Who: any studentWhat: recalling important information for later use When: anytimeWhere: anywhereWhy: because note taking is essential to effective learning

Notetaking course5/5/2023

How: by using the information provided below

Glossary

Training videos

You Tube

Trash and Treasure Notetaking You Tube

Mindmap You Tube

Basic Note taking You Tube

Marzano You Tube

Books

Notetaking course5/5/2023

Why?Helps your memory and extends your attention spanStructures the learning processHighlights important vocabularyProvides ways to make connections to background knowledge

SkillsListening skillsReading skillsTechnical skillsTime management skills

Storage and OrganizationSaving ManagingOrganizingUsing

T ools: Hardware and SoftwareGraphic OrganizersAppsWeb based toolsHardware

Note Taking Basics

Why?• Helps your memory and

extends your attention span

• Structures the learning process

• Highlights important vocabulary

• Connects to background knowledge (bk)

Helps memory and attention span: hearing/ listening/reading, understanding, retaining, recalling

Preparation Attention Listening Recording highlights and making connections to

BK

Structures the learning process

Visualization, using the sensesNotetaking course5/5/2023

Summarization: use shortcuts, vary font sizes, write clearly

Be critical: compare knowledge, check logic and argument, check my understanding

Readings vs. Lecture style: o Readings

Lecture: Prepare, tape, buddy, use organization clues Prepare

for the lectureThe greatest advantage is that

1. you are familiar with the subject 2. you know what to ask 3. you are not going to waste time by writing down stuff that is already there in your study

material. Rather, you know what to write, where to pick links and to clear your concepts.

o By the time the lecture is over, you are in a much clearer state of mind. This way, taking down notes becomes more meaningful and worth the time you spent doing it.

o Other- digital files of all kinds: audio, video, PDF document, slide show, etc. See Storage and File management section.

HIghlights vocabulary

Uses text features Main idea and author's purpose Vocabulary games Web vocab highlighter

Connects to background knowledge KWL Charts: ABCya, Wordle; Read Write Think Prior Knowledge Graphic Organizers Graphic organizers for BK Teachers connecting BK

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Skills LIstening skills: Ask if it is

important, relevant, credible? Reading and writing skills:

write down facts, relevant opinions, avoid examples

Technical skills; learn to use your platform effectively

Time management skills

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Methodsno no methodother acronyumlinear notesdiagrams

If the instructor writes something on the chalkboard/overhead or repeats an idea then it is usually a key point and you should write it down.

Try to use a three-ring binder, it allows for more flexibility in rearranging your notes and any handouts that you may receive.

Try to sit towards the front and center of the class where you'll be less distracted and can hear the professor the best and have a good angle on any visual aids that may be shown.

Don't rely on someone else's notes, you may not understand everything that they write down and you'll learn the best by taking your own notes.

If your instructor talks fast, it may help to bring an audio recorder and record the lecture while taking notes. After the lecture is over you can replay the lecture and fill in any parts that you missed in your notes.

Do reading assignments or homework questions before class, it is easier to take notes when you know what the instructor is talking about.

Date your notes. Add titles and subtitles when you move onto a new topic for easy referencing.

Write down any terminology along with the definition that the instructor may present. Make sure that you write legibly, if you can't read them later, they'll be useless. If you have

sloppy handwriting it may be wise to type your notes so that they are easier to read. If you missed what the instructor said, ask them to repeat it or go to the instructor after class

and ask for clarification. If you are in a rush, ask the instructor at the beginning of the next class or try to find the answer from a friend or the text.

Compare notes with a classmate to make sure you didn't miss any important points. 1. Don't write down everything that you read or hear. Be alert and attentive to the main points.

Concentrate on the "meat" of the subject and forget the trimmings.

2. Notes should consist of key words or very short sentences. If a speaker gets sidetracked it is often possible to go back and add further information.

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3. Take accurate notes. You should usually use your own words, but try not to change the meaning. If you quote directly from an author, quote correctly.

4. Think a minute about your material before you start making notes. Don't take notes just to be taking notes! Take notes that will be of real value to you when you look over them at a later date.

5. Have a uniform system of punctuation and abbreviation that will make sense to you. Use a skeleton outline and show importance by indenting. Leave lots of white space for later additions.

6. Omit descriptions and full explanations. Keep your notes short and to the point. Condense your material so you can grasp it rapidly.

7. Don't worry about missing a point.

8. Don't keep notes on oddly shaped pieces of paper. Keep notes in order and in one place.

9. Shortly after making your notes, go back and rework (not redo) your notes by adding extra points and spelling out unclear items. Remember, we forget rapidly. Budget time for this vital step just as you do for the class itself.

10. Review your notes regularly. This is the only way to achieve lasting memory.

©Academic Skills Center, Dartmouth College 2001

The 2-6 Method: The 2-6 refers to the way you divide the space on your notepaper. Make two columns, using the red line on the left of the page as your border. Then, when you take notes in class, use the 6 column for the notes and the smaller 2 column on the left as a highlighting system. Write main headings and important points on the left, including material you think you will be tested on. When you're finished, you should have a comprehensive page of information that you can quickly scan for important points. Studying is 99% perspiration; if you give it a real, concentrated effort over the course of a semester you will see an improvement. Your academic success is entirely up to you.

