Copyright © 2010 by Tapestry Press, Ltd. Chapter 6 Listening Actively and Taking Good Notes.

Copyright © 2010 by Tapestry Press, Ltd.Copyright © 2010 by Tapestry Press, Ltd.

Chapter 6Chapter 6

Listening Actively and Listening Actively and

Taking Good NotesTaking Good Notes


Having any of the following problems?Having any of the following problems?

I drift or lose my concentration during a lecture.I drift or lose my concentration during a lecture.

My class notes are not organized well for My class notes are not organized well for studying. studying.

I write too much when I take notes.I write too much when I take notes.

Or—I write too slowly and miss points.Or—I write too slowly and miss points.


Learning OutcomesLearning Outcomes

1.1. Develop skills as active listeners.Develop skills as active listeners.

2.2. Use the three-step process of effective Use the three-step process of effective notetaking.notetaking.

3.3. Prepare study-ready notes by utilizing Prepare study-ready notes by utilizing the outline and/or column formats for the outline and/or column formats for notetaking.notetaking.


It’s not just for college!It’s not just for college!

Active listening and good notetaking skills will also Active listening and good notetaking skills will also serve you well serve you well

throughout your career.throughout your career.

Believe it!


Success attitudes and habits of anSuccess attitudes and habits of anactive listener:active listener:

1.1. Coming to class prepared with assignments completed.Coming to class prepared with assignments completed.2.2. Bringing questions or thoughts about the reading.Bringing questions or thoughts about the reading.3.3. Sitting near the front of class.Sitting near the front of class.4.4. Using Using self-talkself-talk that says “I am interested and I will stay that says “I am interested and I will stay

focused”—not “this is boring!”focused”—not “this is boring!”5.5. Being determined about learning.Being determined about learning.

* It’s not just for Nerds!


Effective Notetaking Effective Notetaking a 3-Step Process a 3-Step Process

1.1. ListeningListening and being determined to pay and being determined to pay attention in spite of distractions.attention in spite of distractions.

2.2. ThinkingThinking about the meaning of what is said so about the meaning of what is said so you can select the most important information you can select the most important information to remember. to remember.

3.3. WritingWriting down the most important information down the most important information so you’ll be able to review and study it later.so you’ll be able to review and study it later.

Sound easy? Sound easy? You get better with practice!You get better with practice!


Notetaking TipsNotetaking Tips

1.1. Use a 3-ring or loose-leaf notebook.Use a 3-ring or loose-leaf notebook.2.2. Leave plenty of space for additional Leave plenty of space for additional

explanation, comments, or study clues.explanation, comments, or study clues.3.3. Record definitions of technical terms exactly Record definitions of technical terms exactly

as given.as given.4.4. Copy the diagrams and drawings your Copy the diagrams and drawings your

instructor writes on the board.instructor writes on the board.


MoreMore Notetaking TipsNotetaking Tips

5.5. Record your instructor’s examples. Record your instructor’s examples.

6.6. Take notes during group discussions.Take notes during group discussions. Group problem-solving questions often show up Group problem-solving questions often show up

as essay questions on tests.as essay questions on tests.

7.7. Take notes throughout class. Take notes throughout class.

8.8. To speed notetaking, leave out words— To speed notetaking, leave out words— such as “a” and “the”—from your notes.such as “a” and “the”—from your notes.


MoreMore Notetaking TipsNotetaking Tips

9.9. Write phrases/names in full the first time and Write phrases/names in full the first time and use initials thereafter.use initials thereafter.

10.10. Create headings to help you further learn and Create headings to help you further learn and organize notes.organize notes.

11.11. Fill in blanks and review notes as soon as Fill in blanks and review notes as soon as possible after class.possible after class.

12.12. Review frequently to solidify material in your Review frequently to solidify material in your mind. mind.

To “lock in” material, briefly review all notes To “lock in” material, briefly review all notes between exams on a daily basis.between exams on a daily basis.


