Note-Taking - Note-Making Knowing The Tools for Becoming An Insightful Note-Taker Becoming A Thoughtful Note-Maker
Literacy is cognition.• Listening process as thinking• S peaking process as thinking• Viewing process as thinking• Reading process as thinking• Writing process as thinking
Are WE C h ange Age nts ?• With ou t m od e ling s tu d e nts will continu e to d o wh at th e y h ave b e e n d oing.• S ocie ty b om b ard s th e s tu d e nt with vis u al, au d itory and p rint m e s s age s wh ile th e s ch ool ignore s s h owing th e s tu d e nt wh at th e b rain s h ou ld “d o” with th e s e m e s s age s .
Purpos e: B egin with end in mind• What is essential learning?• What is final “task” – What will student do?• What is most effective/efficient tool to fulfill the purpose• How can learning best be scaffolded?
Taking Notes:• Responsive• E xact information is purpose• C ognation is negligible5. Hand the students teacher generated notes6. C opying information does not generate learning
Making Notes• Generative• Thinking is purpose4. Model process and appropriate “recording system” to achieve purpose a. Outline – Harvard Hierarchical b. C olumn Notes – C ornell, Double-E ntry c. G raphic organizer
The Journey• In the end a note-maker will replicate thought processes (ideas, insights, inquiries) in words, phrases, images,, symbols to accomplish or satisfy purpose• In the beginning a note-maker needs a framework, scaffolds, to maintain focus and define purpose
Remember Learning S tyles• “Different texts and different individuals call for different techniques.” S trong Remember Modeling• “S how students how you think your way through the process.” S trong
C orne ll N ote s• D ou b le e ntry form at – Le ft colu m n can b e qu e s tions , top ics , te rm s – R igh t colu m n re s p ons e• C re ate s e ffe ctive s tu d y gu id e• M ay re p licate te xt form at: title s (top ics ), s u b title s (as qu e s tions ), d e tails• Aid s te xt s u m m ary
C once p t M ap p ing• R e lational s tru ctu re b e twe e n ce ntral id e as , top ics , conce p ts or e s s e ntial qu e s tions and s u p p orting d e tails• C re ate s vis u al of re lations h ip inform ation• F acilitate s inte rre lating/ conne cting d e tails• O rganize s conce p ts and d e tails for ap p lication tas ks – e valu ation and s ynth e s is
Th e P os s ib ilitie s Are E nd le s s• S p lit-s cre e n N ote s • Ad d s op p ortu nity for vis u al (circu latory s ys te m , ce ll p arts , word p rob le m in m ath ) • Aid s s u m m arizing • U s e fu l wh e n th e final p u rp os e is a p rod u ct – d iagram , ch art, p os te r• C om p are -contras t ch arts• C au s e -e ffe ct ch arts• P rob le m -s olu tion ch arts
N ote -m aking re qu ire sp roce s s :1. Activate p rior knowle d ge2. P ractice active lis te ning, vie wing or re ad ing • P u rp os e , P re vie w, P lan - b e fore • Vis u alize , C onne ct, Q u e s tion – d u ring • R e fle ct, R e vis it/ e re ad , U s e - afte r R
N ote -m aking R e qu ire s Ins tru ction• D e p artm e nts s h ou ld look at p u rp os e s and s e le ct ap p rop riate tools• Te am s s h ou ld look at com m on p u rp os e s – cou ld th e E LA te ach e r m od e l and p ractice com m on tools for conte nt te ach e rs to re qu ire ap p lication• Te am s can re grou p (E LA and m ath in d ou b le room s ) to attack tools u niq u e to th at d is cip line