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Split Page MethodClass lectures and your textbook--they're the primary sources of course content and you need to learn both. So combine them with the split page method of taking notes. Just divide your notebook page in half lengthwise. Draw a line down the middle of the page. Take class notes on one side of the page and outline the text on the other side. When you study you'll have both. Class notes and text together, integrated. Some students find it helpful to add a third column for questions they need to ask the professor.

- By Sherry Reynolds

Using Group NotesAre you tired of struggling to keep up with a lecture while copying page after page of notes in class? My advice? Don't take the notes -- at least not every day. Instead, form a group with some of your classmates and take turns taking good class notes. When it's not your day to be the note-taker, really concentrate on what is being said in class. You might want to jot down a few particularly important points, but mostly try to participate in class. Ask questions when you can't understand the point your teacher is trying to get across, and score points by answering questions your teacher asks. After class you can either photocopy the notes from your classmate, or better yet, copy them over by hand while reviewing in your mind what happened in class.

Note Taking Techniques:

The most comprehensive note taking systems require attention on your part. You must be alert enough in class to take legible, meaningful notes. You can't rely on "writing everything down" because a lot of information in a given lecture won't help you actually learn the material. If you have problems determining the specific relevant points in a particular class, you can always ask the professor to clarify them for you.

The 2-6 Method: The 2-6 refers to the way you divide the space on your notepaper. Make two columns, using the red line on the left of the page as your border. Then, when you take notes in class, use the 6 column for the notes and the smaller 2 column on the

Notetaking course5/5/2023

left as a highlighting system. Write main headings and important points on the left, including material you think you will be tested on. When you're finished, you should have a comprehensive page of information that you can quickly scan for important points. Studying is 99% perspiration; if you give it a real, concentrated effort over the course of a semester you will see an improvement. Your academic success is entirely up to you.

- By George Mason University

Split Page MethodClass lectures and your textbook--they're the primary sources of course content and you need to learn both. So combine them with the split page method of taking notes. Just divide your notebook page in half lengthwise. Draw a line down the middle of the page. Take class notes on one side of the page and outline the text on the other side. When you study you'll have both. Class notes and text together, integrated. Some students find it helpful to add a third column for questions they need to ask the professor.

- By Sherry Reynolds

Using Group NotesAre you tired of struggling to keep up with a lecture while copying page after page of notes in class? My advice? Don't take the notes -- at least not every day. Instead, form a group with some of your classmates and take turns taking good class notes. When it's not your day to be the note-taker, really concentrate on what is being said in class. You might want to jot down a few particularly important points, but mostly try to participate in class. Ask questions when you can't understand the point your teacher is trying to get across, and score points by answering questions your teacher asks. After class you can either photocopy the notes from your classmate, or better yet, copy them over by hand while reviewing in your mind what happened in class.

- By Fred Weening

Secrets to Taking Better NotesAs a writer for Edinboro University and its Alumni News magazine, I spend a lot of time interviewing people. A key interviewing skill is taking good notes--a skill that is just as

Notetaking course5/5/2023

valuable in the classroom. There is no magic to taking good notes, just common sense. It's simply a matter of being thorough and accurate. Now, not many people can write fast enough to capture everything their professor says in class, so it is a good idea to also use a tape recorder. That way you won't miss something while you write, and you can double-check the tape for accuracy. Whether you use a recorder or not, it's important to transcribe your notes as soon as possible while the subject is still fresh in your mind. By re-writing or re-typing your notes, you become more familiar with the material. You mentally reinforce what was said in class. And you get practice writing the information, making it easier to write the material a second time whether it be for a test or a term paper.

- By Brian Pitzer

Noteworthy NotesAre your grades as good as you want them to be? Are your notes worth reviewing? Notes are phrases and abbreviations that we hurriedly jot down while trying to follow a lecture. Later, when we go back to review our notes, there are times when we can't seem to understand or remember what those key words and phrases meant; sometimes we can't even read our own handwriting. Here is a note-taking study tip that has proven to be effective. After you have finished class, immediately rush to the nearest computer lab and retype your notes. You need to rewrite those phrases as complete thoughts and sentences; dot your I's, cross your T's and use "cut and paste" to put your notes into some type of a logical sequence. While retyping your notes you are using several modalities: you review as you read your notes aloud, you use your hand to type, and you reread again as you proof read what you have typed. Research indicates that 80% of new material can be recalled if you review notes within the first 24 hours of presentation. Also, clean typed notes are easier to read and highlight as you study. If you retype your notes daily, you will keep the task from becoming overwhelming, you will learn good study habits that aid in memory retention and, at the same time, improve your grades.

- By Janet Jenkins

Attend Class The most important advice I can give to you is to make sure you attend your classes. Attendance in class enhances the chance you'll get a passing grade in a course. In addition to attending class, it is important to brush up on your note-taking skills to really achieve optimum success. Some general recommendations for improving note-taking skills are to:

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Read all textbook material relevant to the topic being covered prior to attending class.

Make sure you take notes in class. If you fail to take notes, much of what you learn from the lecture will be forgotten in a few days. If you have something written down on paper, you can always refer to the material later.

Ask professors who lecture too fast if you can tape record their lecture. You'll generally find that many professors are willing to assist you in your efforts to gain as much from their lecture as possible.

By attending class and utilizing the note-taking techniques just described, your chances for success in college will increase significantly.

- By Kiran Misra

Prepare for the lectureThe greatest advantage is that

1. you are familiar with the subject 2. you know what to ask 3. you are not going to waste time by writing down stuff that is already there in your

study material. Rather, you know what to write, where to pick links and to clear your concepts.