13.13. Use the top margin to note Use the top margin to note assignments, course, date, assignments, course, date, and/or the page number.and/or the page number.

Course: Social Science Course: Social Science Assignment: Read chap Assignment: Read chap 1212

Date: May 2, 2009 Date: May 2, 2009 complete all chap quescomplete all chap ques

Page: 1 Page: 1 Due: Due: May 8May 8


14.14. Note the points your instructor Note the points your instructor stressed stressed by placing a star or asterisk (*) by placing a star or asterisk (*) in the in the margin next to the items margin next to the items emphasized.emphasized.

. . .. . . a major point a major point . . .. . .

. . .. . . pay special pay special attention to attention to . . .. . .

. . .. . . note this note this . . .. . .

. . .. . . an important an important reason reason . . .. . .

. . .. . . don’t forget don’t forget . . .. . .

. . .. . . a chief cause a chief cause . . .. . .

. . .. . . what do you think what do you think is the reason for this?is the reason for this?

. . .. . . this will probably this will probably be on the test be on the test . . .. . .

. . .. . . Repeated Repeated statementsstatements. . .. . . Numbered lists Numbered lists. . .. . . The instructor’s The instructor’s

voice slows downvoice slows down


15.15. Use abbreviations and symbols that you Use abbreviations and symbols that you can easily remember.can easily remember.

ExamplesExamples

e.g.e.g. for examplefor example== the same asthe same as≠ ≠ not the same asnot the same as>> greater thangreater than<< less thanless thanw/w/ withwithw/o w/o withoutwithoutbetw betw betweenbetweenXX timestimes## numbernumber// perper promotes, produces, leads topromotes, produces, leads to


Two Effective Notetaking FormatsTwo Effective Notetaking Formats

1) Outline format2) Column format

Effective notetaking formats will help you Effective notetaking formats will help you prepare prepare study-ready notesstudy-ready notes. .

Determine which style you prefer.Determine which style you prefer.


Outline FormatOutline Format

Course: Sociology of AgingCourse: Sociology of Aging Assignment: Assignment: Read chap 6Read chap 6

Date: Dec. 5, 2009 Date: Dec. 5, 2009 complete all chap quescomplete all chap ques

Page: 1 Page: 1 Due: Dec. 7Due: Dec. 7

I.I. Generational DiversityGenerational Diversity

A.A. Value system unique to a particular age groupValue system unique to a particular age group

B.B. Generations shaped by common experiences, Generations shaped by common experiences, memories, & lessons learnedmemories, & lessons learned

C.C. Have own TV shows, music, styles, & Have own TV shows, music, styles, & expressionsexpressions


Outline Format Outline Format continuedcontinued

Course: Sociology of Aging Course: Sociology of Aging Date: Dec. 5, 2009 Date: Dec. 5, 2009

Page: 2 Page: 2

II.II. The Four Generations and dates of birthThe Four Generations and dates of birth

A.A. Veterans (Traditionalists)—1922–1943Veterans (Traditionalists)—1922–1943B.B. Baby Boomers—1943–1960Baby Boomers—1943–1960C.C. Gen X—1960–1980Gen X—1960–1980D.D. Gen Y (Millennials) —1980–2000Gen Y (Millennials) —1980–2000


Outline Format Outline Format continuedcontinuedCourse: Sociology of AgingCourse: Sociology of AgingDate: Dec. 5, 2009 Date: Dec. 5, 2009 Page: 3Page: 3

III.III. Value systems impact work styles Value systems impact work styles key behavior key behavior stylesstyles

A.A. Veterans Veterans 1.1. Patience Patience 2.2. Constancy Constancy

3.3. A sense of hierarchy A sense of hierarchy 4.4. Loyalty Loyalty

B.B. Baby Boomers Baby Boomers 1.1. Relationship building Relationship building 2.2. Commitment Commitment

