Sam Elman-Ranking Priorities

This week in CLS105 i decided to use my favorite strategy RANKING PRIORITIES. The reason that choose this was because i have many assignments, projects and finals coming up. For me being able to rank them and see which is most important for me is very helpful. The two courses that i used for this was WRT105 AND COU101.

Ranking Priorities is a strategy where you can rank anything in order for what is most important. This strategy also helped me organization skills.

The reason that i choose to use WRT105 was because i have my last huge paper coming up and there is a lot of steps that i need to do in order to accomplish it. My rankings went like this. 1. Researching topic. 2. outline. 3 rough draft. 4 final draft. 5. Essay. This has really helped me stay focused on the task.

The reason that i choose COU101 was because i have my last big project and my final coming up. So there is a lot of work left to do and i need to be organized to manage both things. the Rankings went like this. 1. make a study guide. 2 study. 3. start project. 4 finish project. I found this to be very rewarding for me and i hope it works out.

Since i am an Aural Learner this was very rewarding for me because i was just able to make a list of something and not have to make a diagram or chart which i usuallly have trouble with.

Looking back on this RANKING PRIORITIES it has worked for me all year long and it is my favorite strategy.

Acronym's By Andrew Zelin

This week in CLS 105 I experimented with the acronym strategy in my accounting class and my strategic management class. I chose to use the acronym strategy because I am a visual and aural learner. Seeing and picturing things helps me learn much more easily than other methods.

To implement the acronym strategy in accounting the first step I took was to look for a group of terms I have to recognize. I found the relevant costs and benefits section. This section consists of four terms. The terms are as follows: avoidable costs, irrelevant costs, sunk costs, and relevant costs. The next step to implements this strategy is to take the first letter of each term and create an existing word to better help me remember these terms. A word I found all these terms creates is 'AIRS'. Now when I take the exam and I am required to identify and recognize the relevant costs and benefit's I remember 'AIRS' and I thus am able to piece together which terms belong.

Due to the benefit I received from this strategy in an especially difficult class like accounting, I decided to experiment with this strategy again in my strategic management class. I used an acronym word to help me identify the barriers to entry into an industry. The barriers are economies, capital, differentiation, access, and government policy. The word I found from the first letter of each term was 'CAGED'. From now on when I am required to identify the barriers to entry in an industry I immediately think 'CAGED' and each term easily comes to me.


In conclusion, I found the acronym strategy all in all extremely effective. It is easy to use and it does a phenomenal job with helping me remember key ideas of any given topic. I have to credit my visual/aural learning style for this. If this wasn't my learning style, I fear creating acronym's wouldn't be nearly as useful.

Stress Diagram By Andrew Zelin

This week in CLS 105 I experimented with the Stress Diagram strategy in two of my classes, Accounting 252 and Business Statistics 262. I chose to use this strategy twice because I am a visual/aural learner and I definitely learn and interpret information better in an organizational diagram. I chose my accounting and statistics classes because both of these classes are very diverse in work demand and I believe it would help to write/divide out the sources of stress.

In order to implement this strategy the first thing I did was I drew two large diagrams, one each for both accounting and business statistics. The next step I took was I created a list next to each diagram that consisted of sources that cause stress for that particular class. For accounting I wrote 1. Exams, 2. Quizes, 3. Homeworks, 4. Keeping up with material, and 5. Attendance. For business statistics I wrote, 1. Exams, 2. Group Projects, 3. Homeworks, 4. Keeping up with material, and 5. attendance. As it turns out, my stress factors are similar for both of these classes. When I made my diagram I cut the pieces of the pie with the biggest being most important and smallest being least important. I found that the degrees for the factors of stress were very different for both classes. From creating stress diagrams, I learned that I need to focus more and work harder on study for exams in accounting, and I need to evenly allocate my time more evenly in business statistics for things like exams, projects, and homework's. I like the way the stress diagram tech assignment helped me identify which tasks I need to prioritize more in order to successfully reduce stress.

Based on my experience with stress diagrams, I found that this tech assignment worked wonderfully with my visual/aural learner style as expected. Now I have my prioritizes more so in order thus making my life all together less stressful thus facilitating my chances of success in college.

Sam Elman-Stress diagram

This week in CLS105 we learned about some stress strategies. Everyone gets stressed and it is a big part of life. I get stressed very easily. The strategy that I decided to use was Stress Diagram. So i was very excited about this strategy. The two courses that i thought would work best with this strategy was WRT105 and COU101.

Stress Diagram is a strategy where you can list out everything that stresses you out and rank them by making a diagram. The reason that i choose this was because i get stressed very easily and it can create a problem for me. So i thought this would be very helpful for me to be able to list it all out and see how to improve from getting stressed.