By the time the lecture is over, you are in a much clearer state of mind. This way, taking down notes becomes more meaningful and worth the time you spent doing it.

- By Ms. Sreelatha Anand

Use ColorsThis may take a little bit longer but it will work. Just give it a chance. When you are taking notes change the color of your pen! Don't write in blue or black ink. Writing in color will help you retain 50% - 80% more of the infomation without reading it a second time (also highlight in purple). I am a teacher of adult education and this is the rule for my class room.

Strategic note-taking formFill in this portion before the lecture begins.What is today's topic? __________________Describe what you know about the topic.As the instructor lectures, use these pages to take notes of the lecture.Today's topic? __________________________

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Name three to seven main points with details of today's topic as they are being discussed.

1.2.3.4.5.6.7.

Summary – Quickly describe how the ideas are related.New Vocabulary or Terms:

1.2.3.4.5.6.7.

Name three to seven new main points with details as they are being discussed.

1.2.3.4.5.6.7.

Summary – Quickly describe how the ideas are related.Name three to seven new main points with details as they are being discussed.

1.2.3.4.5.6.

Summary – Quickly describe how the ideas are related.At End of LectureWrite five main points of the lecture and describe each point.

1.2.3.4.5.

Figure 1. An abbreviated strategic note taking formGuided notes, the second student technique, also uses cued note paper (see Figure 2), but the cues are specific to the lecture topic and are developed by the teacher ahead of time. Using this format, students record their own notes in the space provided under each main point listed, as the teacher verbally presents the material. Guided notes are typically two

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or three pages in length, and the teacher often simultaneously uses transparencies that contain the main points listed in the guided notes. In the Lazarus (1991) study, of the six students with LD who used guided notes, all of them improved over baseline levels, and students' scores on the chapter tests were nearly equivalent to nondisabled, peer scores.Figure 2. Student copy of guided notes

Frogs and Toads That Live in the DesertI. Similarities – Frogs and Toads

A.B.

II. Differences – Frogs and ToadsA. Frogs

1.2.3.

B. Toads 1.2.3.

III. Survival Strategies to Prevent Water LossA.B.C.D.

Enhancing the Note-Taking Skills of Students with Mild DisabilitiesBy: Joseph R. Boyle (2001)

Storage and Organization

Saving: on a network, using clouds, Dropbox ,and other options

Managing & Organizing: File management, naming and sorting

Using: Using your own words, avoiding plagiarism, citations and bibliographies

Notetaking course5/5/2023

Tools: Hardware and Software

Graphic organizers Apps

Web-based tools Hardware/Platforms

paper and pencil, big charts, diagrams

books

journal articles

photographs

charts

diagrams

illustrations; drawings

handwritten items

connections: photos, audio, handwritten notes,

http://www.lifehack.org/articles/lifehack/the-top-12-note-taking-apps-to-get-stuff-done-in-school.html

Evernote; Penultimate (handwritten)

Google Docs; Google Notes

Notetaking course5/5/2023

Paper

abcNote

Awesome Note

Lesson Plan for Note Taking

Goals:

To prepare students to take pertinent notes form lecture, books and activities. Expose students to different styles of note-taking. Give students an opportunity to practice new note-taking strategies.

Materials Needed:

Copies of “Cornell Note-taking System”

Copies of “Taking Lecture Notes”

Copies of “Saving Time on Note Taking”

Procedure:

Day One:

Ask students: What is the purpose of taking notes? After establishing that there is a need for taking notes… brainstorm different note-

taking strategies.o Discuss each valid/reasonable strategy

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Add strategies to complete the following list (students should be taking notes at this point…)

o Pick out main ideaso Summarize with short phrases and keywordso Note important facts and vocab wordso Leave space between ideas and leave margins blank (the idea is to fill

those in later with support material i.e. book, video, etc.o Put date and subject at the top of each note page (aids in organization)o Use symbols and abbreviationso Put into your own words

Ask students what verbal cues their teachers might give to indicate something they are talking about is important?

o Make a list of those “verbal cues”o Handout the “Taking Lecture Notes” - go through the outline and in the

third section have students give examples of how they take notes and what abbreviations they may use. Feel free to supplement that with some of your note taking strategies.

Day Two:

Expose students to one note-taking example - the Cornell Note-Taking System - to help students see how they might organize their notes.

First - go through the “Saving Time on Note Taking” handout - this should spark some discussion.

Second - go through the “Cornell Note-Taking System.” Ask students to use this system for the next few lectures they are in and have them come back to share their experiences.

Have students answer the following reflection questions…What new skills have you learned? How will this help you in your classes?

(Teachers: Please feel free to add to or change the reflection questions.)

Cornell Note-Taking System

5 Step System - The 5 Rs

1. Record: During the lecture, record in the main column as many meaningful facts and ideas as you can. Write legibly.

2. Reduce: As soon after as possible, summarize these ideas and facts concisely in the Cue Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it is a way of preparing for examinations gradually and well ahead of time. Questions: formulate questions based on the notes in the right-hand column. Writing questions helps to clarify meanings, reveal relationships, establish

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continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later. Write those questions in the “Cue Column”

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? Then write your summary of that page’s notes in the “Summary” section at the bottom of your page.

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.

