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IT HELPS STUDENTS STAY ATTENTIVE“Taking notes requires the attention to be more precisely focused on the access, sorting, and coding of the information than it would be when simply listening to a speaker or reading a document (Piolat, Olive, & Kellogg, 2004). Comments made by students have often referred to the fact that taking notes helps them remain attentive (van Metter et al. 1994).”
From “Note Taking and Learning: A Summary of Research”
IT HELPS YOU THINK BETTER
“[T]he taking of notes seems to ease the load on the working memory and thereby helps people resolve complex problems.”
From “Note Taking and Learning: A Summary of Research”
IT HELPS STUDENTS REMEMBER MORE, SCORE HIGHER
Research shows that students who take notes score higher on both immediate and delayed tests of recall and synthesis than students who do not take notes.
From “Research on Student Note Taking
WHAT CAN YOU DO TO PREPARE TO TAKE NOTES?
Before class Complete reading
assignments due before that class
Complete homework problems due before that class
Review the reading and notes taken on it shortly before class
Review the homework problems shortly before class starts
HONE YOUR LISTENING SKILLS
Avoid distractions Cell phones Stories or questions that are off-topic Chatty classmates
Prepare for potential distractions Outside obligations Dress for classroom environment Eat, drink, etc. before class
WE CAN ALL BE DIFFERENT TYPES OF LISTENERS AT DIFFERENT TIMES The daydreamer The student who only hears what related to his or her
concerns The arguer The student who wants to talk about unrelated items
IMPROVE YOUR LISTENING SKILLS BY
Ask questions, offer comments, answer questions Pay close attention to clues
Signal terms: “X means….”
“Y is caused by…”
Verbal clues: “This will be on the test...”
“As I said before…”
Non-verbal cues: Instructor becomes more excited or enthusiastic
Levels of information: Practice selectivity: listen for main ideas and subordinate ideas
NOTE TAKING FORMATS
Use a consistent format Format is up to you Develop your system for labeling
content (processes, rules, examples, etc.) as you record it (common abbreviations, your own abbreviations, etc.)
Make sure you’ll be able to understand your notes in the days and weeks to come
Note-taking formats (p. 236) Outlining The Cornell System Mind Maps
THINGS TO CONSIDER
Summary is always good One method may work
well for one discipline or lecturer but not as well for another
One method may work better for you than another
A mashup of strategies may work best
PRACTICE
Watch the following videos for 5-10 minutes each and switch up note-taking strategies between each one Outlining The Cornell System Mind mapping
Reflect and discuss on which worked best and why.
How your "working memory" makes sense of the world
How your brain tells you where you are
Feats of memory anyone can do
ASSIGNMENT 1
Note taking activity—In an upcoming class, take notes using one of the strategies learned in this unit. On a separate piece of paper, assess these new notes when compared to your old way of taking notes. Which strategy helps you to record more complete and accurate information? Why? What changes will you make for future classes?
WORKS CITED
Boch, Francoise, and Annie Pioulat. “Note Taking and Learning: A Summary of Research.” The WAC Journal 16 (2005). Web. 11 Jan. 2012.
“Attentive.” CustomStock.com. N.p., n.d. Web. 11 Jan. 2012.
Hicks, Mark A. “Turbo Thinking Cap.” Discovery Education Clip Art Gallery. Web. 11 Jan. 2012.
Dezure, Deborah, Matthew Kaplan, and Martha A. Deerman. “Research on Student Note Taking: Implications for Faculty and Graduate Teaching Instructors.” CRLT Occasional Papers 16 (2001). University of Michigan, n.d. Web. 11 Jan. 2012.
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