Note-Taking Skills 2

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  • Pages can be easily removed for reviewing. Handouts can be inserted into your notes for cross-referencing. You can insert your own out-of-class notes in the correct order.Instructors will frequently make comments like, "This is an important concept." Or, "Make sure you understand this." These are direct clues that this will more than likely be on an exam. Highlighting these notes will help remind you later that this is definitely something you need to know.. Make notations about material or concepts you don't understand. Look up vocabulary words that are unfamiliar to you. You will have a better understanding about what the instructor is lecturing about and that will allow you to better decipher the more important points of the lecture.
  • Going to class thinking, "This is the last place I want to be today" only sets the stage for inattentive listening. Approaching lectures with a positive attitude allows one to be open-minded and enables you to get the most out of the information presented.When a lecture takes an unexpected detour, say a student asks a question you aren't particularly interested in, students have a tendency to "zone out." Before you know it, the lecture got back on track five minutes ago, and you missed crucial information that should have been noted.
  • #2 You can set them out side-by-side for easier reviewing when studying for an exam.#3This allows you to add comments or note questions later.#6 . This reminds you to look them up later.
  • # 3 Write out abbreviated words that might be unclear later.
  • #1 except for some science classes such as physics or math.
  • When to use: This may be either deductive (regular outline) or inductive (reverse outline where minor points start building to a major point). Use this format when there is enough time in the lecture to think about and make organization decisions when they are needed. This format can be most effective when your note taking skills are super sharp and you can handle the outlining regardless of the note taking situation.
  • #1 Little thinking is needed and relationships can easily be seen.
  • Note-Taking Skills 2

