Notetaking

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  • Welcome, Introduce self, housekeeping, TIMER No magical solution to teaching note taking, most of what we are going to cover is best instructional practices you already do BUT what is missing is the intentionally explicit communication that THIS IS note taking – it comes in a variety of forms and adapts to meet purpose, learning needs and mediums.
  • 1 Min
  • Begins with oral conversation – learning to pick out the important parts from conversations.
  • Focus needs to be on the PROCESS not the product and lessons should begin with the process being the product. Use note taking to measure comprehension: Can they identify keywords and ideas? Can they interpret the data from a graphic? Can they communicate how the information relates to the topic/question? What questions does what they’ve read make them think of? Are they connecting background information? Can they identify which step in the research process they are using, is next?
  • Concrete organization – not a one sixe fits all – need to fit to learinng style Must include intentionally specific communication that they are ALL forms of note taking Critical to embed metacognition
  • Helps students to see the reason/direction of the task, purpose of learning, comprehend how the pieces all fits together to create a BIG picture, and be authentic.
  • Does this sound familiar? – You ask a student how the information they’ve written down in their note taking assignment is relevant and they say they don’t know. A student repeatedly asks how many words it has to be? You look over a student’s note taking work and ask them about a vocabulary word they have used and they have no idea what it means. You ask a student to explain how the note they’ve taken merge to answer a thesis question and you get a deer in the headlights look back. Students get frustrated when you don’t simply tell them how many notes/facts they need for the assignment. Students can’t explain the difference between quality and quantity of notes. Students don’t understand that finding repeated facts in multiple resources means that information is significant and that the odd facts they think are important aren’t. Text complexity – must be proficient in print format in order to successfully transfer to digital formats with their added bells and whistles that will distract learners – highlighting features, read aloud feature,….
  • http://www.coursehero.com/blog/2011/10/19/infographic-write-it-down/ This is a finished product example of note taking.
  • Essential skill necessary for note taking Steps: Know what you are looking for – keyword vocabulary.. 2. Skim and scan – READ the material 3. Distinguish main ideas from details. 4. Put main idea in phrase form and using a variety of forms add the supporting details – table, list, web, graphic
  • Being aware of what academic vocabulary is being taught from lower grades and content areas and using it in your instruction is critical for students to understand that those skills they already have learned transfer over the entire curriculum. Circle the main idea/Box the details/underline or highlight in color codes the details Reading instructional skills come together. Notes are tools for thinking NOT forms to complete!!!! Note taking is a metacognitive process in which the researcher designs or chooses, then uses and reflects on a particular note taking format based on cognitive style, skills and abilities, the source text structure, the medium in which the content is delivered and the requirements of the end product.
  • Trash and Treasure Note Taking Technique: Skim and scan, locate keywords – table of contents, index, headings, sub-headings, captions, italics, bold – using prepared question including underlined keywords/list, read and place a slash at the end of the sentence – ask self does this answer the question? If no then it is trash – go on to next sentence, repeat process, if answer is yes then underline the phrase – reread the phrase word by word asking which words are needed to answer the question- circle those words and write them in the appropriate place on the organizer – this is the treasure.
  • Varying of reading speed to adapt for comprehension Close reading – reading with a pencil – active What to write down – depends on task and previous found treasure (now trash since you already have it) Dates of events, names of people, theories, definitions, explanations… Information that is part of your topic pizza (subtopics) and helps answer the thesis question
  • Almanac text feature scavenger hunt activity.
  • Teaching how to go from notes to outlining can be the end product
  • Long and Short of It: Oral note taking practice Incredible Shrinking Notes: Read the selection and then pick out some of the essential details, important/significant ideas or themes and write those down in your own words on the large 3 X 5 Post –it Note – Summarize. Then study what you’ve written then using the Medium sized Post-It note eliminate some of the less important information keeping the most important (Keep size of writing the same). Study the notes on the medium Post-it note and narrow it down to the most important information – boil down to only the Key ideas and words. Note Taking by Crayon: Provide sub-topics/themes of a larger topic and have students look for only that information by skimming and scanning – highlighting and then re-write the highlighted areas (visual representation of their notes) only into their own words. Note taking by Crayon do one or more of the topics/themes below as a class, then have students do the rest on their own or in small groups; provide each student with one of the topics listed below; arrange students into groups and give each group a theme; or write the numbers 1, 2, 3, or 4 (corresponding to the topics below) on slips of paper and have each student draw a slip to determine the topic of his or her research. Highlights to Notes: Highlight the information the supports the topic (research question and text structure of main idea and details), transfer only the highlighted information to notes

