Effective Note taking Workshop Goals: • To help you evaluate your current note taking style • To offer guidelines for improving your note taking • Highlight styles and resources for additional information Presented by: ACCESS CENTER
Do you??? • Understand your notes after 1 week? • Have a grasp of the key ideas? • Try to write every word spoken?
Why take notes? • Improves concentration • Increases retention • Guidelines for test preparation • Organizes key ideas
Watch and Listen! • Concentrate not only on the words spoken but… Look for emphasis! • Translate and use clues!! • Leave spaces for supplemental information • Review, reword, Organize!
Top three techniques!! • Cornell Works well with Visual Learning style • Outline • Works well with Auditory Learning Style • Mapping • Works well with Kinesthetic learning style
The Cornell Note-taking System • 2 1/2” left side Cue Column • 6” Note taking • 1. Record: During the lecture, use the note taking column to record the lecture using telegraphic sentences. • 2. Questions: As soon after class as possible, formulate questions based on the notes in the right-hand column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later. • 3. Recite: Cover the note taking column with a sheet of paper. Then, looking at the questions or cue-words in the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words. • 4. Reflect: Reflect on the material by asking yourself questions, for example: “What’s the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? What’s beyond them? • 5. Review: Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as, for the exam. • 2” Summary • After class, use this space at the bottom of each page to summarize the notes on that page. • Adapted from How to Study in College 7/e by Walter Pauk, 2001 Houghton Mifflin Company
OUTLINE • Taking Lecture Notes • I. What is the purpose of lectures? • A. The instructor may draw on his/her background of reading and experience to present • material that students ordinarily would not get. • B. Important principles might be illustrated and explained in more detail by the lecturer. • C. Additional materials might be introduced to bring out important points • II. How might the lecturer present his/her material? • A. There maybe only a few major points covered, with much explanation to make them clear. • 1. All material can not be presented; the discussion maybe condensed. • 2. The student should pick out the major points • B. Sources of information or readings may be suggested or noted. • C. In introductory courses, a survey of the field is usually given. • 1. Controversial issues are usually not brought out. • 2. Limitations or shortcomings of the subject are usually noted, not debated. • 3. If viewpoints are criticized or experimental methods are questioned in • introductory courses, the lecturer usually smoothes out difficulties or fills in • omissions. • 4. In such courses, getting a body of knowledge is the aim, and representative • outlines of the lectures helps get this. • III. What is the purpose of lecture notes? • A. Help the student get the meaning and plan of the lecture. • 1. Notes should represent students’ thinking, questioning and reaction to the • lecture. • 2. Notes should encourage the student to take an active (thinking) part in the • lectures and do reference reading. • 3. Notes should help the student to think more clearly on the organized points of • his/her outline lecture notes. • B. Help the student learn and remember the important ideas and facts. • 1. Gives an accurate record of significant principles, facts and ideas. • 2. Helps in remembering more accurately and for a longer period of time. • 3. From the notes, s/he can organize the material for better learning and for • review.
Resources • http://www.lc.unsw.edu.au • www.arc.sbc.edu/notes.html • http://www.nlpmind.com/mind_mapping.htm • www.hull.ac.uk/studyadvice