    1. 1. Improve YourNote-TakingSkillsLunch and LearnStudent Success
    2. 2. 1.Go to Class Prepared•Use a three-ring binder instead of a spiral orbound book.•Bring highlighters to class.•Read assigned material and previous classnotes before class.
    3. 3. 2. Improve your listening skills•Start by entering the classroom with a positiveattitude.•Make a conscious effort to pay attention.Concentrate on concentrating.•Adapt to whatever direction a lecture takes.
    4. 4. 3. Develop a note taking method that works for you•Fine-tune the structure and organization of your notes to increase your notetaking speed and comprehension later. •Start each new lecture on a new page, and date and number each page. The sequence of material is important. •Write on one side of the paper only. •Leave blank spaces. •Make your notes as brief as possible. •Develop a system of abbreviations and symbols you can use wherever possible. •Note all unfamiliar vocabulary or concepts you dont understand.
    5. 5. 4. Pay close attention to content•Knowing what and how much to write down is sometimes difficult.Rely on some of the following tips for what to include in your notes. •Details, facts, or explanations that expand or explain the main points that are mentioned. Dont forget examples. •Definitions, word for word. •Enumerations or lists of things that are discussed. •Material written on the chalkboard or on a transparency, including drawings or charts. •Information that is repeated or spelled out. (University of Texas at Austin)
    6. 6. 5. Review and edit your notes•Academic skills centers and other authorities on effective study skills considerreviewing and editing class notes to be the most important part of note taking andessential to increasing learning capacity. •Review your notes within 24 hours. •Edit for words and phrases that are illegible or dont make sense. •Edit with a different colored pen to distinguish between what you wrote in class and what you filled in later. •Fill in key words and questions in the left-hand column. •Note anything you dont understand by underlining or highlighting to remind you to ask the instructor. •Compare your notes with the textbook reading and fill in important details in the blank spaces you left. •Consider rewriting or typing up your notes.
    7. 7. Each student should develop his or her own method of taking notes…
    8. 8. The Outlining Method• Dash or indented outlining is usually best.• The information which is most general begins at the left with each more specific group of facts indented with spaces to the right.• The relationships between the different parts is carried out through indenting.
    9. 9. The Outlining Method cont.Method:• Listen and write in points in an organized pattern based on space indention.• Place major points farthest to the left.• Indent each more specific point to the right.• Levels of importance will be indicated by distance away from the major point.• Indention can be as simple as or as complex as labeling the indentations with Roman numerals or decimals.• Markings are not necessary as space relationships will indicate the major/minor points.
    10. 10. The Outlining Method cont.Example: Extrasensory perception -Definition: means of perceiving without use of sense organs. -Three kinds: -telepathy: sending messages -clairvoyance: forecasting the future -psycho kinesis: perceiving events external to situation -Current status: -no current research to support or refute -few psychologists say it is possible -door open to future
    11. 11. The Outlining Method cont.Advantages: Well-organized system if done right. Outlining records content as well as relationships. Reduces editing. Easy to review by turning main points into questions.Disadvantages: Requires more thought in class for accurate organization. This system may not show relationships by sequence when needed. This system cannot be used if the lecture is too fast.
    12. 12. The Outlining Method cont.When to Use: The outline format can be used if the lecture is presented in outline organization.
    13. 13. The Mapping Method•Mapping is a method that uses comprehension/concentration skills.•Relates each fact or idea to every other fact or idea.•Mapping is a graphic representation of the contentof a lecture.•Mapping is a method that maximizes activeparticipation, affords immediate knowledge as to itsunderstanding, and emphasizes critical thinking.
    14. 14. The Mapping Method cont.Example:
    15. 15. The Mapping Method cont.Advantages: This format helps you to visually track your lecture regardless of conditions. It is also easy to edit your notes by adding numbers, marks, and color coding. Review will call for you to restructure thought processes which will force you to check understanding. Review by covering lines for memory drill and relationships. Main points can be written on flash or note cards and pieced together into a table or larger structure at a later date.Disadvantages: You may not see changes in content from major points to facts.
    16. 16. The Mapping Method cont.When to Use: Use when the lecture content is heavy and well- organized. May also be used effectively when you have a guest lecturer and have no idea how the lecture is going to be presented.
    17. 17. The Charting MethodMethod:-Determine the categories to be covered in the lecture. Set up yourpaper in advance by columns headed by these categories.-As you listen to the lecture, record information (words, phrases,main ideas, etc.) into the appropriate category.Example:
    18. 18. The Charting Method cont.Advantages: Helps you track conversation and dialogues where you would normally be confused and lose out on relevant content. Reduces amount of writing necessary. Provides easy review mechanism for both memorization of facts and study of comparisons and relationships.Disadvantages: Few disadvantages except learning how to use the system and locating the appropriate categories. You must be able to understand whats happening in the lecture.
    19. 19. The Charting Method cont.When to Use: If the lecture format is distinct (such as chronological), you may set up your paper by drawing columns and labeling appropriate headings in a table. Test will focus on both facts and relationships. Content is heavy and presented fast. You want to reduce the amount of time you spend editing and reviewing at test time. You want to get an overview of the whole course on one big paper sequence.
    20. 20. The Sentence MethodMethod:•Write every new thought, fact or topic on a separate line,numbering as you progress.Example:•A revolution is any occurrence that affects other aspectsof life, such as economic life, social life, and so forth.Therefore revolutions cause change. (See page 29 to 30 inyour text about this.)•Sample Notes:Revolution - occurrence that affects other aspects of life:e.g., econ., social., etc. C.f. text, pp. 29-30
    21. 21. The Sentence Method cont.Advantages: Slightly more organized than the paragraph. Gets more or all of the information.Disadvantages: Cant determine major/minor points from the numbered sequence. Difficult to edit without having to rewrite by clustering points which are related. Difficult to review unless editing cleans up relationship.
    22. 22. The Sentence Method cont.When to Use: Use when the lecture is somewhat organized, but heavy with content which comes fast. You can see the different points, but you dont know how they fit together. The instructor tends to present in point fashion, but not in grouping such as "three related points."

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