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  1. Improving Learner Note-Taking SkillsPLC: Bridge Over Troubled WatersLiz Andress, Bethany Gustafson, Carlynn Miller-Gore

  2. SMART Goal: Students in our FastTRAC bridge and integrated classes will use effective note-taking tools and strategies for lectures, videos and readings that increase their comprehension and improve their performance on course assignments.

  3. To meet this goal, we will: • research note-taking strategies • identify 3-5 tools/strategies to teach • teach/model/practice the strategies with our students • evaluate the strategies’ effectiveness • integrate the best strategies into our on-going teaching in these courses.


  5. “SQ2R” Reading Comprehension Strategy • Scan • Question • Read • Recite =========== • Teach – model – practice • Gradual release – detailed note-taking guides  partial guides  student-generated guides

  6. Video note-taking guides • Charts • Cloze ============ • Preview guide – what are we listening for • Model note-taking on board – short, abbrevs. • Review – talk to partner, key points, fill in missed

  7. Note-Taking Self Evaluation Rubric • Uses self-eval model developed by a PLC in a previous year • Breaks down note-taking into more defined areas to help learners be aware of how to learn a complex skill. • Examples “I know how to use different styles of note-taking,” and “I write the date at the top of the page.”

  8. Cornell Notes

  9. Note taking is… • Recording selected information from a source. • Examples: • Guided note taking from a textbook using SQ2R method • Listing new terms/definitions on flashcards • Creating flow charts or other graphic organizer to group terminology/concepts • Taking notes from a lecture using Cornell method or other • Using a cloze guide to take notes from a video • Dictation • Completing “soft-skills” rubric for team work, presentation, organizational skills, etc… • Using notes to further learning with assignments such as jigsaws, essays, presentations, etc…

  10. Sample application of Integrated Medical Terminology note-taking process to Bloom’s Taxonomy Knowledge – create medical terminology flashcardsComprehension – organize terms in categories (body parts, diseases, procedures)Application – complete sample medical record document applying chapter medical terms, describe flow of terms as applied to a body systemAnalysis – create medical record document including descriptions of symptoms, tests, diagnoses, treatments Synthesis – communicate summary of symptoms, tests, diagnoses, treatments in layman’s terms as well as medical terminology in a jigsaw activityEvaluation – complete rubric of jigsaw activity, determining how to improve summary and communication based on self-evaluation and peer evaluation


  12. Liz: Develop student self-awareness (meta-cognition), not just discreet skills

  13. Impact on my teaching practice: • SQ2R is integrated into my two academic support classes • Video and presentation note-taking guides – adding more all the time, in all classes • To be improved – lecture note-taking skill development

  14. Bethany: Help learners gradually build note-taking skills in manageable pieces, rather than trying to teach everything at once.

  15. Impact on my teaching practice: • Explicitly taught Cornell method for lectures and readings • Tried to break note taking down into steps • Going forward, I plan to incorporate note-taking skills in suitable ways at all levels

  16. Carlynn: Students need to be actively involved in note-taking during reading, lectures, videos, field trips, etc… to maximize learning. Passive participation does not allow for students to create successful learning habits as a student or employee.

  17. Impact on my teaching practice: • Continue to use SQ2R for textbook reading assignments. • Continue to model the use of note taking tools during lectures. • Continue to encourage students create note taking models that adapt to the current environment. • Create more accountability around lecture note taking (make note taking a graded assignment). • Continue to use self-evaluation note taking rubrics.

  18. Potential applications for larger Hubbs community • Encourage learners to focus on meaning, not exact words, when writing down things they hear in class • Underlying skills of note-taking can be taught at all levels (date top of page, today’s notes on the page after yesterday’s, etc) • A future class focused on note-taking skills?

  19. Resources

  20. Resources on Hubbs Site • Available on the Hubbs website via the following path: Hubbs Center Home  >  Staff  >  Curriculum > Hubbs Vision Wedges URL:

  21. Additional Note Taking Resources Texts • Ten Skills You Really Need to Succeed in School by John Langan (2002) • Talk it Over! Listening, Speaking and Pronunciation by Joanne Kozyrev (2006) – (available in multiple levels) Articles • Konrad, M., Joseph, L., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32(3), 421-444. • Makany, T., Kemp, J., & Dror, I. (2009). Optimising use of note-taking as an external cognitive aid for increasing learning. British Journal of Educational Technology, 40(4), 619-635. Websites • Intervention Central • - Graphic Organizers •