ETS 107 class. This book is made up of a collection of poems, so instead of counting the number of pages I read, I decided it would be more accurate if I counted the number of poems I read before my attention span waned. I was able to read about 8 poems before I started to doze off. Then, I divided 8 by the total number of poems, 32. I thought this was a creative way to manage my time when reading a book.Sometimes I tend to over read, so usually I end up not remembering much of what I actually read. My limit for this book is 8 poems, so as long as I take a break every 8 poems I should be able to retain more information about the book.
Read- My ETS 107 class is not about knowing every detail of a book. Instead, we have to analyze the book, and critique it on its tone, theme, and literary devices. These are exactly the things I looked when reading.
Summarize- For my summary I made subheadings
(overview, title, sonic, violence, diction, tone), and
I wrote examples and the the purpose of each
subheading. It is presented in the documentation.
I thought this was a good way to annotate the poem.
Test- I made questions afterward for possible
questions on the biweekly quizzes that we have. I
thought this a good way to reinforce the information
I have just gathered after a reading. As a learner who
needs to write down notes and reinforce it after reading, I thought this strategy was very helpful in keeping me
in check.
TART
Terms- For my BIO 121 class, I have a lot of terms and examples in each chapter. Knowing these terms before I went to lecture was helpful because since I knew what each definition was, during lecture I was more engaged in class, and was able to understand the lecture better.
Attend- For each term I wrote down the professor when more in depth about each term, and gave an example.
Read- Now that I have a better understanding of the main concepts, I read the chapter, and it basically connected all the terms I have just learned by explaining the relations they have with each other.
Test- Just like the 20 minute test prep I created test questions after the lecture.
Evaluation of TART: I thought it was very
helpful that I read the key terms before the
lecture. I noticed, for me, it kept me more
motivated to listen, and take notes during
lecture. This strategy definitely fits my
learning style.
Terms- For my BIO 121 class, I have a lot of terms and examples in each chapter. Knowing these terms before I went to lecture was helpful because since I knew what each definition was, during lecture I was more engaged in class, and was able to understand the lecture better.
Attend- For each term I wrote down the professor when more in depth about each term, and gave an example.
Read- Now that I have a better understanding of the main concepts, I read the chapter, and it basically connected all the terms I have just learned by explaining the relations they have with each other.
Test- Just like the 20 minute test prep I created test questions after the lecture.
Evaluation of TART: I thought it was very
helpful that I read the key terms before the
lecture. I noticed, for me, it kept me more
motivated to listen, and take notes during
lecture. This strategy definitely fits my
learning style.
I tried the Charlie Reads SmarT Chunk, but I didn't like it as much as TART because my classes are based more on terms.
ReplyDeleteYou did a real good job with this. This technique seems to fit your classes better then mine. Just like jasmine said my classes are more based on terms.
ReplyDelete