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  1. Note-Taking Goals (lectures) • identify the reason for taking notes • summarize effective note-taking habits • identify the action clues of instructors • identify and list verbal clues of instructors • explain how to take notes and learn using the Cornell Method of note-taking • describe how to take notes and learn with other note-taking methods

  2. Listening Self-Check

  3. Smart Tip We remember: 10% of what we read. 20% of what we hear. 30% of what we see. 50% of what we see and hear. 70% of what we discuss with others. 80% of what we personally experience. 95% of what we teach others. -- William Glasser, educational reformist

  4. Reasons to take notes: • improves your concentration • saves you review time • helps you learn more • improves test scores • organizes the information and establishes main ideas • serves as visual reminders of what was said

  5. Tools for Note-Taking • three-ring binder • 8 ½” x 11” lined paper • summary paper – larger than 8 ½” x 11” • plain white paper • erasable pens or dark pencils • tape recorder

  6. Effective Note-Taking Habits • pre-view reading before a class or meeting • start each day with a fresh piece of paper • write on only one side of the paper • always date and title every page • write in the shortest form possible • use abbreviations • use key words • use your own words

  7. SLANT Sit up Lean Forward Ask Questions Nod and Smile Track (follow speaker with eyes)

  8. Instructor Personality Clues they tell you it’s important they repeat information they write information on the board or overhead they change their voice and facial expressions they pause they use handouts

  9. Instructor Verbal Clues definitions description compare and contrast chronological order classification cause and effect

  10. Predicting Test Questions • listen attentively • observe instructor’s behavior • take notes based on instructor’s actions and verbal clues • by paying attention to what the instructor thinks is important • you will be able to predict test questions • know which areas to focus on during your review time

  11. Options for Note-taking • Cornell Format • Two column notes • Three column notes • Index cards • Formal outlines • Mind maps

  12. Cornell Format • draw a vertical line 2 ½” from the left edge of your paper • the body, or right-hand side of the margin, is where you write the bulk of your notes • the left column is used for information you want to recall and is based on the notes you took on the right side

  13. Recall Column • used for information you want to recall • potential test questions about the notes • vocabulary terms • restatement • graphic signals

  14. Cornell Reduce Step

  15. Cornell Recite Step

  16. take time to think about topic, relationships, and importance of the information line up your recall columns to see an informal outline and overview of the chapter and your notes write a summary at the bottom of your notes write on back side of your notes make lists of information write study questions add diagrams jot down questions for class make study tools index cards visual mapping charts mnemonics Cornell Reflect & Recite Steps

  17. Two Column Note-taking System • simplified Cornell format • effective for textbook and lecture notes • cover one side • recite • check your accuracy for feedback • effective for: • factual information • discussions • math processes

  18. Two Column Note-taking System (Modified version of Cornell notes) Left column: terms to define and questions to answer Right column: notes about the terms and answers to the questions Use two-column notes for: • terms and definitions • questions and answers • formula, steps, equations and examples of problem-solving • category of information and list of items in the category • heading for notes and a list of notes • concepts/main ideas and facts, explanation, examples

  19. Three Column Note-taking System • identify labels for each column • work with all three columns • cover • recite • check your accuracy • use for: • textbook • lecture • math notes

  20. Three Column Note-taking System Left column: terms, questions, concepts, or problems Middle and right column: two kinds of information for the item in the left column Use three-column notes for: • Math problem + steps to solve + explanation/rule • Topic/concept + textbook information + lecture information • Topic/concept + definition/description + applications/details • Math problem + space to rework + steps to solve • Topic + one source of information + second source • Term/concept + examples + explanations

  21. Index Card Note-taking System

  22. Index Card Note-taking System • carry your index study cards with you • use cards for quizzing • use them as warm-up activity at beginning of study block • study from the front side of your cards • study from the back side of your cards • sort cards into two piles: • ones you know • ones you need to study further • create reflect activities with your note cards

  23. Formal Outline • most important ideas are closer to the margin • supporting ideas and details are indented and further away • indenting too much will cause you to run out of space • indicate new details by using numbers and letters or symbols • keeping similar items lined up makes notes easier to read • skipping lines between main ideas gives flexibility to add to or change notes

  24. Studying from an Outline • read one line or item at a time; explain by reciting • check for accuracy or completeness • add clue words to the right of lines or items • repeat process of reciting from outline • use the outline to write a summary

  25. Mind Mapping • organizes ideas through visual patterns • natural associations through clusters or groups • each cluster creates a visual picture which helps with memory • able to see the ‘big picture’, the connections and the relationships

  26. Mind or Visual Map

  27. Sequential Mind Map

  28. Random Mind Map

  29. Studying from Mind Maps • imprint or memorize the basic structure (the skeleton) in your visual memory • then, visualize the skeleton of your notes • name the first two levels of information and then recite the details for each heading without looking at the printed form • use reflect activities for elaborative rehearsal • use ongoing review to mentally rehearse, recite, and review your visual notes

  30. Note-Taking Goals (reading) • discuss the importance of reading actively • define highlighting and explain the most effective way to use it • distinguish between two types of margin notes and explain how to use them • describe full notes and discuss when to use them

  31. Reading Self Check

  32. Learning Staircase

  33. Reading Actively reduces mind wandering while learning at the same time uses some or all of the following: pre-viewing the chapter reading key words reading phrases reader with a pacer adjusting reading speed to content

  34. Effective Highlighting read a complete paragraph or section before highlighting anything never highlight more than a few words or a phrase at a time decide what is most important can also be done with bracketing

  35. Highlighting Example (bad)

  36. Highlighting Example (better)

  37. Creating Margin Notes • read a complete paragraph or section before writing anything • decide what is most important • use your own words, key words, and abbreviations

  38. Summary-in-the-Margin Notes A summary is a brief statement or restatement of main points. a shortened version of what you consider important in the text write this summary in the margin of the book in the appropriate spot

  39. Question-in-the-margin Notes • summarizes the important ideas as questions, similar to what might be found on a test • written in the margin of text • answer to each question is easily found by rereading the text next to the question

  40. Studying with Margin Notes Margin notes force you to: concentrate on what you are reading focus on what is really important reduce your study time when you review

  41. Taking Full Notes • top step on active learning staircase • most time consuming • used for technical or difficult material • taking all your notes on paper instead of highlighting the textbook

  42. Taking Full Notes (cont’d) • recreate the author’s outline in the recall column on the left side margin • fill in the important details in the body of notes on the right side margin • full notes can also be taken in the form of a mind map using unlined paper