The reason that i thought WRT105 would be good a choice for this is because their are times where are i can get very stressed with essays and other readings. It was important for me to be able to identify the small things that i get stressed out from and see how i can improve.

The reason that i thought COU101 would be helpful was because this is also a course were i get really stressed because i need to be on top of everything and all the assignments are due at similar times. Exams are my biggest issues and i get anxiety. Its not that the assignments are difficult its just very stressful how its all so close to each other and not much time to get it done. This strategy was able to make me a little less stressed because i was able to write it all out.

Since i am an Aural learner i sometimes have difficult making charts and diagrams. So i was worried if this would help me or not. But after doing it i had a very positive experience and it really made me feel less stressed.

Stress Diagram by Jin

In this modern society, a number of people have suffered from painful diseases or illnesses caused by stress. "Stress" is one of the mental pain or injury related to our psychological tiredness. For today's tech assignment, I am supposed to talk about stress management. Among three different choices, I chose "Stress Diagram". I used this strategy for ENL 207 and CHI 101, because these two classes have given me most a lot of stress among all the courses that I am taking now. Today I would like to introduce one of the most useful skills for any students who received lots of stress and teach how to deal with it.

Firstly! I will explain how to use this skill plus what kinds of steps people should follow. First of all, this strategy are able to help people have some time to check themselves to know about their priority. By knowing about theirs, they would notice that higher priority causes more stress. Next step is practically using "Stress Diagram"; list the sources of stress that you have suffered from. It does not really matter how many sources you list. Then you should divide the pie chart that you already draw on the piece of paper into the number of sections as many as the number of sources. Each section of the pie chart which has individually different portion represents the amount of stress in your life.

ENL 207! This class is one of the most stressful courses in my life because as this is a language teaching-class, I have had quite tough time to do essay, exam or even exceptional stuff. Honestly, I am the person who is like I am trying to do not think about something even though I got too much stress. Essay? Exam? Being punctual? Who can tell those are easy to do. What I have done for this course by using this skill was firstly listing the sources of stress. I put essay, exam, being punctual and grammar in this order, and then draw a middle size of circle. On the next step, I divided a circle into four different sections which represent the amount of stress depending on the size of each section. For instance, the most stressful one in ENL 207 is writing an essay, so I set it up at the biggest section. (The full circle has total 10 and essay takes 4 out of 10.)

By having done this strategy, I had a chance to think about which things have given me stress. I felt fresh. Of course, after I figure out the causes, I should have solved these problems. Personally, I strongly suggest this strategy to many students who have stressed out.

Next course in which I used "Stress Diagram" was CHI 101. CHI 101 has lots of exam, quiz (almost everyday), homework (everyday), or even new words so that this course also has given me lots of stress. This is why I chose this course for stress management assignment. What I had done for this course was basically same as what I had done for ENL 207. First of all, I listed the courses of stress; exam, quiz, homework, absence, and pronounciation. Again I charged different number for each section that also represents different amount of stress. I draw a circle and divided into 5 different sections to put the sections into each division.

I was also able to easily see which things had given me what kinds of stress and how much I suffered from. I believe that being noticed by myself is the most important step which I MUST do. Realizing the causes of stress will allow me to self-check and think about the solution too.

Since lots of students have received stress from the school work or specific courses, we should know what kinds of stuff especially give us stress and pressure. By using this strategy, the beginning-step of releasing stress has been succeeded almost half way which is knowing the causes. Of course, I thought of the solutions too. Among them, I strongly prefer to use "Chunk". For example, when I have a huge exam such as final exam, I can chunk the work, so I can study the way earlier a little by a little. I believe that it will definitely help me study and avoid staying whole night on the last minute call. Although there are a number of good-quality methods of solving stress-issues, "Stress Diagram" has positively influenced me a lot. Use it!

Sam's Ants R Quick and Time Wasters By Andrew Zelin

This week in CLS 105 I experimented with two strategies. The "Sam's Ants R Quick and the Time Wasters Strategy. I experimented with the Sam's Ants R Quick strategy in Accounting 252 and I'm applying the Time Wasters strategy to all of my classes because my procrastination methods are the same for all of my courses. I chose to use Sam's Ants R Quick and Admitting the Consequences because I am a visual and aural learner. Because lecture attendance/surverying are incorperated in Sam's Ants R Quick and organization charts are incorperated in Time Wasters I thought both of these strategies would work well based on my learning style.




