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Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
Reading & note taking 2013
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Reading & note taking 2013

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(C) Central College Nottingham

(C) Central College Nottingham

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No notes for slide
  • Move on click; group activity to say where it will go.
  • -Looking at headings, introduction, findings, conclusions suggests content- Reading first or last paragraphs gives sense of wider source content and appropriateness- Graphs and diagrams often summarise key points- Emphasis - bullet points, in italics, underlined or bold type suggest key content- Phrases that indicate important points eg “the main idea…”- Determining your keywords is similar exercise to the search grid from S2
  • SQ3R – Youtube link – first 2 minutes on SQ3R, remainder on note-taking/revision strategies which could be used later in sessionHighlighting textUnderlining key informationMaking notes as you readCreating a Glossary of TermsCreating your own table of contentsReviewing what you have read when you have finished by writing a brief summaryDiscussing the reading with other students
  • Reiteration of video, with a little more of why stages are important
  • Since the arrival of emailing, and texting, and tweeting the art of writing has declined…Results amongst a survey of those aged 15-24 in 2006 showed that only 5% of communications were by pen and paper. Many students lack confidence with note taking – feel insecure about what info to make a note of. Try to write down as much as possible of what the lecturer says, or nothing at all
  • Each title is a link to the appropriate slide – navigate in this way or sequentially, as preferred
  • Who are you pitching to? This will effect your presentation
  • Who are you pitching to? This will effect your presentation
  • Who are you pitching to? This will effect your presentation
  • Who are you pitching to? This will effect your presentation
  • Who are you pitching to? This will effect your presentation
  • Do you write notes like this?Good for: notes from a novel orbook where substantial parts are readNot suited to: easy synthesis into an essay response
  • Mind-map links to Youtube (3m, but can do to 1.30 for most relevant informationWe process visuals 60k x faster than text, according to the first result of a Google search!Good for: new concepts and finding the connections between related ideas; planning the structure of a projectNot suited to: arguments with a single linear/cause-and-effect progression; short timescales; unfocused objectives!
  • Do you write notes like this?Good for: recording notes from several sources on a single topic and finding where they advance or challenge an argumentNot suited to: projects which do not require extensive sourcing; use without a developed essay plan
  • Do you write notes like this?Good for: short pieces of information, like directions, mathematical or scientific diagrams/concepts, often with imagesNot suited to: long direct quotations; text-based sources with tight margins
  • Do you write notes like this?Good for: lessons and presentations; sources where a similar structure is apparent; organising notes into coherent wholeNot suited to: free-form idea creation
  • Link – 3m, including a few more structured approaches for class notes
  • These things save time when writing (recording only what you’ll need) and effort later (easier to process if sorted and annotated)
  • Who are you pitching to? This will effect your presentation
  • Who are you pitching to? This will effect your presentation
  • Picture of Saf’s desk – notes and sheets of paper are organised in a way he understands (apparently!) – less structured approach…
  • Use as an exercise if time allows, otherwise suggest as useful reflective exercise in own time or quickly hammer through an example – no constructive output solutions written, just gives ideas for where to improve.
  • Transcript

