European Union Law : Note-taking session

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Workshop on note-taking held on Monday 13 October 2008 in the CILASS Collaboratory 3 at Bart House. Part of CILASS-supported module EU Law in the School of Law at the University of Sheffield.

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European Union Law : Note-taking session

  1. 1. European Union Law Note-taking session Monday 13 October 2008, 5pm CILASS Collaboratory 3, Bart House
  2. 2. By the end of the session … <ul><li>Think about skills involved in note-taking </li></ul><ul><li>Each student more confident in note-taking abilities </li></ul><ul><li>Each student have some notes, taken today from the textbook, on which (self, peer, tutor) feedback given </li></ul><ul><li>Each student be given some ideas of different ways to take notes </li></ul>5 Jun 2009 © The University of Sheffield
  3. 3. <ul><li>Think of a film you have recently seen or a novel you have recently read </li></ul><ul><li>Turn to the person next to you, and, in 2 minutes, tell them about it </li></ul>5 Jun 2009 © The University of Sheffield
  4. 4. Think about what you just did <ul><li>In your pairs, describe what each of you did </li></ul><ul><li>What did you communicate? </li></ul><ul><li>How did you communicate it? </li></ul><ul><li>What did you have to do in order to be able to communicate? </li></ul>5 Jun 2009 © The University of Sheffield
  5. 5. Apply this to Note-taking <ul><li>Overview; key points; big picture </li></ul><ul><li>Significant details, not insignificant ones </li></ul><ul><li>Themes </li></ul><ul><li>Not necessarily sequential </li></ul><ul><li>Refer to other things (“it was a bit like Jurassic Park , only with aliens …”) </li></ul>5 Jun 2009 © The University of Sheffield
  6. 6. Key thing 1 <ul><li>You have to understand! </li></ul><ul><li>What can you do if you do not understand the part of the textbook you are reading? </li></ul>5 Jun 2009 © The University of Sheffield
  7. 7. Key thing 2 <ul><li>Separate the relevant from the irrelevant </li></ul><ul><li>How can you go about doing this? </li></ul>5 Jun 2009 © The University of Sheffield
  8. 8. Each pair join another pair Consider these questions <ul><li>Why do we need to take notes? </li></ul><ul><li>What are the purposes of taking notes? </li></ul>5 Jun 2009 © The University of Sheffield
  9. 9. How do I begin? <ul><li>Survey the topic (lectures, headings, summary at start of chapter) </li></ul><ul><li>Questions? </li></ul><ul><li>Do NOT begin at the beginning! </li></ul>5 Jun 2009 © The University of Sheffield
  10. 10. Some different styles of notes – consider advs/disadvs/uses <ul><li>Bullet lists </li></ul><ul><li>Structured/numbered lists </li></ul><ul><li>Mind maps/spidergrams </li></ul><ul><li>Keywords </li></ul><ul><li>Verbatim notes </li></ul>5 Jun 2009 © The University of Sheffield
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  16. 16. Some techniques for note-taking You may want to use some or all of these in combination, or at different times <ul><li>Read, Review, Write, Compare </li></ul><ul><li>Highlight/underline and write </li></ul><ul><li>Survey, Question, Read, Recite, Review (SQ3R) </li></ul>5 Jun 2009 © The University of Sheffield
  17. 17. Now you have a go <ul><li>If you have not yet begun on topic 3: </li></ul><ul><li>The beginning of chapter 17 (the single market) </li></ul><ul><li>If you have begun work on topic 3: </li></ul><ul><li>The beginning of chapter 19; OR </li></ul><ul><li>From p 677; OR </li></ul><ul><li>From p 696 </li></ul>5 Jun 2009 © The University of Sheffield Choose either:
  18. 18. Get into a pair, ideally with one other student who has done the same pages as you <ul><li>Show each other the notes you have made </li></ul><ul><li>Compare and contrast your notes. Why the differences? Would these notes be particularly good for particular purposes? </li></ul>5 Jun 2009 © The University of Sheffield
  19. 19. 5 Jun 2009 © The University of Sheffield Feedback on examples of good practice
  20. 20. 5 Jun 2009 © The University of Sheffield If you are now (reasonably) happy, feel free to go. If you would like some more feedback on the notes you have taken, stay and I will discuss with you. Professor T Hervey

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