The first strategy I experimented with was Sam's Ants R Quick in Accounting 252. The first step I took to implement this strategy was surveying the chapter. I read the basic information, objectives, summaries, and questions at the end of the chapter prior to the class. This helped me become familiar with concepts like budgeting and cash distribution. The next step of this strategy was attending the lecture and paying attention to the key idea's from my chapter survey. I found that the pre-lecture chapter surveying greatly helped me follow what the professor was explaining. After class I read the chapter focusing on each section. In the margin's of the book I jotted down key terms in order to test myself on how well I understood the material. The final step of this strategy was creating test questions. I found that the test questions helped me determine which material I was strong on and which material I needed to further review. I loved the way this strategy familiarized me with material. This way when the exam comes around I won't be as confused when I study the material.



The second strategy I experimented with was Time Wasters. Again, because my procrastination methods are the same in each class, I didn't specify any class. The first step to experimenting with strategy is creating a two column chart with labels on each column. The labels are "Time Waster" and "Avoided Task(s)" respectively. In the Time Waster strategy I wrote down activities that cause me to procrastinate. Activities I wrote down are television, video games, browsing web, phone, gym, and fatigue. In the avoided tasks column I wrote down tasks that these things cause me to avoid. Lined up with the time wasters, I wrote studying for accounting, doing accounting homework, studying for strategic management, studying for strategic management, doing economics homework, and doing statistics homework. I like this strategy because by writing these things down, it made me realize how much of a problem this is. I am now more motivated to get work done.

Based on my visual/aural learning style both of these strategies worked incredibly. I plan on using Sam's Ants R Quick more in the future and thanks to the Time Waster's strategy, I am now much more motivated to get my work done.

MR.R & Time Wasters by Jin

I would like to introduce about two different strategies; MR. R and Time Wasters. I used these skills for 2 different courses; CFS 388 and CHI 101. As I have often tended to procrastinate my assignment or studying tests, I literally needed something to boost myself to focus on what I have to do as a student. Therefore, I want to talk about Mr. R and Time Wasters!

First of all, MR.R, which is one of the reading strategies, helped me to be on a right track when I was supposed to read lots of reading stuff. In order to follow the basic steps of this skill, you should know three steps to work it well: Measure, Read, and Recite. On the measure section, you should determine the length of your reading assignments and the length of your attention span. Briefly, you should manage your time on the reading like how many pages are you going to read within a certain time. Next step is reading what you had divided reading passages. By reading each division, you should point out the key terms and make a brief note on the side so that the work will make you organize what you have to know in an easy way. The final step for MR. R is the recitation! On this step, you should use the key words noted in the margins and tried to memorize the terms, but I was supposed to create flash cards to memorize. However, I thought that flash cards do not work for me so I decided to just memorize without using flash cards.

Two classes in which I used MR. R are CFF 388 and CHI 101. As people might guess that these two courses require students to read a number of reading and memorize new terms which are very uncommon to me, I thought that MR. R strategy would work well on these two courses. Fortunately, I think I was right.

First of all, for CFF 388, I was skimming one chapter to analyze how many chunks I need, and I started to read one of them. When I read it over, I was trying to find out the terms that I don't know. After I finished to read it, I was looking for the definitions of the terms and tried to memorize the meanings.

The second class for this skill was CHI 101. What I had used this skill was basically on the same process as What I had done for CFF 388. Firstly, briefly read a chapter, jot down some words that I don't know, and lastly tried to memorize them.

By using this strategy, I thought about the importance of reading again. What I meant is that the whole process of reading skill sounds really easy and basic so that some people might ignore the method. However, the easy and basic strategy is the most important than any other advanced skills!!!

Moreover, I also used Time Waster. For this strategy. I believed that I didn't have to choose which classes with which I'm going to use it. This is because Time Waster seemed like one of the most effective methods to generally let me do not procrastinate my works, not matter which courses are them. When I study for exams and do my homework, I usually procrastinate by doing Facebook, talking on the phone, or watching TV. Furthermore, I tried to find out how to avoid the deathly harmful things to interrupt me to study!!

By using Time Waster, I thought that the skill worked for me not only my particular courses but also my all the classes and furthermore my general college life. I loved this strategy!

Sam Elman-Time Wasters and Tactic After Reading

This week in CLS 105 I tried out and learned about some new strategies. The strategies that i tried out was Time wasters and Tactic after reading. The course that i used for these two strategies was COU101. Procastination and Reading are two of my most difficult things. So i was glad to try out these strategies.

Time Wasters is a procastination strategy that you involve yourself in instead of accomplish the work that needs to get done. The reason that i thought this would be helpful for me was because this is usually what happens to me. I used to be a big procastinator and would get distracted very easily. Since i am an Aural learner this strategy was able to help me write the things done that i procastinate in.

