Chapter 5 - Note-taking

Effective note taking consists of three parts:

· Observing recording and reviewing

· Legible, speedy handwriting is also useful

· A knowledge of outlining is useful

· Note-taking devices; Pen, notebook, tape recorder

· These are worthless without being an energetic observer in class and review your notes after class

OBSERVE

· Keen observers focus their attention on the details, then discover patterns.

· Experiment with the following techniques

Set the stage

1. Complete outside assignments

• Instructors assume that students complete assignments
• The more familiar you are with a subject, the easier it will be to understand in class

2. Bring the right materials
3. Sit front and center

· Students who get close to the front and center often do better on tests:

• harder to fall asleep
• board is easier to read
• instructor can see you more easily

· When you sit in front you are declaring your willingness to take a risk and participate

4. Conduct a short pre-class review
5. Clarify your intentions (what you plan to get from the class)

Be here and now in class

6. Accept your wandering mind

• When your mind starts wandering, focus your attention

7. Notice your writing

• When you notice your attention slipping, pay attention to the act of writing.

8. Be with your instructor

• In your mind, put yourself right up front with the instructor

9. Notice your environment

• Bring yourself back by paying attention to the room, desk, environment.

10. Postpone debate (Note disagreement and let it go)
11. Let go of judgments about lecture styles

• Don't let your attitude about an instructor's style get in the way of your education

12. Participate in class activities

• Ask questions
• Volunteer for demonstrations/discussions
• The question you think is "dumb" is on the mind of several classmates

13. Relate the class to your goals
14. Think critically about what you hear

Watch for clues

15. Be alert to repetition

• When an instructor repeats, make a note of it

16. Listen for introductory, concluding, and transition words and phrases

• "the most important"
• "in addition"
• "on the other hand"

17. Watch the board or overhead projector

• If an instructor writes something down, the material is important

18. Watch the instructor's eyes

• Anything from the notes is a potential test question

19. Highlight the obvious clues

• Instructors often tell information likely to appear on an exam

20. Notice the instructor's interest level

• If the instructor is excited about something, it is likely to be on an exam

RECORD

1. Use the Cornell format of note taking

• Draw a vertical line 1 1/2 inches from the left edge of paper
• Write notes to right -- key words to the left

2. Create mind maps (Visual patterns that can provide a framework for recall)

• Give yourself plenty of room
• Determine the main concept of the lecture (Write at center of page)
• Record concepts related to main concept on lines radiating from the center
• Use key words only (one word per line) - Use words rich in associations
• Use shorthand symbols and abbreviations
• Use color to organize your mind map
• Add images and symbols

3. Write notes in outline form

• Use outline that is "free-form" or "standard Roman numeral"
• You aren't just recording ideas but organizing them

4. Write notes in paragraphs
5. Use key words

• Key words are the essence of communication
• Technical terms, names, numbers, equations
• They trigger your memory

6. Use pictures and diagrams

• Copy all diagrams from the board and invent your own
• Drawings can be used to demonstrate relationships

7. Copy material from the board

• Record all formulas, diagrams, problems, dates, numbers, names, places and other facts

8. Use a three-ring binder

• Pages can be removed and spread out
• Allows you to insert handouts
• You can insert your own "out-of-class" notes

9. Use only one side of a piece of paper
10. Use 3x5 cards
11. Keep your own thoughts separate (avoid making editorial comments)
12. Use an "I'm Lost!" signal

• Invent your own signal
• When you're lost, write down your code for "I'm Lost!" and leave black space

13. Label, number, and date all notes
14. Use standard abbreviations (Be consistent -- Write a key)
15. Use blank space
16. Use tape recorders effectively (Remember, listening to it takes a lot of time)
17. Use complete sentences when material is important
18. Take notes in different colors
19. Use graphic signals

• To group information
• To indicate important points
• To link related groups

REVIEW

1. Review within 24 hours

• This may be the most powerful note-taking technique you can use
• Can move information from short-term to long-term memory

2. Edit notes

• Fix words that are illegible
• Make sure you can read everything

3. Fill in key words in the left-hand column (This will speed the review process)
4. Use key words as cues to recite

• Cover your notes, leaving only the key words showing
• Recite as much as you can about the point

5. Conduct short weekly review periods (A 20-minute weekly review period is valuable)

6. Consider typing your notes

• Easier to read
• Forces you to review the material

7. Create mind map summaries

• Fun to use and it's quick

Improving your handwriting:

• Use the First Step Technique (Tell the truth about the problem)
• Use creative visualizations (See yourself writing clearly)
• Keep your eye on the ball-point (Watch the way you write)
• Demonstrate your excellence (At least once a day, write something as clearly as you can)
• Revise sloppy writing immediately
• Practice with the best materials
• Take a calligraphy course
• Dot all the I's and cross all the T's
• Ensure that holes exist (A's, E's and O's)
• Notice problem letters
• When understanding is critical, print
• Be willing to slow down...some.
• Appreciate the value of legible writing

When Instructors talk fast:

• Take more time to prepare for class
• Be willing to make choices (Focus your attention on key points)
• Exchange photocopies of notes with classmates
• Leave large empty spaces in your notes
• See the instructor after class
• Use a tape recorder
• Before class, take notes on your reading
• Go to the lecture again
• Learn shorthand
• Ask questions- Even if your totally lost
• Ask the instructor to slow down

Taking notes while reading:

• There are two kinds of notes on reading:  review notes and research notes.
• Review notes will look like the notes you take in class.
• Research notes are those you make for papers and speeches.
• Whether making review notes or research notes, use your own words as much as possible to increase your thinking on what you are reading.

Learning across borders 

Distance learning takes place when teachers and learners are separated geographically but communicate by the Internet or other technology.

Distance learning considerations (Pages 363-364):

• Consider the benefits
  Through distance learning, students with limited mobility gain access to higher education.
  Distance learning may allow you to complete assignments at your own pace and time schedule.
• Choose carefully
  Consider whether this medium fits your learning style.
• Manage your time
  There is no in-person, face-to-face instructor to require you to manage your time.
• Prepare
  Be certain you have access to all equipment needed for the distance learning course and you know how to use it.
• Ask for feedback
  Request frequent and detailed feedback from your instructor.
• Contact other students
  Finding a buddy in your distance learning course can help you stay on task, and may allow for face-to-face communication.
• Know the technological ground rules for assignments
  Find out how the instructor wants your work submitted and be certain the instructor HAS the assignments by the due date.
• Take responsibility
  Distance learning, especially, relies on your initiative.
• Reflect on your learning
  Reflect on the facts you are introduced to.  Write discovery and intention statements exploring facts.

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