The Cornell System on paper would look like this…

11”

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Cue

Column

Note-Taking

Area

2.5”

6”

8.5”

Students can generate their own note-taking paper at… http://incompetech.com/beta/linedGraphPaper/cornellLined.html

Notetaking course5/5/2023

TAKING LECTURE NOTES

I. There are many reasons for taking lecture notes.

A. Making yourself take notes forces you to listen carefully and test your understanding of the material.

B. When you are reviewing, notes provide a gauge to what is important in the text.

C. Personal notes are usually easier to remember than the text.

D. The writing down of important points helps you to remember then even before you have studied the material formally.

II. Instructors usually give clues to what is important to take down. Some of the more common clues are:

A. Material written on the blackboard.

B. Repetition

C. Emphasis

1. Emphasis can be judged by tone of voice and gesture.

2. Emphasis can be judged by the amount of time the instructor spends on points and the number of examples he or she uses.

D. Word signals (e.g. "There are two points of view on . . . " "The third reason is . . . " " In conclusion . . . ")

E. Summaries given at the end of class.

F. Reviews given at the beginning of class.

III. Each student should develop his or her own method of taking notes, but most students find the following suggestions helpful:

A. Make your notes brief.

1. Never use a sentence where you can use a phrase. Never use a phrase where you can use a word.

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2. Use abbreviations and symbols, but be consistent.

B. Put most notes in your own words. However, the following should be noted exactly:

1. Formulas

2. Definitions

3. Specific facts

C. Use outline form and/or a numbering system. Indention helps you distinguish major from minor points.

D. If you miss a statement, write key words, skip a few spaces, and get the information later.

E. Don't try to use every space on the page. Leave room for coordinating your notes with the text after the lecture. (You may want to list key terms in the margin or make a summary of the contents of the page.)

F. Date your notes. Perhaps number the pages.

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SAVING TIME ON NOTETAKING

Here are some hints regarding taking notes on classroom lectures that can save time for almost any student. Some students say that they plan to rewrite or type their notes later. To do so is to use a double amount of time; once to take the original notes and a second to rewrite them. The advice is simple: DO IT RIGHT THE FIRST TIME!

Second, there are some students who attempt to take notes in shorthand. Though shorthand is a valuable tool for a secretary, it is almost worthless for a student doing academic work. Here's why. Notes in shorthand cannot be studied in that form. They must first be transcribed. The act of transcribing notes takes an inordinate amount of time and energy but does not significantly contribute to their mastery. It is far better to have taken the notes originally in regular writing and then spend the time after that in direct study and recitation of the notes.

Third, do not record the lesson on a cassette tape or any other tape. The lecture on tape precludes flexibility. This statement can be better understood when seen in the light of a person who has taken his/her notes in regular writing. Immediately after taking the notes this person can study them in five minutes before the next class as s/he walks toward the next building, as s/he drinks his/her coffee, or whatever. Furthermore, this student, in looking over his/her notes, may decide that the notes contain only four worthwhile ideas which s/he can highlight, relegating the rest of the lecture to obscurity. Whereas the lecture on tape has to be listened to in its entirety including the worthwhile points as well as the "garbage," handwritten notes may be studied selectively. A student who takes the easy way out - recording the lecture on tape as he or she sits back doing nothing - will box him or herself into inflexibility.

Learning to make notes effectively will help you to improve your study and work habits and to remember important information. Often, students are deceived into thinking that because they understand everything that is said in class they will therefore remember it. This is dead wrong! Write it down.

As you make notes, you will develop skill in selecting important material and in discarding unimportant material. The secret to developing this skill is practice. Check your results constantly. Strive to improve. Notes enable you to retain important facts and data and to develop an accurate means of arranging necessary information.

Notetaking course5/5/2023

Cornell Notes You Tube

PDF desktop notetaking skills lessons

Enhancing the Note-Taking Skills of Students with Mild DisabilitiesBy: Joseph R. Boyle (2001)Teachers can improve the note-taking skills of students with mild disabilities by either modifying their presentation during lectures or teaching students how to use note-taking techniques. This article begins with a vignette and then describes how teachers can modify their lectures and how they can teach note-taking techniques to students. The two note-taking techniques described are strategic note taking and guided notes.In his first year of teaching Mr. Wickman reviewed the requirements for passing his history class with his students and then began his first lesson. Because it was the first day of the new school year, he chose a topic near and dear to his heart – Life in Colonial Williamsburg. As he spoke, students frantically began to record notes, trying to write verbatim what was said. Mr. Wickman nervously fumbled through his notes, often speaking too fast to be understood. When he looked up from his handwritten notes, he noticed that all of the students, even Seth, were recording notes. "Good," Mr. Wickman thought to himself, "even the special education kid can keep up with the rest of the class."What Mr. Wickman didn't know was that Seth was lost. Seth was in deep trouble. This was the first time he had experienced a lecture in which the teacher did not write notes on the board (or use transparencies); instead, Mr. Wickman stood next to the podium and read notes to students. At first, Seth wrote what he could, but before long, he could not keep up with the quick pace of the lecture because Mr. Wickman was talking too fast. This was when Seth had his first panic attack. His mind raced with a million questions. "What should I copy down? What is he talking about? Is this stuff in the book? What did I just miss? Why isn't he writing anything on the board?" As the lecture ended, Seth was exhausted, and when he looked down at his notes, he could not read a word that he had just written. Seth went back to class the next day and was more determined than ever to concentrate harder and take better notes. Unfortunately, the results were very much the same.As illustrated in the above vignette and as evidenced by various research studies, students with mild disabilities are not effective note takers. For example, students with learning disabilities are often unable to identify the important information to note; are unable to write fast enough to keep up with the lecturer; and, even when they do record notes, are frequently unable to make sense of their notes after the lecture, mostly because their notes are illegible. Difficulty taking notes presents a major problem for students' success in the general education classroom, especially in content area classes, where instructors often use their notes to develop tests, which in turn serve as the basis for grades.Note taking is a skill that is helpful for all of us. From jotting down a grocery list to leaving post-it notes on the computer monitor, we all rely on notes to help us remember. In fact, notes serve as an extension of our long-term memory: What we can't remember, we write down. For students, notes serve two purposes:

a. They aid student understanding of lecture information, andb. They serve as reference material for later study.

For students with mild disabilities in the mainstreamed classroom, teachers have indicated that students either do not take notes, rely on other students (e.g., note takers) to take notes for them, or rely on special education teachers to assist them with lecture material after class. Although these accommodations are helpful, and even necessary, it is important for mainstreamed students to learn how to effectively record notes from lectures.First, note taking allows for active engagement during lectures. Research has indicated that students with mild disabilities are often passive learners, and taking notes is one way to actively engage the student in the learning process.Second, note taking encourages clarification of confusing information and aids encoding during long-term storage.Third, there is a positive correlation between the amount of notes taken and test scores. In other words, effective note takers are rewarded with high test scores. As with any act of communication, the role of getting the "message" across relies on both the "sender" (teacher) and the "receiver" (student). Therefore, it is imperative that both teachers and students adhere to a number of guidelines during this communicative process. This will aid students' understanding during lectures and, hence, improve students' notes.Sender

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From the sender standpoint, the teacher can make changes in his or her presentation of information that can greatly aid students' notes. First, the teacher can slow down the pace of the lecture and rate of speaking. When pace slows down, students can better decide which lecture points are important to record, and rather than record notes verbatim, students can think about or process lecture information. Second, during lectures, the teacher can cue students about important lecture points.According to Suritsky and Hughes, students can be alerted to prominent information through two types of cues: emphasis cues and organizational cues. Emphasis cues alert students to pertinent lecture information through intentional statements or acts, such as teacher statements like, "This point is really important to remember" or prolonged pauses that indicate to students that they should record the information that was just stated. Similarly, the teacher can use organizational cues such as, "There are six parts to a cell," prompting students to categorize this topic in their notes with six recorded components.Third, the teacher can allow review time after the lecture for students to review their notes. Typically, at least 5 minutes are allocated to permit students to fill in the gaps in their notes by having them conference with other students or ask questions directly to the teacher. This time can also be spent together reviewing a concept from the lecture that students did not fully understand. Even the simple act of allowing students to review their notes independently can improve comprehension of the topic, as evidenced by a number of studies.ReceiverJust as the sender can improve the message that is sent, the receiver can also improve his or her skills at better understanding, recording, and remembering the message. Because students are seldom taught note-taking skills in school, the simple act of instructing students in how to record notes can prove helpful. Such instruction can include teaching students how to record shorthand or abbreviations, how to record notes at a faster rate, or how to preview the topic in their textbook so that they are familiar with new terms or concepts used during the lecture. Teachers can also instruct students on how to record notes through one of two techniques: strategic note taking or guided notes. Both techniques have been used with high school students with disabilities and both have been demonstrated to be effective techniques.Strategic note taking was first used with students in regular education and later with students with mild disabilities. Strategic note taking is based on the premise that students can become more strategic during the note-taking process by using metacognitive or strategic skills. Strategic note taking involves the use of written cues on specially prepared note-taking paper. Students are provided with the note-taking paper prior to the lecture, and the written cues serve to assist them at using metacognitive skills (i.e., organizing information and combining new knowledge with prior knowledge) during lectures, thereby increasing their engagement during note taking. By using these metacognitive skills, students not only become more actively involved in the learning task, but as a result, improve their comprehension of the lecture. The note-taking paper can be used with most lecture topics because of the generic nature of the cues.The first portion of the strategic note-taking paper (see an abbreviated version in Figure 1) asks students to quickly identify the lecture topic and relate the topic to their own knowledge of the topic. This step makes the information more meaningful to students. Next, students cluster together three to seven main points with details from the lecture as they are being presented. Clustering ideas together aids retention of information. At the bot tom of each page, students are asked to summarize lecture information, again to assist in the long-term storage of lecture material. The steps of naming three to seven new main points and summarizing are repeated until the lecture ends. The last step involves writing five main points and describing each. This step is intended to serve as a quick review of the lecture. In a typical 5O-minute lecture, students will record notes on approximately five to eight strategic note-taking pages.The results from studies that incorporated this technique in the classroom found that students who used strategic note taking recorded more notes than students who relied on conventional note-taking skills, regardless of topic. Moreover, students who used strategic note taking scored higher than students in the control group on measures of comprehension and immediate and long-term recall of lecture information.