Tactic is a a after reading strategy that can help you after your done reading. The reason that i thought this would be helpful for me was because i tend to have problems when i read and get lost and not remember what i read. So this was a way for me to organize and make a chart to help me remember what i read. Since i am an Aural learner this strategy was successful for me.

For my COU101 course we get a lot of readings and assignments. So i thought that these two strategies would be very benefical for me. The assignments are very difficult at times and i need to be on top of it and start it in small pieces. If i would procastinate and leave it for the last second than it would be a long night for me. Time wasters is able to help me make a list of ways to avoid procastination. There is a lot of reading in this class and sometimes it becomes to much for me to understand. Tactic after reading is able to help me make a chart after i am done reading the textbook and get a better understanding of it.

As i said sine i am Aural learner this was great for me. The charts gave me a much better understanding and by making a list of avoiding procastination.

As i look back on these strategies i had a lot of fun with them because they have and will help me improve in the long run. Since these were two things i used to have a lot of trouble with.

Academic Fears by Jin

Today I would like to introduce one skill to raise up the motivation; Academic fears. By having gone through college life, students often cause unmotivated results such as having consecutive absences, handing in a paper too late, or failing a couple of exams. These specific events are able to allow students to have fears about their academic stability. In CLS 105 course for this week, I received two choices about stimulating our motivation, so I chose Academic fears for two courses: ENL 207, and CHI 101.

First of all, ENL 207 course is needed to be explained because it might be very unusual class for the native speakers. ENL course is basically for international students and requires students to have at least absences; just three, and also pretty much high grade. As I'm like a person who usually doesn't miss the classes, I thought that I will go to every class even though the class is on 8 in the morning. When this semester started, it was fine for me to wake up in the early morning. However, as time goes by, it was getting difficult to be punctual. As a result, I have two absences and three tardy. What I had done to use the strategy was making an small chart by showing four things; academic fears, worst outcome, best outcome, action needed. By having finished to fill in the blank of four sections, I could clarify that what my weakness is and how to go through it.

I put which things I get fear academically on the first column. On the second column, I mentioned which things might negatively be happened, unlike third column because I stated the best outcome of using this strategy. Finally, I maintained what kinds of actions I need to do to overcome academic fears. By using Academic fears, I thought that it was very useful to check myself, find out my weaknesses, and finally figure out how I can solve them.

Second course in which I used this skill was CHI 101. CHI 101 class also requires students to have passing grade like all other courses; at least D-. At the beginning of this semester, I didn't take this course that seriously because when I registered for this course, most people told me that it's an easy A class. However, it was not that easy because of new pictorial characters, grammar differences, and distinctive pronunciations. The very first some quizzes were quite worst than I expected. I can tell my study-style would be like repeating! What I meant is when I study or take particular classes, I usually keep failing something over and over. Yet, I finally feel "Oh, I should study more harder!".

What I have done for CHI 101 with Academic fears was basically same as the process for ENL 207 course. I had taken exact same steps; mentioning academic fears, worst outcome, best outcome, and action needed. As each step shows what the individual section means clearly, I was able to easily follow the steps. For this course, this strategy also worked well. It enables me to rearrange what I had done wrong, and what I will have to do to do well in this class.

In conclusion, I used Academic Fears for two different courses; one is ENL 207 and another is CHI 101. By using this skill, I could notice that the advantages. It helped me a lot to evaluate my courses and find out the way of doing better.

Academic Fears and Exploring Rewards by Andrew Zelin

This week in CLS 105 I experimented with two memory strategies, academic fears and exploring rewards. Because this is a motivational week the memory strategies are not course specific. I chose to use these two strategies because motivation I feel my motivation is my greatest asset. Thus, I would like to try out more than one strategy. Also, because I am a visual learner, organizing information in boxes usually works very well for me.

The first strategy I experimented with was the Academic fears strategy. The first step I took to implement this strategy was I created a chart with four main boxes and one title box above each section. I named the title boxes academic fears, worst outcome, best outcome, and action needed respectively. In the academic fears section I ranked my fears from worst to bad. Worst being 1. Here were my results. 1. Underscoring on an exam, 2. Procrastinating, and 3. Missing Class. In the worst outcome section I wrote, "Doing poorly on a given assignment thus making my scores inconsistent. In turn lowering my GPA." In the best outcome section I wrote "staying on top of material throughout the entire semester. Receiving only A's on assignment's and thus an A in the course". And lastly, in the action needed section I listed what I had to do to make this happen. I wrote 1. Review Material daily and not fall behind. 2. Start exam preparations at least a week early. and 3. Have frequent discussions with the professor. I especially liked the way this strategy helped me realize what I have to do.