3.3. Systematic perspective Systematic perspective


Outline Format Outline Format continuedcontinued

C.C. Gen Xers—key behavior styles Gen Xers—key behavior styles 1.1. Flexibility Flexibility 2.2. Loyalty Loyalty 3.3. Independence Independence

D.D. Gen Yers—key behavior styles Gen Yers—key behavior styles 1.1. Independence Independence 2.2. Collaboration Collaboration 3.3. Persistence Persistence


Column FormatColumn Format

Course: Human Behavior Course: Human Behavior Assignment: Assignment: Read chap 12Read chap 12Date: May 2, 2009 Date: May 2, 2009 complete all chap quescomplete all chap quesPage: 1 Page: 1 Due: May 6Due: May 6

Left Column Right Column

TermsTerms DefinitionsDefinitionsMain ideasMain ideas DetailsDetailsIllustrationsIllustrations LabelsLabelsIllustrationsIllustrations Process descriptionProcess description


Column Format Column Format (Terms & Definitions)(Terms & Definitions)

Course: Human Behavior Course: Human Behavior Assignment: Assignment: Read chap 12Read chap 12Date: May 2, 2009 Date: May 2, 2009 complete all chap quescomplete all chap quesPage: 1 Page: 1 Due: May 6Due: May 6

Ethnocentrism view that one’s own culture view that one’s own culture is superior to othersis superior to others

Prejudice an opinion or learning an opinion or learning opposed to anything without opposed to anything without

just grounds or sufficient just grounds or sufficient knowledge.knowledge.


Column Format Column Format (Main Ideas & Details)(Main Ideas & Details)

Course: Human Relationship SkillsCourse: Human Relationship Skills Assignment: Assignment: Read chap 9Read chap 9Date: April 29, 2009 Date: April 29, 2009 complete ques 9–18complete ques 9–18Page: 4 Page: 4 Due: May 4Due: May 4

3 behavior/ 1. Nonassertive1. Nonassertivecommunication 2. Aggressive2. Aggressivestyles 3. Assertive3. Assertive

Assertive Express thoughts, feelings, Express thoughts, feelings, communication beliefs in direct, honest, & beliefs in direct, honest, &

appropriate ways that appropriate ways that respect the rights of others. respect the rights of others.


Column Format Column Format (illustrations & labels)(illustrations & labels)

1. Cell body1. Cell body2. Nucleus2. Nucleus3. Dendrites (receivers)3. Dendrites (receivers)4. Axon (the conducting 4. Axon (the conducting

fiber)fiber)5. Myelin sheath (insulating 5. Myelin sheath (insulating

fatty layer that speeds fatty layer that speeds transmission)transmission)

6. Schwan’s Cells (they 6. Schwan’s Cells (they make myelin)make myelin)

7. Axon terminals 7. Axon terminals (transmitters)(transmitters)

8. Node of Ranvier8. Node of Ranvier

Course: Anatomy Course: Anatomy Assignment: Assignment: Read chap 5Read chap 5Date: April 6, 2009 Date: April 6, 2009 & prepare for quiz& prepare for quizPage: 1 Page: 1 Due: May 4Due: May 4


Column Format (illustration & process)Column Format (illustration & process)

Neurons transmit impulses along an axon and across the synapse to the dendrites of the neighboring cell.

Course: Anatomy Course: Anatomy Date: April 6, 2009Date: April 6, 2009Page: 2Page: 2


Which notetaking format do you Which notetaking format do you prefer?prefer?

Outline Format Outline Format

or or

Column FormatColumn Format

And why?


Key Chapter PointsKey Chapter Points

1. Active listening and and notetaking, like any , like any other skills, will improve rapidly with other skills, will improve rapidly with practice. practice.

2. Both are useful tools for success in are useful tools for success in school, and will continue to be useful on school, and will continue to be useful on your job.your job.


Can you get your hands around it?Can you get your hands around it?

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Copyright © 2010 by Tapestry Press, Ltd. Chapter 6 Listening Actively and Taking Good Notes.

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