Regardless of which note-taking technique is chosen, teachers must provide formal training in the technique before allowing students to use it in general education classes. This training phase should involve having students practice the technique under both controlled and advanced conditions.Under controlled conditions, the teacher should lecture using familiar information and the presentation should allow for a number of breaks during which students receive feedback about their note taking. During these early sessions, the primary emphasis should be on students acquiring the note-taking skills necessary to use the technique properly, with a secondary emphasis on learning the information presented.Once students reach a proficient level of mastery, they are ready to apply the strategy to grade-level topics from their textbooks. The level of mastery should be based on both an increase in the number of notes recorded and an increase in comprehension, as determined by tests or quizzes administered after each note-taking session.Finally, after reaching proficient levels of mastery on grade-level materials, students are ready to use the technique in mainstreamed classes. At this point, it may be possible to fade the cued note-taking paper by writing the prompts on the board, but the teacher should continue to monitor student progress to ensure that the student is still reaching proficient levels of comprehension.In summary, the teacher should decide which technique would be appropriate for each lecture topic or content area. It is possible that students need more specific cues, such as the ones used with guided notes, with less familiar lecture topics. Despite the technique used, in order for all students to benefit from lectures, the teacher should still emphasize important lecture points so that students can gain the maximum benefits from lectures and, later, from their own notes.About the authorJoseph R. Doyle, PhD, is an assistant professor at Virginia Commonwealth University. His current research interests include note-taking, cognitive strategies, and early reading techniques.ReferencesReferencesClick the "References" link above to hide these references.Boyle, J. (1996). Thinking while note-taking: Teaching college students to use strategic note-taking during lectures. In B. G. Grown (Ed.), Innovative learning strategies: Twelfth yearbook (pp. 9-18). Newark, DE: International Reading Association.

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Boyle, J ., & Weishaar, M. (1998). The effects of strategic note-taking on the recall and comprehension of lecture information for high school students with learning disabilities. Manuscript submitted for publication.Hughes, C. A. (1996). Memory and test-taking strategies. In D. D. Deshler, E. S. Ellis, & B. K. Lenz (Eds.), Teaching adolescents with learning disabilities (2nd ed., pp. 209-266). Denver, CO: Love.Hughes, C. A., & Suritsky, S. K. (1994). Note-taking skills of university students with and without learning disabilities. Journal of Learning Disabilities, 27, 20-24.Kiewra, K. A., DuBois, N. F., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83, 240-245.Lazarus, B. D. (1991). Guided notes, review, and achievement of secondary students with learning disabilities in mainstream content courses. Education and Treatment of Children, 14(2), 112-127.Peper, R. J., & Mayer, R. E. (1986). Generative effects of note-taking during science lectures. Journal of Educational Psychology, 78(1), 34-38.Putnam, M. L., Deshler, D. D., & Schumaker,J. S. (1993). The investigation of setting demands: A missing link in learning strategy instruction. In L. S. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities (pp. 325-354). Austin, TX: PRO- ED.Suritsky, S. K. (1992). Note-taking approaches and specific areas of difficulty reported by university students with learning disabilities. Journal of Postsecondary Education and Disability, 10(1), 3-10.Suritsky, S. K., & Hughes, C. A. (1996). Note-taking strategy instruction. In D. D. Deshler, E. S. Ellis, & B. K. Lenz (Eds.), Teaching adolescents with learning disabilities (2nd ed., pp. 267-312). Denver, CO: Love.Top of Page<div class="contentbox"><h2>References</h2><p>Boyle, J. (1996). Thinking while note-taking: Teaching college students to use strategic note-taking during lectures. In B. G. Grown (Ed.), Innovative learning strategies: Twelfth yearbook (pp. 9-18). Newark, DE: International Reading Association.</p>< p>Boyle, J ., & Weishaar, M. (1998). The effects of strategic note-taking on the recall and comprehension of lecture information for high school students with learning disabilities. Manuscript submitted for publication.</p>< p>Hughes, C. A. (1996). Memory and test-taking strategies. In D. D. Deshler, E. S. Ellis, & B. K. Lenz (Eds.), Teaching adolescents with learning disabilities (2nd ed., pp. 209-266). Denver, CO: Love.</p>< p>Hughes, C. A., & Suritsky, S. K. (1994). Note-taking skills of university students with and without learning disabilities. Journal of Learning Disabilities, 27, 20-24.</p>< p>Kiewra, K. A., DuBois, N. F., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83, 240-245.</p>< p>Lazarus, B. D. (1991). Guided notes, review, and achievement of secondary students with learning disabilities in mainstream content courses. Education and Treatment of Children, 14(2), 112-127.</p>< p>Peper, R. J., & Mayer, R. E. (1986). Generative effects of note-taking during science lectures. Journal of Educational Psychology, 78(1), 34-38.</p>< p>Putnam, M. L., Deshler, D. D., & Schumaker,J. S. (1993). The investigation of setting demands: A missing link in learning strategy instruction. In L. S. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities (pp. 325-354). Austin, TX: PRO- ED.</p>< p>Suritsky, S. K. (1992). Note-taking approaches and specific areas of difficulty reported by university students with learning disabilities. Journal of Postsecondary Education and Disability, 10(1), 3-10.</p>< p>Suritsky, S. K., & Hughes, C. A. (1996). Note-taking strategy instruction. In D. D. Deshler, E. S. Ellis, & B. K. Lenz (Eds.), Teaching adolescents with learning disabilities (2nd ed., pp. 267-312). Denver, CO: Love.</p>< p><a href="article/6210#totop">Top of Page</a></p>< /div>By Joseph R. Boyle, Ph.D Intervention in School and Clinic Volume 36, pp.221-224 ©2001 PRO-ED, Inc.

