Note Taking

StrategiesMeredith Gaughran

& Elise Marquie

Introduction to Note Taking

MethodsNote taking allows students their notes as reference tools to reflect on material covered. These notes can be used for assessment preparation and personal gain.

“Note taking is one of the first and most established cognitive technology.” Dror (cited by Makany)

“Taking notes is of uttermost importance in academic and commercial use and success.” Makany

Good notes can improve student evaluation scores on tests, quizzes, etc. This is a personal benefit to students.

Students who take notes are more engaged learners. Engaged learners are better suited for success in the 21st Century.

Notes can be specific to the student’s learning style.

Charting MethodInvolves a chart made of columns and rows where the first row indicates the main concepts involved in the material.

http://owll.massey.ac.nz/study-skills/note-taking-methods.php

Charting MethodInclude main topics when planning lessons

Be consistent to provide thorough information on all parts of a topic

Advise students to set up notebooks prior to start of lecture

Teach students to take notes in the boxes on their chart.

Cornell MethodA note taking format that systematically divides the page into two columns.

Cornell MethodDivide paper into 2 columns.

The left hand column should measure 2.5 inches leaving the right hand column to be 6 inches.

Teach students the L column is for key points, and R column is for details.

Helpful Hint: Try to emphasize the key points with a different voice volume.

Field NotesAn “account(s) describing experiences and observations the researcher has made while participating in an intense and involved manner.” Robert Emerson

Field NotesOften used in the sciences (biology, anthropology, sociology, geology etc.)

Provide prospective on the subject being observed.

Teach students to record times of events, frequency, movement, interactions with others, etc. Remember: Information recorded varies on subject.

Guided NotesGuided Notes “improve the accuracy of students’ notes, increase the frequency of student responses, and improve students’ quiz and test performance.” Moira Konrad

Guided Notes

Teachers prepare handouts with based an outline of the lecture with omitted information so students can fill in names, details, etc.

Important Insight: “students prefer to use guided notes over taking their own notes or using preprinted notes.” Moira Konrad

Mapping MethodGraphic representation of a lecture.

Goes beyond basic note taking incorporating comprehension and concentration skills.

Important Insight: Helps students see the BIG picture using their critical thinking skills.

Mapping MethodUp to the student’s discretion. Can include a central topic with sub topic branches and limbs for details. Or just use lines and arrows to incorporate main points to sub headings. http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html

Outline MethodIndicates a relationship between notes previous and following by an indentation.

Helpful Hint: This very basic and easy to follow method works best with outlined lectures for students.

Outline Method

Teach students to place major points farthest to the left and then indent specific points and details to the right and further right respectively.

Allow students to use bullets, numbers, roman numerals or letters according to their preference.

Sentence MethodNotes are taken in sentence structure; sentences may be complete or fragmented.

Sentence MethodThese sentences each receive their own line and may be numbered.

Each sentence (complete or fragment) should represent a new fact, thought or topic.

Important Insight: Advise your students to use this method when you have a lot of material to cover in a short amount of time.

Mapping Example: Student Response

Teacher FeedbackRequirements

Description Points Possible

Points Earned

Comments

Organization of Map

Are examples in right location? Are definitions to right type?

5 5

Legibility Ease to readUse of colors to differentiate

5 5

Quality of Examples

Appropriateness of examplesCreative

5 4 Some examples are clique.

Connections

Linked connection examples to other types

5 3 Hungry Hippo could have been linked to alliteration.

Guided Notes Example: MatterMatter can be separated if it is a ___________.

Matter cannot be separated if it is a ____ ___________.

If the composition is uniform it is a ______________ mixture or solution.

If the composition is not uniform it is a ________________ heterogeneous mixture or solution.

_________ can be chemically decomposed.

___________ cannot be chemically decomposed.

Charting Example: Nutrition

(mypyramid.gov)Category Likes DislikesGrains

Vegetables

Fruits

Dairy

Protein

http://www.learnnc.org/lp/pages/2810?ref=search

Cornell Notes Example:

Grading RubricNotebook Check: Ensures students are taking notes, and if their note taking is effective as a study tool.

Pop Quiz- Open Note: These quizzes can provide insight on if the material was covered well and if the student understood the lectures. If student’s notes are unorganized they will not finish in time and may even be ineffective for studying for exams.

Grading Rubric

Questions for YOU!• What methods do your students currently use in your classroom?

• Do you feel the ability of your students to take notes is on par with their grade level and the subjects being taught?

• What new note taking methods have you taught?

• How have your students used their notes to prepare for assessments?

• Do you check student’s notebooks for completion of notes/ability to study from notes?

• Which strategies are most effective effective and for what subject material?

• How do you use note taking to assist with 21st Century in your life as a teacher?

• What questions do you have?

References:Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw. Writing Ethnographic Fieldnotes. Chicago, IL: University Of Chicago Press, 1995. N. pag. Print.

Konrad, M., Joseph, L. M., & Itoi, M. (2010). Using guided notes to enhance instruction for all students. Intervention in School and Clinic, 46(3), 131-140. Retrieved from http://isc.sagepub.com.www.lib.ncsu.edu:2048/content/46/3/131

Makany, Tamas, Jonathan Kemp, and Itiel E. Dror. "Omptimising the Use of Note-taking as an External Cognitive Aid for Increasing Learning." British Journal of Educational Technology 40.4 (2009): 619-635. Web. 20 Mar. 2011. <http://onlinelibrary.wiley.com.www.lib.ncsu.edu:2048/doi/10.1111/j.1467-8535.2008.00906.x/abstract;jsessionid=CD95BA82D7360514FE754D5C9C57CAC9.d02t01>.