The second strategy I experimented with was the exploring rewards strategy. In order to experiment with the exploring rewards strategy one has to first create a chart with a three sections and labels. The label's being no-cost rewards, low-cost rewards, and high-cost rewards. In the no-cost rewards section I wrote "peers thinking I am intelligent and increasing my confidence level." In the low-cost rewards section I wrote "taking a night off because of a very hard days work." And lastly, in the high-cost rewards section I wrote "being proud of my grades." Because I as well as my parents have high expectations of my grades, this is my most difficult and sought after motivation. I like the way this strategy helped me realize which rewards were my most important.

In conclusion, I enjoyed both of these strategies because they helped me realize things about myself. For example it helped me realize I am very self motivating. My parents care so much about my school work and I realize I care more about it than they do. Which I believe is rare amongst college students. I feel there are many students that just work hard because their parents want them to to to make them proud. This is not my only motivation. Because of my visual learning style this strategy made it all the easier to help me realize this.

Sam Elman-Motivation Academic fears

This week in CLS 105 we tried different MOTIVATION strategies. I was really excited about this because i am so determined to do well. The strategy that i used was ACADEMIC FEARS. The two courses that i used for this was WRT105 and COU101.

Academic Fears is a strategy for students who are unmotivated and who typically have a fear. The reason that i thought this would be helpful for me is because i am already so motivated, determined and this was another way to keep me being motivated. Being an Aural learner this was a way for me to improve and rank fears.

For my WRT 105 class I thought Academic Fears would be helpful because there is a lot of assignments and readings that you need to keep up with. Each unit we have to write about different essays and read about a new technique to help us. My rankings go like this 1. Starting my essay to late. 2. Not understanding the unit. 3. Not keeping in touch with my professor. The reason that i put Starting my essay to late first is because i like to start it way in advance. I don't like the feeling of when you leave something to the last minute because i start to get so frustrated and feel to much pressure. The reason that I picked not understanding the unit as number two because I wont make any progress if i don't understand what my professor is teaching. The reason that I put not keeping in touch with my professor as third is because i always like to show my professor my rough drafts and if don't this than i wont do well on the essay. These are the things that keep me motivated to succeed.

The reason that i choose to use Academic Fears for COU 101 is because i have a lot of exams and assignments. They are all very close to each other and not much time to really prepare. I am a terrible test taker. So i have to be motivated to start studying the minute i find out when the exam is. My rankings go like this 1. Study way in advance for exam. 2. Meet with Professor. 3. Starting a small part of the project every day and not leaving it to the last second. When i meet with my professor, she is able to tell me if i am doing it right or wrong. Starting a small part of the project each day is a way to keep me from not doing it till the last second. As long as i continue to do these things i will stay motivated and it will really benefit me.

Since I am and Aural learner this was a helpful way for me to know what my Academic fears are and how to prevent them from happening. This is a very useful strategy because it can keep you motivated.

Looking back on Academic Fears i found it to be very interesting because it really makes you think what you need to do to be successful and I recommend it to any kind of person.

Link and Acronym Memory Strategies By Andrew Zelin

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This week in CLS 105 I experimented with two strategies, LINK, and Acronym sentences in my accounting 252 course. I chose to use these two memory strategies because I am a visual and aural learner. Being a visual and aural learner I thought that using creative and visual methods to help me memorize information could prove useful.

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The first strategy I experimented with was LINK. The first thing I did to implement this strategy was I selected a concept I needed to memorize. The concept I selected was Target-Profit-Analysis. Target Profit Analysis is computing the number of units that must be sold using either the equation method or formula method. The second step I took was I created an absurd visual representation that can help me remember this. I thought of a man shooting arrows at a target with equations and formula's written all over the target. The last step I took was I copied this down and drew a picture. Now whenever I am working with target-profit-analysis this image always pops up in my mind.

The second strategy I experimented with was an Acronym Sentence. To implement this strategy the first step I took was I selected a group of terms I needed to remember. In this case I selected the terms that make up The Activity Base. These terms are unit's produced, machine hours, length driven, and labor hours. As an accounting student I only need to remember the first word the rest is self explanatory. After I was finished picking out group of terms I underlined the first word in every term and arranged them to create a word. The word I created was MULL. From now on when I am working with activity base I always think MULL and I immediately remember Machine hours, units produced, length driven, and labor hours.

E For my final evaluation I conclude that for my aural, visual learning style both the link and acronym methods worked very well. The imagery and conception of these strategies worked very well for my learning style. Both did a excellent job cementing the concepts I was trying to remember in my mind. I definitely plan on using link and acronym sentences in the future.

Memory-Sam Elman

Memorizing used to be something I had trouble with and sometimes still do.

