Using Textbooks and Taking Notes

Delta CollegeTeaching/Learning Center

Using textbooks In high school, the

books don’t usually belong to the students— they can’t mark in them or keep them

That’s a bad deal; students don’t learn to use their books

Books are an intellectual investment

Textbooks can include Other resources

such as CDs Websites Maps Study Guides Workbooks

Ok, ok, I’ll use my book . . .

. . . but how do I use it? Just open it up and read,

right?

. . . Wrong!

Are you a passive reader? Do you

Open your book to the assignment and read from beginning to end?

Believe books should never be written in?

Read over and over without getting it?

Be an ACTIVE Reader! Insist on MEANING Do something BEFORE you read. ASSESS what you already know. Set a PURPOSE for reading. Be INVOLVED with the reading. Know how to ADJUST your reading

style

Be an ACTIVE Reader!

BEFORE you read Preview the text Preview the assignment Ask questions Predict the contents Have a reason for

reading

Preview the whole book Check title and author Read Forwards,

Introductions, or Prefaces– especially if they are “To the Student”

Skim Table(s) of Contents Flip through the “end

matter”– index, glossary, maps, tables, appendices

Preview read a chapter Read the beginning and the end

Title and/or outline Learning Objectives Key words or vocabulary Summary Study or review questions

Flip through the body of the chapter Note the headings and subheadings Illustrations, charts, graphs, tables

What’s the point of a preview?

See information in a simple form first

Repetition is built-in

Shows what you may already know

Tells you what to look for and learn

Read the body of the chapter

The preview introduces you to new material and tells you what’s important to know

You’ve already seen terms and ideas 2-3 times, so the chapter will make more sense

Tools to read with Syllabus– exactly what are you reading? Highlighters– to mark key terms and

concepts Pen/pencil– to make notes, annotate, write

cards and study guide pages Notebook– to make notes in (!) Index card(s)– to cover parts of page, or

write vocabulary words, formulas, etc. Study guide– to be filled out with answers

Be an ACTIVE Reader! WHILE you read

the body of the chapter Make notes Ask questions

If it’s your book: Highlight and

mark the text Annotate the book

Be an ACTIVE Reader!

REACT to what you read Discuss it Review it Read more in another

source Ask more questions Answer questions

To review chapters: DON’T just

reread! Concentrate on

the outlines, summaries, and key terms.

Answer study and discussion questions.

Notes and Notebooks Notes from lecture AND from

reading One subject=one book Use looseleaf books, NOT spiral

books, so papers can be added, removed, reorganized

Use colored paper or colored ink for visual interest

Use felt-tip or fine-tip pens for tactile interest

Use a comfortable pen or pencil, one that feels good in your hand

Notes and Notebooks

Use symbols-- &, $, +, =, ↑,↓,△, etc.

Use abbrev. Use a simple

dash outline form

Leave white space!

Constitutional Convention -- 1787 in Philadelphia -- 39 delegates;12 states -- nec. bcse Articles of Confed not strong enough

**Purpose -- strengthen nat. gov.-- protect political libertyBiggest Issue -- small vs. large states on how to represent (VirginiaPlan vs. N.J. Plan)

-- Compromise = Rep. by statein Senate, By pop. in House

Notes and Notebooks

Use a system Outlines Cornell

method

Outline-- Constitutional Convention -- 1787 in Philadelphia -- 39 delegates;12 states -- nec. bcse Articles of Confed not strong enough

Purpose -- strengthen nat. gov.-- protect political libertyBiggest Issue -- small vs. large states on how to represent (VirginiaPlan vs. N.J. Plan)-- Compromise: Rep. by statein Senate, By pop. in House

Cornell notes

Take notes in C Summarize the page

in B Write cues and review

questions in A

Note-taking Mistakes

No organization No system for writing Not knowing what to note Trying to note everything

Fixing Note-taking Mistakes

Get organized Develop and use a system Learn cues for what’s

important Forget noting everything!

Fixing Note-taking Mistakes

Learn cues for what’s important Verbal cues Visual cues

Forget noting everything! No one can write as fast as

someone can talk! Not everything is important Tape recording can be good