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.
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
Note taking: Helping students find the
Treasure among the Trash
Age Level Survey
• Elementary K-3 or K-6?
• Intermediate 4-6?
• Middle School 6-9?
• Senior High 9-12?
• 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
• Comes naturally to students.
• Students understand the purpose of note
• All note taking is the same.
• Note taking skills were taught in a previous
• Students are properly prepared and have a set
purpose for note taking by teachers.
Brainstorm examples of note
• Whole class with teacher recording notes
• Graphic organizers - visual of comprehension, organization, text structure
• Study guides
• Notebooks – organized with sections, page #s, table of contents, inventories
• Mindmaps – topic and concept
• Diagrams - labeled
• KWL and variations of
• Note cards
• Age-appropriate applications
Purposes for note taking
• Big Ideas Essential Questions
Main Ideas Subtopics Details
• Study Guides
• Research = INFORMATION PROBLEM-SOLVING
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
• 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.
• 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.
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
• Highlighters and Highlighting tape/Margin notes
• Whiteboard interactive ebooks – highlighting
• Inspiration software.
• Lists, timelines, charts, matrix, 4 square, venn diagrams…
Caveman Note Taking
• Skim and scan
• Use of text graphics
• Abbreviated, bullets,
• Non-linear – looping – PROCESS is the product
• Use of multiple resources to gather information.
• 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
Next step - Outlining
• Organize information in a logical order –
• Expand notes into outline format –
• Teaching outlining skills as age level
appropriate and at point of need.
Note Taking Activities
• The Long and Short of It – Oral Note taking
• Incredible Shrinking Notes – Post-it Note
• Note taking by Crayon – subtopic focus
• Highlights to notes
• Cornell http://www.cornell.com
• Abbreviations, labeled diagrams, illustrations,
Electronic and Digital Tools
Digital Note Taking Matrix
Name of Digital
Fee or Free? Advantages Disadvantages
Subscription based •All inclusive from
note taking to
for student use.
Free but Premium
multiple types of
•Best for older
GoogleDocs Free •Collaborative
$4.99 App available
•Type, draw and
•Share via email
•For older students
Tool name Fee or Free Advantages Disadvantages
Free •Familiar Microsoft
Free •Easy to use format •Template only
Free •Can share projects •Download
Free •Multiple content
Tool Name Fee or Free Advantages Disadvantages
Free •Asks questions
•APA and MLA
•Multiple steps, not
Read, Write, Think
Free •A good transition
tool for younger
children to organize
notes into outline
•Only available in
Free •Multiple formats