For this week in CLS 105 we learned about different MEMORY TECHNIQUES that could help us for some of our other courses. The strategy that i used was LINK. I used this for two of my courses. HEA335 and COU101.

Link is a strategy that is able to help you with memorizing things by making cool nicknames or pictures that are similar to the information you are learning. For me being an Aural learner this was very helpful.

I thought that LINK would be helpful for my HEA335 course because I have my final coming up and have a lot of memorizing that I need to do. One thing that i have to remember is all these different kind of definitions. Usually I have a lot of trouble memorizing things like this. One of the words that I need to memorize is Barriers Action. Which to me sounds like a difficult thing to memorize. Something that i thought would help me remember this was by thinking of an Action movie such as James Bond. Another word that i have to memorize is Citizen Responder. I thought that i went a little creative with this one. I said Responding to someone on the phone.

The reason that I picked LINK for my COU101 course was because it is a class that i also have to memorize a lot of different things. One of the things that i have to memorize is Mnemonic Devices. Something that i thought that would help me memorize this was by thinking of different kind of devices such as a phone and ipod. Now right away i will be able to know what a Mnemonic Device is.

Being an Aural learner this is a very useful strategy because it able to keep you active with trying to remember things that you normally might have trouble with.

Looking back on LINK i had a lot of fun with it. As it was able to help me with my courses it also made me think of cool different things. For now on i am always going to try to use this strategy because it really helps you memorize the information that you need to.

1 Plus 3 Note by Jin

As I'm not a English native speaker, it's really difficult to understand what other people are saying, or I cannot take a good-quality note although I do understand. This is because the speed of translating and shortening the contents should be much slower than Americans. Due to these difficulties, I have suffered to take a note. Even though I took a good one, I could be so confused because the note was not nicely organized.

However, I was able to experience several types of different note-taking skills. I had used Plug-in note taking skill last time, but I think that 1 Plus 3 Note-Taking method is also one of the effective skills. For using this skill, I took a note during the class, and when I came back home, I did split one page into three parts. On one part, I put the content that I took during the class, and some explanations and definitions on another part. On the third part, I put some questions to review.

I used 1 Plus 3 Note-Taking Method during ECN 207 because I thought that this course requires students to have good organized structure of studying and memorize or understand a number of new professional words. As this certain note-taking skill has total three big steps of process; identifying the important materials, restructuring them, and finally anticipating test questions, it would help me to do well on ECN 207, and it really did. It helped me to identify the new terms that are really uncommon for me, transfer to easy work and understand better, and have review time. It was very useful for this course.

When I thought about the other courses that might require to have this kind of note-taking skills, I was able to notice that my Chinese class could be well suited with 1 Plus 3 Note-Taking Method. There are some reasons for that I chose this course. Learning new language, as people would know, makes basic-learner to suffer from memorizing the

words. This reason could be similar to the one that I chose ECN 207 class. In order to use this method, what I did at the first was taking a note in the class, I was trying to write down all the new words that professor wrote on the board. Then, when I came back home, I divided three parts of one page on the other page. On one part, I put these words orderly, and I was trying to find all the definitions or the meanings from text books and internet and put those on the another part. On the last part, I was trying to make some questions to self-checking.

Since I had experienced the unique and creative note-taking skill, 1 Plus 3 Note-Taking Method, I was able to organize and restructure what I had learned during the class. It also allowed me to understand well the class works. I would love this note-taking skill and will keep using it!

TART- Sam Elman

This week for CLS 105 I had to try a READING SKILL to help me in some of my other courses. The strategy that I used was TART. The Two courses that i used this for was WRT 105 and HEA335.

Tart is a strategy that is able to help you for lecture-dependent courses and is also able to help you create test questions and prepare for the exam. But it is mostly helpful for Visual and Kinesthetic learners. Since I am an Aural learner I was worried how I would do with this. But I actually found it to be easier than i expected.

The reason that I chose TART for my WRT105 class was because I had to do a lot of reading assignments and have a huge essay coming up. During class my professor introduced us the difference between a strong thesis and a weak thesis. I wrote down some key things to look for when i do the reading. So for the reading i highlighted and annotated important things that showed me the difference between the two.

The reason that i picked TART for HEA335 was because we have readings and power points that we do everyday and to be honest sometimes i am very confused by it. Also have a huge test coming up. So i really thought that TART could help me understand it better. So I kind of did the same exact thing that i did for WRT 105. First I HIGHLIGHTED all the definitions and wrote down some questions that could be on the test and similar questions to what we were doing in class. After I highlighted each definition I then began to copy it all onto a seperate piece of paper. Then i wrote down a few questions on an index card about one of the topics in the chapter that i really wasn't sure about and wanted to ask my professor about it.