    • 1. Reading for different purposes 0For specific information 0 Meaning of a word from a dictionary 0Finding the answer to a question 0 How to do things in Microsoft Office 0Getting more detailed information 0 Newspaper and magazine articles Adapted from Freeman & Meed, 1993, p.32.
    • 2. Reading for different purposes 0Improving your understanding of something 0 Reasons why the world went to war in 1939 0For pleasure 0 Novels, websites, things which interest you Each kind of reading requires a different approach Adapted from Freeman & Meed, 1993, p.32.
    • 3. Types of reading 0Skimming 0 Orientating and finding your way around a source 0Scanning 0 Finding a particular piece of information 0Reading to understand 0 Getting sense of each sentence and the overall argument 0Word-by-word reading 0 Technical or scientific details and detailed instructions 0Reading for pleasure 0 Reading without a goal, at your own pace, for relaxation Adapted from Freeman & Meed, 1993, pp.33-34.
    • 4. Types of reading As a general rule, each type of reading suits a different purpose for reading. Can you match them? Finding out what causes iron to oxidise Learning the professional approach to removing rust Finding the chemical symbol for iron oxide To increase your knowledge of why things rust SkimmingScanningReading to understandReading word-by-word
    • 5. Types of reading By recognising the kind of reading you need to do, you can use the appropriate type of reading This saves time and effort, and makes you a more efficient and effective researcher. You may need to go back to a source you skimmed and read it more thoroughly at a later time – this is normal!
    • 6. Skimming and scanning Useful for deciding if a source is appropriate 0Skimming allows you to evaluate style and content 0Scanning for key words allows you to determine if the source is relevant for your assignment 0Headings, diagrams and contents and index pages are particularly useful for this kind of reading
    • 7. Deep reading 0 Useful for books or articles which substantially answer or relate to your research question 0Developing understanding of a specific issue 0Can annotate useful sections of the text to re-visit – highlighting, margin notes etc. (not in library books!)
    • 8. SQ3R model for deep reading 0 Survey Check 0 Relevancy, accuracy and bias of the source 0 Headings and index to decide where to focus your reading 0 Question Ask yourself 0 Why am I reading this particular source? 0 What do I hope to gain from reading this? Adapted from Freeman & Meed, 1993, pp.36-37.
    • 9. SQ3R 0 Read Read through some or all of the source, possibly twice, asking: 0 What is the basic argument the author makes? 0 Do you understand what is being said? 0 Are the points made supported with evidence? 0Is this evidence primary research or references to other work? 0 Do you agree with what is said? Have you read other sources which contradict it or offer alternate viewpoints? 0 What might be the consequences of what the author has said? Adapted from Freeman & Meed, 1993, pp.36-37.
    • 10. SQ3R 0 Recall Without looking at the text, note down 0 Main ideas from the source 0 Conclusions the author makes 0Review 0 Were your notes accurate? 0 Do you need to add anything further for them to be useful without having to go back to the text later? Adapted from Freeman & Meed, 1993, pp.36-37.
    • 11. Selecting Reading Material 0Skim and scan the source you have been given 0Identify how much you can find out about it in a very short amount of time 0Determine the usefulness of the book for your specific needs 0Select a paragraph or two and attempt to read using the SQ3R model
    • 12. Making notes • How often do you write notes by hand? • How often do you make them using a computer or electronic device? • When is it useful to take down information quickly? Many people either try to write down everything, or write down nothing at all!
    • 13. Note-taking from reading 0What did you note down during the last exercise? 0In small groups, look at each other’s notes. 0How are they similar? 0How do they differ? Everyone has their preferred way of writing notes – there are no right or wrong answers!
    • 14. Why Make Notes? Useful Record Help Memory Help Exam Revision Help Writing Help Understanding Help Concentration
    • 15. Useful Record o Notes provide a record of important points for future use. You can refer to them again and go over them for revision o Notes provide a record of where the information comes from o Notes can show other people what you have understood or learnt
    • 16. Helps understanding • Writing things down forces you to think them through properly • Making notes gets you to focus on selecting key information, and on thinking about where everything fits
    • 17. Helps Memory o Notes can help you remember something. You won’t be able to remember everything you read or hear so make notes of the most important items. o The act of summarising and writing helps your long term memory. o Pattern notes can be more visually memorable
    • 18. Helps Concentration o If you are listening to someone talking making notes can help to keep you active and involved
    • 19. Helps Writing o Notes are a good way to get you started on a project or piece of writing o They can help you order ideas and helps with planning your writing
    • 20. What do your notes look like? Everyone makes notes in different ways. The following slides show examples of some different styles of note-taking and highlight their strengths and potential problems.
    • 21. Brief notes on a source Refers to page numbers, which are useful if you have a copy of the book Poor legibility makes using notes ‘cold’ difficult Notes of ideas and key words, rather than copying quotes out
    • 22. Visual layouts and mind-maps Breaks larger idea down into smaller chunks, making it easier to process Can show connections between different ideas and how they relate to one another Pictures can aid quick re- reading of notes, as the human brain processes images quicker than words Free software is available to create mind maps. It is also on all SNC PCs. It can be difficult to identify core concepts and branches whilst you are learning about a topic
    • 23. Notes from multiple sources Quotes might be direct or indirect (in your own words but based on what you read) Can group quotes under headings or write into sample paragraphs as you work, saving time later Important to make sure you have a full reference when quoting from multiple sources!
    • 24. Annotation and visual prompts Hand-writing directions ensures they make sense to you; the action of using the pen may also aid memorisation Drawing directions makes it easier to visualise a journey and check routes at a glance Adding information to diagrams makes them effective for your purposes Placing related information on the same page means you are less likely to lose or forget it!
    • 25. Bullet points 0 Writing down each main idea 0 With each smaller part of an idea 0 ‘nested’ beneath this sub-heading 0 This gives an organised product to use for revision or writing an assignment 0 Most lessons will have been conceived in this way! 0 You can quickly turn a bulleted list into a paragraph 0 Bullets can be inflexible 0 Connected ideas can be harder to see 0 The layout you choose at the time can limit you later
    • 26. More approaches! Do you use an approach we haven’t discussed and you’d like to share? Try using several approaches (before it’s vital that you take effective notes!) and see which one suits you the best.
    • 27. Notes from speech Working in pairs 0 Person 1 leaves the room 0 Person 2 takes notes on the information from a short video 0 Person 1 uses the notes to explain the video’s content 0 Swap roles and repeat 0 Were you able to make sense of each others’ notes? 0 What problems come with making notes in this way? 0 Could you process your notes to make them more useful?
    • 28. General note-making strategies o Note keywords and main ideas o Avoid copying full sentences or ‘chunks’ o Use colour, illustrations, arrows, boxes, headings, numbers to highlight and link
    • 29. o Don’t make cramped notes. Leave some space to add notes and connections later – margins are ideal! o Number the pages and cross refer to information already noted o Use abbreviations and keep a key General note-making strategies
    • 30. Notes from Speech o Can prepare for a lesson by reading on the topic o Concentrate on understanding first. Listen, and then summarise to key points and information o Review your notes before you forget any details you may want to add, or clarify
    • 31. Notes from Books o Make a note of the title etc. – you will need all the information to write a reference later o Skim and Scan the book – looking at chapters, headings for main topics o Make notes in your own words o Review your notes before you forget any details you may want to add or clarify
    • 32. Store and use your notes! o Filing systems o Organising - by date, topic, etc. o Index or structure to organisation o Store your notes where you can easily access and work with them
    • 33. Easy to Read Difficult to read Brief Long, too detailed Clear – easy to see important points Unclear Easy to understand Hard to understand Relevant to your needs Not relevant to your needs Organised the way you learn Organised in some other way Well abbreviated No abbreviations In your own words Chunks copied from books or lectures Page numbers, labels, colours No system Rate your notes
    • 34. References Cottrell, S., 2003. The Study Skills Handbook, 2nd ed. Basingstoke: Palgrave Macmillan. Franklin, R. & Meed, 1993. How to study effectively. London: Collins Educational. Northedge, A., 1990. The Good Study Guide. Milton Keynes: Open University Press. Open University, 2009. Critical Thinking [online]. http://www.open.ac.uk/skillsforstudy/critical-thinking.php , accessed 13/03/12. Payne, E. & Whittaker, 2006. Developing Essential Study Skills, 2nd ed. Harlow: Pearson.

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