Related Topics: > LD Topics > Study Skills> LD Topics > Teaching & Instruction> LD Topics > Writing & Spelling

Lesson Planet notetaking templates

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CONNECTIONS TO NYS LEARNING STANDARDS List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

English Language Arts Standard # 1Language for Information and Understanding

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Key Idea #1

Performance Indicators:Students will gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, and oral interviews, and from such forms as charts, graphs, maps, and diagrams.Students will select and use strategies they have been taught for note taking, organizing, and categorizing information. Students will make appropriate and effective use of strategies to construct meaning from print such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words.

English Language Arts Standard #1

Key Idea #2

Performance Indicators: Students will present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts. Students will include relevant information and exclude extraneous material. Students will use the process of pre-writing, drafting, revising, and proof reading (the writing process) to produce well-constructed informational texts.

Students will observe basic writing conventions such as correct spelling, punctuation; capitalization as well as sentence and paragraph structures appropriate to written forms.

INITIATING ACTIVITYTeacher will introduce this unit with the introduction of the genre, biography. Begin by using an anticipation guide. Students will make predictions regarding the information they will hear. After listening they will determine if the predictions were correct. The anticipation guide should include the criteria for a biography. Anticipation Guide: The information read will be true. (T/F) The information read will be about a real person. (T/F) The information read was written by one person about another person. (T/F)The teacher should read biographical sketches of famous people that the students are familiar with. This may include popular entertainers or athletes. Rather than name the person read the information. Then ask the students, "Do you know who this person is?" After reading several sketches, determine if the information was about a real person, the information was written by

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another person, and if the information was true. Students should also be exposed to a biography during read aloud. We chose to read a biography of Walt Disney since students are familiar with his characters and movies.

LEARNING EXPERIENCES In chronological order including acquisition experiences and extending/refining

experiences for all stated declarative and procedural knowledge. Lesson #5 – Writing a Paragraph: The Big Mac

As a result of this lesson, students will use notes to develop a paragraph.

Experience – Use graphic organizer from Lesson #2 to take information for a paragraph. Use the Big Mac to develop a paragraph.

Strategies

Think Aloud

Big Mac (The Big Mac is a graphic organizer used to help students write a paragraph. The top portion or bun is for the Topic sentence. The three inside layers are for the supporting facts and details and the bottom part is for the concluding sentence.)

Description

The teacher will display the Graphic Organizer from Lesson #2 on the overhead. A chart, to look like the Big Mac, will be provided. The teacher will use the Think Aloud Strategy. She will say, "How can I use this information to tell facts and details about myself?" The teacher will then go through each box, having the students help her to come up with complete sentences that answer the questions. After all of the facts and details have been completed the teacher will then have the students help her brainstorm a good topic sentence. In the same manner, the teacher will have students brainstorm a good concluding sentence. After the lesson has been completed, the students will then use the Graphic Organizer from Lesson #4 to complete a Big Mac. Students will then use the Writing Process to develop a paragraph.

Lesson #6 – Introduction to the World Wide Web

As a result of this lesson, students will identify the World Wide Web as a resource for information.

Experience –Visit the World Wide Web

Strategies

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Acquiring/Integrating knowledge through a concept

Description

At the beginning of the lesson, the teacher will ask students to name where we live. He/she will then draw a sketch of the United States and place a dot to symbolize Oneida on it. The teacher will then ask students to name other places, states and countries, and then will place dots on the drawing. After students name many places, the teacher will explain that we are able to communicate with all of the places, and will draw lines to the various places. Then he/she will draw lines to connect the various places. (Draw lines so that each dot is connected with as many dots as you can) The teacher continues this until he/she has a picture that looks like a spider web. The teacher will ask, "What does this remind you of?" The students should respond, "A web!" The teacher then explains that we can communicate and get information from all of these places and never leave this room. Then, he/she asks, "Does anyone know of how we could do this?" Students will respond and using the picture will conclude, "The World Wide Web!"

The teacher will then ask if anyone has ever heard of Cyberspace. The teacher will explain that by using the invisible lines in Cyberspace we are able to communicate with all of the places in the world. The teacher then instructs the students to buckle up and prepare for a journey into Cyberspace.

The teacher will then log on to the Internet and explain the various icons while waiting, and take students to the District web page. Following this, the class will visit the school web page if one is available. The teacher will then take the students to the Eric Carle web page. (www.eric-carle.com)He/she will then explain that we will be learning about Eric Carle by using this web site. At the end of this lesson, the teacher will use the Ticket to Leave Closure Strategy: Tell one thing you learned about the World Wide Web today.

Lesson #7 – Introduction to the Eric Carle Cyber Unit by S.C.O.R.E

As a result of this lesson, students will listen for specific information about a famous person.

Experience – Students will watch the video, Eric Carle, Picture Writer by Scholastic.

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Strategies

Anticipation Guide

Description

Teacher will ask students if they have heard of Eric Carle? Students should know of his books. (The Very Hungry Caterpillar) The teacher will then say that today we will meet Eric Carle in a video and learn more about him. Read Anticipation Guide questions:

1 Where was Eric Carle born and where did he grow up?

2 Where does Eric Carle live now?

3 What did you learn about Eric Carle today?

4 How does Eric Carle show us he is a Responsible Citizen?

The class will watch the video, stopping it when they hear important information. At the end of the video, review and discuss the Anticipation Guide questions. Tell students that they will be learning much more about Eric Carle and his work by going onto the Internet to the Eric Carle Web Site. (www.eric-carle.com)They will complete activities to make an Eric Carle journal.