Since i am an Aural learner it really helps me to annotate and highlight because it is able to make me get a better understanding of the reading. I have a lot of trouble with writing notes in class. So usually I try my best to write the information down but i mostly pay attention and then try to write down everything after and then begin to highlight the information.

Looking back on TART i found it to be very useful especially in my HEA335 class because i now have a great study guide with the definitions that i made and it will help me study for my exam. For people like me who usually have trouble with writing notes and then understanding the reading I recommend you to try this out because it will make you much more confident and really help you out like it did for me.

Reading skills (TART & Flash Card) by Jin

For this week, I as one of the students in CLS 105 course had tried to use some reading skills to develop my other course. What i used for my CFS 388 course was one was TART, and another was Flash Card. In fact, each reading skill has own advantages and right position, depending on in which class you are going to use the skills. There are some reasons that I chose the two different reading skills; TART and Flash Card.

First of all, TART. Before I used it, I looked up the meaning of the strategy. Basically, this word, TART, represents some different four words; Terms, Attend, Read, and Test. When I saw this explanation, I thought that it's just only what normal people usually do when they study, or do homework. However, as most people know about the importance of basic skills and the lowest solid foundation, I re-thought about it.

What I did for 'Terms' part on CFS 388 course at the first, I tried to find all the bold words, because those are well deeply explained by the writer, meaning those are significant. Next step, Attend! Absolutely I went to every course by figuring out the difference between the technical terminology in the textbook, and my professor. After attending the class, I read the chapters that professor went over during the course. I focused on understanding the words that I never heard or heard, but don't know. Last one that I did was testing myself. I created several questions for each chapter, and before the course test, I tried to answer as much as I could.

By having done this strategy, I could realize that TART as a reading skill has lead students to follow the most basic steps and allow them to study in detail. I was a kind of person who study briefly, and look up only bold cases, but after this work, I might be toward a systematic & scrupulous reading skill-user.

Flash Card reading skill was also used in CFS 388 course. Personally, I believe that it's very useful when people try to memorize professional words such as Vas deferens or Cremaster muscle. According to explanation from the textbook about Flash Card Reading, this strategy is most efficient for a text-dependent course. Although CFS 388 is basically based on the lecture, when we had a mid-term, my professor assigned us to study textbook because half of the questions would come from it.

First step I did for this strategy was skimming or reading

thorough whole chapters to find out where the necessary information is located. After that, I began to read section by section. It took pretty much long time to summarize the important sources. I wrote an explanation of certain word on one side, and the word on the other. When I put the word on the flash card, also put a page number to find it later more easily. For the last step, left thing is only taking myself with the flash cards that I put the words and meanings. However, I didn't make 5 questions on the back of each card although I had a test, because I wanted to focus on only the words.

As I went through these steps, it was not that difficult to study and memorize the hard-meaning words. Even though those are still difficult to fully understand, now I can feel that it's much easier, also comfortable.

Before I put a period on this post, I would like to say 'Thanks' to Dr. Blumin to enable me to experience these useful reading skills. Both TART and Flash Card reading are very efficient ways of reading.

Tart Reading Strategy By Andrew Zelin

This week in CLS 105 I experimented with the Tart strategy in both my SHR 247 and accounting 252 courses. I chose to use this strategy because I am a visual and aural learner. Being a visual and aural learner, I thought that I would be able to find success because of the reading and listening that the Tart strategy requires.

I tried Tart first in accounting 252. The first step I took was to look up and read the bold definitions and key terms for chapter 6 in the managerial accounting textbook prior to the lecture. Next I attended the lecture and took notes as I normally would in my notebook. When class was over I reread the lecture notes and read the entire chapter. Lastly, I with this built up knowledge from both the text book examination and the professors lecture, I created test questions that I thought my professor may ask on our next exam. Because this is an accounting class, the questions were naturally mathematical. I found this strategy especially effective here because it instilled a sense of familiarity with the mathematical concepts the professor covered during the class before she ever covered them. Thus, making it much easier to take notes, understand the professor, and read the notes and textbook.

The second class I experimented with Tart was SHR 247. My experience in SHR247 was somewhat different from my experience in accounting because we watched a documentary on Ping Golf for part of the class. First I opened the SHR 247 textbook and looked up the key ideas and definitions in chapter 5. I attended the lecture as I normally would and took notes in my laptop from both what the professor was saying and the documentary. If it wasn't for the textbook examination prior to the lecture, I don't think I would have been able to understand the points the CEO of Ping Golf was trying to make. Following class I reread my notes and read the entire chapter. I was very satisfied because I was able to draw parallels between the chapters key concepts and the documentary very easily. Finally, I made word answer based test questions using examples from the documentary, lecture notes, and textbook.

