Added skills: Cornell note taking, Stress management, Rehearsal strategies - Research Paper Example

Added skills Introduction Effective learning requires efficient approaches for adjusting to learning needs and the learning environment. Three skills for effective leaning that have been added to my toolbox are discussed. Cornell note taking Note taking is one of the strategies for learning and it involves caption of learnt concepts in a format that can be used for later references. Note taking can also be used as a studying strategy and though many styles exist to note taking, the Cornell note taking approach has been and promises to still be instrumental to my studies. This informs its inclusion in my toolbox. Record is the first of a series of six steps in the note taking approach. A learner creates a table with two columns and in which the first column is narrower, about half the second column. Summary of information for learning is then done in the second column in which definitions are restated. Headings of spaces between paragraphs indicate transitions between topics and devices such as number or bullets are used to highlight major point. Precision is also used and where necessary, information can be abbreviated. Ensuring that writings are eligible and editing of the recorded information are the last aspects of the step (Blerkom, 2011). The second step involves development of questions that reflect on major ideas of the learnt materials and these questions are put in the first column. Based on developed questions, the learner explains developed knowledge loudly and in a paraphrase. This is a step for improving learning of the studied material, promoting understanding of the material, and fostering retrieval of the learnt knowledge. During recall, the learner should cover the recorded information in the second column and use developed cues in the first column as a guide. In the fourth step, the learner is to reflect on developed knowledge and connecting the new knowledge with personal experience or with observations is one of the ways of achieving this. Asking questions on possible relationships between the developed knowledge and the learner’s environment is another way of reflection. Using a section at the bottom of the two columned table, the learner makes a summary of the developed knowledge in step five before reviewing the developed information in the table (Blerkom, 2011). The tool introduces a systematic approach to learning and studying that improves probability of capturing knowledge from learning materials. I have applied the approach since learning it and it has improved my knowledge development. Using random questions to test effectiveness of the tool on my studies has indicated improving and I am confident that using the approach will boost my academic performance. This applies to all subjects. In biology, for example, I have used it to summarize, recall and review knowledge on biological processes and I have been able to recall the processes in a better way than I could do before using Cornell note taking approach (Blerkom, 2011). The note taking approach will help me in research initiatives. Developing academic or professional materials require an informed position that relies on literature and the approach will help me in synthesizing knowledge from other literature that I will then use to develop such academic or professional materials. Stress management Stress management is another important tool to the learning environment because possible adverse effects of stress on cognitive functioning and because of the learning environment that is full of stressors. Stress management techniques; therefore, is necessary for promoting effective learning and this informs its inclusion in my toolbox. Preventing stress is the most important approach to the management because experiencing stress is likely to destabilize learning, however short the duration of stress is. In addition, noting stress my take a long time and may allow stress to build up and induce adverse consequences. With academic schedule and the need to balance academic schedule and non-academic factors, planning with available resources, and with focus on the most important academic concerns, is the best approach. This avoids conflicts that could induce stress. A number of strategies also exist for managing stress when it occurs. Relaxing the body or the mind, depending on the host of stress at a time, exercising, reading religious or motivational materials, engaging in a hobby, and interacting with people are some of the ways of managing stress should it occur. Effective stress management has diverse benefits that are applicable to the learning environment, some of which I have experienced since I started to apply the tool. Relaxation, for example, moderates functions of the body to set a good internal environment for learning and studying. Hiriyappa (2013) explains that relaxation helps a person to realize good sleep and this ensures active state of the mind for effective learning. Good sleep also avoids mental exhaustion to facilitate learning. Factors such as “serotonin levels,” “heart rate,” “respiratory rate,” “anxiety, muscle tension, and cortisol levels,” and blood sugar affect biochemical processes in the body that also translates to functionality of the brain (Hiriyappa, 2013, n.p.). I have realized two benefits of stress management since I started implementing its aspects. Good planning of my resources, including time and finances, has helped me to reduce frequency and intensity of stress that I encounter. As a result, I have been able to focus on my studies more than I did before because my mind is more settled and is more focused on academics. Exercise, reading spiritual materials, and sharing with close and trustworthy people, however, have been my stress management techniques and have been effective. Sharing a problem that is likely to cause stress or to intensify existing level of stress has proved to be effective because it relieves burden of stress. It is easy to forget about an issue after sharing. Mathematics, because of its intensive scope that require concentration into following involve stages in calculations, is more susceptible stress and managing stress has improved my ability to solve problems. Previously, stress would cause computational errors into loss of marks but effective management has resolved this and improved my level of accuracy in solving mathematics. The fact that analytical techniques are necessary beyond learning environments means that stress management will be helpful in future environments such as in managerial or leadership roles in professional or social environments. Rehearsal strategies Rehearsal strategies are also significant to effective learning. It has been my predominant learning approach and this informs its inclusion, especially because I have not explored it fully. “Copying material, taking verbatim notes, and reciting words” are some of rehearsal strategies that can improve learning (Dembo, 2013, p. 41). Reviewing learning materials and underlining important points had been my most applied strategy, while these other rehearsal approaches had been applied sparingly and, in most cases, subconsciously. Copying materials may be hectic and time consuming but its effects of repeated exposure to justifies its use. It also involves a subconscious form of reciting that is integrated with writing and could be more effective. A major limitation of rehearsal strategies is their ineffectiveness in linking new knowledge with long-term memory that already exists. This suggests short-term scope of the strategies and identifies them with short term learning objectives such as studying or revising for an examination. I have applied this in mock tests and realized effectiveness, especially if material to be learnt is not voluminous. I am also likely to use the strategies in short-term learning objectives such as development of knowledge for interviews and presentations at conferences. Conclusion The learning environment is challenging and it requires a strategic approach for effectiveness. Some tools can help achieve the effectiveness and I have identified Cornell note taking, stress management, and rehearsal strategies for the purpose. The tools have demonstrated their ability to promote learning in my current and future environments, a feature that together with properties of the tools, justifies inclusion of the tools in my toolbox. References Blerkom, D. (2011). College study skills: Becoming a strategic learner (7th Ed). Boston, MA: Cengage Learning. Dembo, M. (2013). Motivation and learning strategies for college success: A self-management approach. New York, NY: Routledge. Hiriyappa, B. (2013). Stress management: Leading to success. Bloomington, IN: Booktango. Read More