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Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
Black notetaking
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Black notetaking

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  • 1. Note-Taking Why and How?
  • 2. Learning Goals for Today
    • Learn to integrate information into your own learning process (how you learn).
    • Learn to enhance your memory for information.
    • Recall information over a time (through this course and even in other classes).
    • Begin creating a diverse "toolbox" of memory devices.
  • 3.
    • OPENING EXERCISE:
    • Can you read this?
    • (with a twist)
  • 4. Can you read this?
    • And determine what it means?
  • 5. Can you read this?
    • And determine what it means?
    • Without any vowels?
  • 6. Can you read this?
    • Cndrll nd th prnc dncd mst f th nght. Whn th clck strck mdnght, sh rn t th dr. Sh lft hr glss slppr n th plc stps.
  • 7. Can you read this?
    • Hint: This is a fairy tale . Think about what people , places , and events you would find in a fairy tale.
  • 8. Can you read this?
    • Cndrll nd th prnc dncd mst f th nght. Whn th clck strck mdnght, sh rn t th dr. Sh lft hr glss slppr n th plc stps.
  • 9. Can you read this?
  • 10. Can you read this?
    • In “regular” English?
  • 11. Can you read this?
    • Cinderella and the prince danced most of the night. When the clock struck midnight, she ran to the door. She left her glass slipper on the palace steps.
  • 12. Can you read this?
    • What does this show us?
  • 13. Can you read this?
    • What does this show us?
    • When we have an expectations about what we’re going to read, our comprehension of what we’re reading has the chance to increase. This is a matter of context.
  • 14. Can you read this?
    • What does this show us?
    • When we have expectations about what we’re going to read, our comprehension of what we’re reading has a chance to increase. This is a matter of context.
    • If we have an expectation that things will be abbreviated (in this case, words without vowels), our minds are prepared to comprehend “abbreviated” versions of words and sentences.
  • 15. Can you read this?
    • What does this show us?
    • Expectations about what we’re going to read, and the abbreviations in the text, help us understand that text!
    • This exercise shows that our minds are built to handle abbreviated speech!
  • 16. For Your Enrichment
    • There is proof that the human mind can comprehend written language without vowels. Classical Hebrew, Arabic, and Tibetan are languages that do not require vowels to read. (This is for you aspiring linguists and foreign language speakers.)
  • 17. For Your Enrichment
    • Also, the following quote may be of interest to you, because you may be able to relate to it.
  • 18. For Your Enrichment
    • “ Type your tweet in the status update box. Your tweet cannot exceed 140 characters; Twitter will not allow you to post your tweet if you do. You can use acronyms, remove vowels from words and exclude extraneous words or articles to make your tweet shorter.”
  • 19. For Your Enrichment
    • “ Type your tweet in the status update box. Your tweet cannot exceed 140 characters; Twitter will not allow you to post your tweet if you do. You can use acronyms, remove vowels from words and exclude extraneous words or articles to make your tweet shorter.”
    • SOURCE: “How to Twitter Step-by-Step” found at
    • http://techtips.salon.com
  • 20. For Your Enrichment
    • IMAGE SOURCE: www.examiner.com
  • 21.
    • Note-Taking is
    • a way to
    • contextualize
    • knowledge
    • in an
    • abbreviated way!
  • 22. Questions to Consider
      • Why do you take notes?
      • When do you usually take notes?
      • What note-taking strategies do you use already?
      • What are some of the “holes” in your note-taking? In what ways do you feel your note-taking needs improvement?
      • What outside factors (like your professor’s teaching style or rate of speech) hinder your note-taking? How would you communicate those hindrances to your professor?
      • In what situations outside of the college environment would taking notes be a helpful practice? Be specific by talking about your own experiences as well as imaginary ones.
  • 23. 4 Tactics for Note-Taking (that are derived from reading)
    • Italicizing
    • Underlining
    • Capitalizing
    • Bold letters
  • 24. Can you read this?
    • Cinderella and the prince danced most of the night. When the clock struck midnight , she ran to the door. She left her glass slipper on the palace steps.
  • 25. Can you read this?
    • Cinderella and the prince danced most of the night . When the clock struck midnight, she ran to the door. She left her glass slipper on the palace steps.
  • 26. Can you read this?
    • Cinderella and the prince DANCED most of the night. WHEN the clock struck midnight, she ran to THE door. She left her glass slipper on the palace STEPS.
  • 27. Can you read this?
    • Cinderella and the prince danced most of the night. When the clock struck midnight, she ran to the door. She left her glass slipper on the palace steps.
  • 28.
    • The last four slides also illustrate that reading aloud can enhance the gathering of knowledge…
    • … and make note-taking much easier!
  • 29. Note-Taking Steps and Strategies
    • STEP ONE:
    • STEP TWO:
    • STEP THREE:
  • 30. Note-Taking Steps and Strategies
    • STEP ONE: Prepare to take notes.
    • Strategies include
          • Making a note-taking template.
          • Learning as much as you can about the context before you read.
            • Skimming the text.
            • Looking for italicized, underlined, or capitalized words, or words in bold print.
            • Realize a professor will draw from several media, including the textbook, verbal notes, notes on the board, Powerpoint, videos, and handouts.
  • 31. Note-Taking Steps and Strategies
    • STEP TWO: Take the notes.
    • Strategies include
          • Having a system of abbreviation (a “personal shorthand”) that you will remember.
          • Listen or watch for the physical and verbal cues that tell you how the information is organized, and what is most, more, less, and least important. This is called developing a “hierarchy of knowledge.”
          • Foster positive communication with your professor, so that you feel comfortable asking her/him to restate/reword things, use the board, or even slow down.
          • ASK if you are unsure whether you should take notes over a part of the class.
  • 32. Note-Taking Steps and Strategies
    • STEP THREE: Review your notes.
    • Strategies include
          • Reviewing notes several times before a quiz or exam.
          • Ask your professor how what you’ve recorded in notes relates to other course material. (Once again, fostering positive communication is vital ).
          • Reorganizing notes based on how you learn and remember.
          • Enhance notes using other materials, illustrations, and gathering cross-references.
          • Realize reviewing notes may become necessary long after a class has ended!
  • 33. Note-Taking Steps and Strategies
    • STEP ONE: Prepare to take notes.
    • STEP TWO: Take the notes.
    • STEP THREE: Review your notes.
  • 34. Integrating Today’s Learning Goals with Course Objectives
    • Upon reviewing our Learning Goals for this session, we can see how they relate to the Course Learning Objectives .
  • 35.
    • The underlined parts of the Course Learning Objectives represent what we have done today.
  • 36.
    • “ Upon successful completion of this course the student will be expected to:”
    • Identify learning style and personality type and apply information to develop a personal study and learning strategy .
    • Learn to adjust and successfully navigate the college infrastructure and its social environment.
    • Develop or increase computing skills: email, institutional web sites, and online learning.
    • Demonstrate ability to access library resources both on campus and online.
    • Develop effective application of study skills: note taking, listening, textbook reading, test preparation, concentration and memory skills, and time management .
    • Explore and apply health/wellness and stress management techniques.
    • Recognize and implement sound practices in personal resource management .

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