I found this strategy very helpful for both courses because I feel the strategy's core purpose is to familiarize and test students on information using textbook and lecture methods. Both of these methods are complementary to my learning style.

Plug-In Note Taking by Jin

It's true that so many note-taking skills exist in this World. All of these, I would like to introduce about Plug-In Notes today. In honest, I tried to use or experience a number of different types of note-taking skills, but I could not really find out my own fitted one. However, there was one seemed like my style; Plug-In Notes which was introduced on CLS 105 course.

When I listen to the introduction of this way at the first, I expected that this skill might be useful for some courses; ECN 203 and ENL 207 that I'm taking now.

The picture on the upper left side is an example of Plug-In note that I used for ENL 207 course. Before i went to the class, I just guessed about some questions which will be discussed during the class. That work brings out 5 questions. Of course, I was able to answer those questions by taking the class. I believe that it was really useful work for me, because it made me to pre-think about the subjects and to prepare for the class.

The second picture on the right side represents a Plug-In note for ECN 203. It also gave me some positive opinions about this note-taking skills. Since I had done same procedures as I did for ENL 207 , it also helped me to do well on my course.

Sam Elman-Note Taking Plug In

Note taking has always been something I had difficult with. Usually when you take notes in class they are for a purpose and most likely will be all the information on your next test.

Recently in CLS 105 we have been trying out different note taking strategies that will help us for exams coming up in any of our courses. For the Plug In notes you could either chose to do it during class or after class. In my COU101 course we do a lot of note taking and I tried out this technique for it.

For this course my professor sometimes hands out the notes. So this would be even easier for me to write out questions and answers that i think will be on the exam that is coming up.

During class I looked at the notes first and looked for keywords. As i found keywords i began to highlight them and looked for important information that i thought would be helpful. I also wrote some side information as she was going through the lesson.

After class i then looked at my notes and began to type up some questions that i thought she would use on our upcoming exam. This did not take me long because i pretty much highlighted everything that was important. I then began to answer each question.

I probally could have had questions already prepared to do during class but i thought this way would be easier for me and more helpful.

I also made a study guide with the keywords.

This was helpful for me because i was able to point out and find things that are important and make questions out of them. I was able to learn a lot. I also plan to meet with my professor and shower her some of the questions I made.

One Step at a Time By Andrew Zelin

This week I experimented with the One Step at a Time strategy in two of my courses. The courses I used this in were SHR 247 and Accounting 252. I chose to use this strategy because I find boxes very useful when it comes to CLS strategies and I think breaking down a problem could be a good way of finding the possible solutions.

Because I am a visual and aural learner I love using different types of organization diagrams such as boxes and charts. For this experiment, the purpose (actions) is to isolate a problem, list the consequences, possible to do's, and will do, each in seperate boxes respectively. The materials for this experiment is just a blank sheet of paper. In SHR 247 I have a test on wednesday and the problem i listed was that I'm going home, I said the consequences are I have less time to study due to traveling, and the family could be distracting. For possible to do's I said I have to bring all my studying materials home, I have to create a new fritter finder that incorporates a schedule for the weekend and manually chose study times, and lastly I said I had to not allow my family to distract me. For will do wrote "not allow cousins to visit during study hours". I had an entirely different situation in Accounting 252. I had a quiz on Thursday directly following a major test on Tuesday. So in this case, I had to create during the week consequences, possible to do's, and will do.

My final evaluation of the One Step at a Time strategy is very positive. I enjoyed using this strategy. It helped me realize what I had to do way before I did anything. I like how it helped me plan out my weekend and my study hours. Organization is a huge problem with me, and I strongly believed this strategy alleviated some of those issues.

Source Outline-Sam Elman

This week in CLS 105 one of our homework assignments was to make a source outline for an Exam that was coming up.

I used the source outline for my COU101 class. I thought it would help me out. I plan to use it for HEA335 as well. I have 3 exams combined in these two courses that are coming up soon. One that I just had and using the source outline was very helpful.

The steps that i used to make the source outline was I took the 5 major topics from chapter 8 in my textbook and organized it. I put all the information underneath each topic. This was able to keep me focused and organized as i said before. I find the source outline to be the most useful because if you have an assignment in your textbook you can make it very easy for yourself and make an outline for each topic and copy all the information that you think is important and place it underneath.

I found this to be more useful to me then the topic outline. I believed it was more useful because for the topic outline i just listed the 5 important topics. But it didn't really help me as much as the source outline did.

I recommend everybody to try the source outline. If you have trouble sometimes like i do with reading textbook assignments this will especially help you.