Transcript

  • 1. Note taking: Helping students find the Treasure among the Trash http://4.bp.blogspot.com/-BzLbSD67Pgc/TZyZ8rRgQBI/AAAAAAAAAFk/1KJEZtBYjpI/s1600/pirate_map.jpg
  • 2. Age Level Survey • Elementary K-3 or K-6? • Intermediate 4-6? • Middle School 6-9? • Senior High 9-12?
  • 3. Position responses • Complete either statement on your sentence strip and hang it on the wall. • I feel students DO note taking well because… • I feel students DO NOT do note taking well because…
  • 4. Confront Assumptions • Comes naturally to students. • Students understand the purpose of note taking. • All note taking is the same. • Note taking skills were taught in a previous grade. • Students are properly prepared and have a set purpose for note taking by teachers.
  • 5. Brainstorm examples of note taking • Whole class with teacher recording notes • Graphic organizers - visual of comprehension, organization, text structure • Cloze • Study guides • Notebooks – organized with sections, page #s, table of contents, inventories • Mindmaps – topic and concept • Diagrams - labeled • KWL and variations of • Bullets • Lists • Cornell • Note cards • Age-appropriate applications
  • 6. Purposes for note taking • Big Ideas Essential Questions Main Ideas Subtopics Details • Focus • Organization • Clarity • Study Guides • Research = INFORMATION PROBLEM-SOLVING
  • 7. Role of Task and Text Complexity • Does this sound familiar? • The task of note taking can make using even low lexile text difficult for students reading on or above grade level – it stands to reason that for students reading at or below grade level the task of note taking would be even more difficult.
  • 8. Note taking Infographic http://www.coursehero.com/blog/2011/10/19/infographic-write-it-down/
  • 9. Summarizing/Paraphrasing vs. Retelling • Summarizing demonstrates comprehension – retelling demonstrates recall. • Summarizing helps to develop students ability to ask their own questions, to read between the lines, to think critically beyond the text – retelling has students operating on the surface level of the text. • Summarizing helps students to answer inferential and evaluative questions – retelling only helps answer literal questions.
  • 10. Tools • Before/During/After • Previewing • T.H.I.E.V.E.S. – Title/Headings/Introduction/every first sentence in paragraph/Visuals & Vocabulary/End of chapter questions/Summary • Expository Text Structure – Compare and Contrast, Chronological Order, Problem & Solution, Cause and Effect, Questions and Answer, Definition/description, Enumerated list or steps.
  • 11. Trash and Treasure • Close reading – Keywords are the treasure • Determining what is relevant? Modeling and metacognition. Spelling and capitalization do count. • Does this information answer the question or is about the subtopics? • Highlighters and Highlighting tape/Margin notes • Whiteboard interactive ebooks – highlighting • Inspiration software. • Lists, timelines, charts, matrix, 4 square, venn diagrams…
  • 12. Caveman Note Taking • Skim and scan • Keywords • Sub-topics • Use of text graphics • Abbreviated, bullets, • Questions • Non-linear – looping – PROCESS is the product • Use of multiple resources to gather information.
  • 13. Text Features • Brainstorm examples of text features. • Use of in textbooks – book walks or preview. • Incorporate use of into explicit instruction. • Make use of graphics a part of reading and note taking.
  • 14. Next step - Outlining • Organize information in a logical order – chronological, sub-topic…. • Expand notes into outline format – developmentally appropriate. • Teaching outlining skills as age level appropriate and at point of need.
  • 15. Note Taking Activities • The Long and Short of It – Oral Note taking • Incredible Shrinking Notes – Post-it Note information elimination. • Note taking by Crayon – subtopic focus • Highlights to notes • Cornell http://www.cornell.com • Abbreviations, labeled diagrams, illustrations, acronyms, mnemonics…
  • 16. Electronic and Digital Tools • http://pinterest.com/twahlert/note-taking-mindmapping-tools/
  • 17. Digital Note Taking Matrix Name of Digital Tool Fee or Free? Advantages Disadvantages NoodleTools http://www.noodletools.com/ Subscription based •All inclusive from note taking to citing, collaborative •Specifically created for student use. •Log-ins required EverNote https://evernote.com/ Free but Premium available •Works with multiple types of devices •Best for older students GoogleDocs Free •Collaborative •Cloud based •Log-ins required SoundNote http://www.soundnote.com $4.99 App available through iTunes •Type, draw and records audio •Share via email •For older students
  • 18. Tool name Fee or Free Advantages Disadvantages Fruitnotes http://www.fruitnotes.com Free •Familiar Microsoft Word format •Email address required •Log-ins required Cornell http://www.cornell.com Free •Easy to use format •Template only Notefish http://notefish.softpedia.com/ Free •Can share projects •Download •Log-in required •Email required Zoho Notebook http://notebook.zoho.com/nb/login.do?serviceurl=%2Fnb%2Findex.do Free •Multiple content •Embed •Collaborate •Log-ins required •Email required
  • 19. Tool Name Fee or Free Advantages Disadvantages Landmark http://landmark- project.com/evalua tion/dic1.php Free •Asks questions about the information being gathered. •APA and MLA citations. •Multiple steps, not for younger children. Read, Write, Think Notetaker http://interactives. mped.org/view_int eractive.aspx? id=722&title= Free •A good transition tool for younger children to organize notes into outline format. •3 formats available. •Only available in digital format. English Companion http://www.english companion.com/To ols/notemaking.ht ml Free •Multiple formats available. •Can print templates . •Descriptions not student friendly.