Lesson #8 – Reading for information

As a result of this lesson, students will read for information about a specific person.

Experience – Students read individual copies of biographical information about a person.

Strategies

1 2-3 Note-taking

2 "No’s" of Note-taking

Graphic Organizer

Description

Students will be given a printed information to find answers to questions about a person. The information may be read to the whole

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group. Following this, questions on the Graphic Organizer will be read to the students. Students will reread the information circling important words or phrases to write. Students will follow this format to learn about Eric Carle’s life, books, and art. After Graphic Organizers are completed, students will use their notes to develop complete sentences and paragraphs about Eric Carle.

Lesson #9 – Guest book

As a result of this lesson, students will be prepared to submit an electronic message.

Experience – Students will enter information in Guest book format using the IBM "Write Along" program. This mock Guest Book lesson prepares students for inputting information into the www. The students who do not have parental permission to send an email message will still have the experience of sending a simulated email message. The other students will then use the printed out Mock Guest Book to help them input their information.

Strategies

Flip Cards

Flow Chart

Description

Prior to this lesson students will complete a Guest book form that includes their first name, school address, and home address. (Teachers will also send home a permission slip to parents allowing their child to use this information) Teachers will model the process of entering information using "Write Along". The computer will be hooked up to the television through the use of a "Y" splitter. This will allow for whole class viewing. Following the demonstration, students will enter and print their Guest book information. Students will have access to flip cards that give step by step instructions. Students will use their Guest book information to submit a friendly letter to Eric Carle.

CULMINATING PERFORMANCE

Include rubric(s)

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Students will individually write an expository paragraph about a person not previously studied. When writing the paragraph, the students will include important information about the person as well as a topic sentence, body, and concluding sentence. Students will develop a visual display to support their paragraph. Guidelines for the visual display will be provided to students and their parents. Students will be asked to present their paragraph and display to an audience. The presentation will include: Introduction What the student found interesting about the person studied Tell about at least one piece of factual information about the person Tell how your visual display supports your paragraphStudents will be given time in school to prepare and practice prior to their presentation. The student’s culminating performance will be assessed using a rubric. The rubric will address the following areas: organization of materials, content of paragraph, visual display, and presentation.

Culminating Performance Rubric Element #1 Element #2 Element #3 Element #4

Organization of Materials

Content Visual Display

Presentation

4 All materials are together Graphic organizer completely follows the 1,2,3 Note-taking formatRough draft, revisions, and final draft are together

Content include 3 facts and details for at least 3 of the 4 focus questions

All elements of the display relate to the person

Presentation includes all of the following elements: Description of how the visual display relates to the person Explanation of at least 3 of the 4 focus questions

3Most materials are togetherGraphic organizer mostly follows

Includes 3 facts and details for at least 2 of the focus

Most elements of the display relate to the person

Presentation includes most of the following elements:

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the 1,2,3 Note-taking format Rough draft, revisions, and final draft are together

questions Description of how the visual display relates to the person Explanation of at least 2 of the 4 focus questions

2Some Materials are togetherGraphic organizer some what follows the 1,2,3 Note-taking formatRough draft, revisions, and final copy are together

Includes 3 facts and details for 1 of the 4 focus questions

Some elements of the display relate to the person

Presentation includes some of the following elements: description of how the visual display goes with the person explanation of 1 of the 4 focus questions

1Few materials are together Graphic organizer does not follow the 1,2,3 Note-taking format Rough draft, revisions, and final draft are together

Includes 3 random facts and details

Few elements of the display relate to the person

Presentation includes: Description of how the visual display relates to the person explanation of 3 random facts and details

Good Sentence Rubric Self TeacherYes No Yes NoDoes each sentence begin with a capital letter?

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Are there spaces between my words?

Do my sentences have lower case letters where they belong?

Does each sentence tell about someone or something?

Does each sentence describean action?

Do my sentences end with the correct end mark?(.?)

A Good Paragraph Rubric Teacher SelfYes No Yes NoMy paragraph has a topic sentence that tells the reader the topic.

My paragraph includes a body with 3 facts and 3 details that explain or describe the topic.

My paragraph has a concluding sentence that reminds the reader of what the paragraph was about.

I reread my paragraph to

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make sure my body is in order and makes sense to the reader.

PRE-REQUISITE SKILLS Prior to beginning the unit, students will be able to: Identify and write a complete sentence Use "A Good Sentence Rubric" Borrow parts of a question in a complete sentence Write a friendly letter Use the Writing ProcessMODIFICATIONS This unit was written for an Inclusive First and Second grade team. Since students may be emerging readers and writers, they will need all information read to them. They will also need support when writing. Students should be able to express ideas orally in complete sentences. As students progress through the unit, their level of independence when writing should increase.

UNIT SCHEDULE/TIME PLAN This unit was planned, to be used during the second half of the school year. Students would then

have been taught the prerequisite skills needed.Weeks1-3: Introduce note taking and the use of graphic organizers through the study of Martin Luther King, Jr. Weeks 4-8: Students practice note taking, the use of graphic organizer and writing skills by studying other famous people. Weeks 9-14: Students complete the Cyber Unit activities and Eric Carle Journal Weeks 15-16: Students complete Culminating Performance Weeks 17-18: Students give Oral Presentations

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