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Notetaking A teaching process

Notetaking A teaching process. Lucy Tribble MacDonald, M.A.,M.A. lucy@lucyonline.com CRLA October 2009. Overview. Activity - Part I Discussion Activity - Part II Define the Model Review the tools. Activity I - Take notes. Directions: You may choose either:

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Notetaking A teaching process

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  1. NotetakingA teaching process Lucy Tribble MacDonald, M.A.,M.A. lucy@lucyonline.com CRLA October 2009

  2. Overview Activity - Part I Discussion Activity - Part II Define the Model Review the tools lucy@lucyonline.com

  3. Activity I - Take notes Directions: You may choose either: • To take notes as you normally do. • Or role play and take notes as you think students might do. lucy@lucyonline.com

  4. Discussion Questions • Have you ever collected students’ notes to see what got through to the paper? • Has anyone made videos for student notetaking practice? lucy@lucyonline.com

  5. Scenarios • A “couple” of notes - Celestial Navigation • Electronic students request notetaker • Nursing students and Cornell notetaking lucy@lucyonline.com

  6. Activity II • Handout • Discussion lucy@lucyonline.com

  7. Teaching Notetaking Model • Pre-test - 15 minute college class lecture • 2 week interval • Quiz • Individual • Collaborative (benefits of note processing) • Teach Cornell Notetaking (recall column for test questions and learning objectives) • Post-test - practice to mastery (85%) lucy@lucyonline.com

  8. Resources • The Real Thing - 15 lectures • More The Real Thing -15 lectures and 1 student presentation http://www.highlandpublishing.com Cornell notetaking paper - Hard backed “knee pad” Letter size Dual-Pad, Law Ruled www.ampad.com lucy@lucyonline.com

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