Notes taking.pptx
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This document provides an overview of effective note-taking strategies. It discusses when students should take notes, what information they need to extract, and different note-taking options. The Cornell Notes format, KWL charts, concept maps, notecards, and diagrams are presented as options. For each method, the document discusses what types of classes they would be suitable for and when they could be useful. It emphasizes using one's own words when taking notes to better facilitate learning.
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Note Taking
Note taking involves actively listening and connecting new information to prior knowledge. Effective note taking requires recognizing main ideas, identifying relevant information, having an organized system, and recording information in your own words. Different note taking systems include the Cornell method of taking notes in the main space and labeling ideas in the left margin, outlining to show hierarchical relationships through indentation, mapping to graphically represent relationships, and charting or sentences to organize information into categories or individual points.
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This document provides strategies for effectively organizing reading and notes for an undergraduate dissertation. It outlines a two-step strategy: first, taking a "big picture" view of what each chapter/section will cover; second, refocusing with an abstract, contents list, and review of aims. Specific tips are given, such as using a contents list to plan structures and time-blocking each day. Organizing electronic notes with the same system as paper notes is also advised. Managing time, minimizing distractions, and reviewing notes critically can help students better understand problems and use their research effectively.
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The document introduces the Cornell Notes method for effectively taking and organizing lecture notes. The Cornell Notes system involves dividing a page into three sections - a narrow margin on the left for writing questions, a wide column on the right for key ideas and notes from lectures, and a summary section at the bottom. Students are instructed to take notes in the right column during lectures, summarize the main ideas immediately after, write questions based on the notes, and review by covering the notes column and answering questions. Repeating this process is meant to help students understand and remember the material to achieve high test scores.
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This document provides guidance on improving note taking and note making skills. It begins by explaining the difference between note taking, which involves writing down information from audio sources, and note making, which allows more control as the student reorganizes and reworks information in their own words. Several note styles are then described, including linear notes, concept maps, the four quarter method, and the two column method. The document emphasizes that the goal is to focus on important information and try different styles to find what works best for the individual learner. Highlighters can also be used to identify key terms when reviewing written sources.
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Taking effective notes is important for academic success. While doing homework is crucial, understanding course material and performing well on tests and quizzes is key to getting good grades. Note-taking helps with this in several ways. It allows students to identify important concepts, comprehend material, and easily review vast amounts of information. The presentation outlines five common note-taking methods: the Cornell method, using visual elements, switching mediums to laptops, using shorthand, and recording lectures. It emphasizes focusing notes on main ideas, new vocabulary, and repeated topics which will likely appear on tests and quizzes. Mastering an effective note-taking approach is essential for students who want to improve their grades.
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Note Taking
Note taking involves actively listening and connecting new information to prior knowledge. Effective note taking requires recognizing main ideas, identifying relevant information, having an organized system, and recording information in your own words. Different note taking systems include the Cornell method of taking notes in the main space and labeling ideas in the left margin, outlining to show hierarchical relationships through indentation, mapping to graphically represent relationships, and charting or sentences to organize information into categories or individual points.
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This document provides strategies for effectively organizing reading and notes for an undergraduate dissertation. It outlines a two-step strategy: first, taking a "big picture" view of what each chapter/section will cover; second, refocusing with an abstract, contents list, and review of aims. Specific tips are given, such as using a contents list to plan structures and time-blocking each day. Organizing electronic notes with the same system as paper notes is also advised. Managing time, minimizing distractions, and reviewing notes critically can help students better understand problems and use their research effectively.
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The document introduces the Cornell Notes method for effectively taking and organizing lecture notes. The Cornell Notes system involves dividing a page into three sections - a narrow margin on the left for writing questions, a wide column on the right for key ideas and notes from lectures, and a summary section at the bottom. Students are instructed to take notes in the right column during lectures, summarize the main ideas immediately after, write questions based on the notes, and review by covering the notes column and answering questions. Repeating this process is meant to help students understand and remember the material to achieve high test scores.
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This course unit is prepared for freshman college students to help them gain and improve their note-taking skills in their college education.
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This document provides guidance on improving note taking and note making skills. It begins by explaining the difference between note taking, which involves writing down information from audio sources, and note making, which allows more control as the student reorganizes and reworks information in their own words. Several note styles are then described, including linear notes, concept maps, the four quarter method, and the two column method. The document emphasizes that the goal is to focus on important information and try different styles to find what works best for the individual learner. Highlighters can also be used to identify key terms when reviewing written sources.
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This professional development event focused on working with international students. It included presentations by international students on their experiences, an exercise on the stages of cultural acclimation, and a Q&A session. Attendees also learned about the five stages of culture shock (honeymoon period, culture shock, first adjustment, mental isolation, and acceptance), how to identify and address culture bumps, keys to good communication like pronouncing names correctly and using silence, and common adjustment issues for international students. Handouts provided additional resources on intercultural communication.
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Notes taking.pptx
- 1. + WELCOME! !
- 2. + A quick survey… Do you like your notes? ⦿ Discuss with a partner what components of your notes you like and don’t like (i.e. messy, can’t find what I need quickly, etc.) ⦿ Now add this to the board to share.
- 3. + Efficient. Note-Taking: Making it work for you
- 4. + Overview ▪ When do I take notes? ▪ What do I need from my notes? ▪ Some note-taking options that meet your needs
- 5. + WHEN do I take notes?
- 6. + When do you take notes? Discuss and add to the board
- 7. + WHAT do I need?
- 8. + What do I need from my notes? HINT: Go back to that discussion you had about what you liked and didn’t like about your notes Discuss and add to the board
- 9. + note-taking OPTIONS to meet your needs
- 10. +
- 12. + KWL Chart ■ Draw two lines to make three columns on your paper ■ Put a K W and an L at the top of each column ■ This represents what you: KNOW before you start WANT to KNOW from the process, and what you LEARNED after you finish
- 13. + CONCEPT map
- 14. + focusing on the WHAT & WHEN
- 15. + other note-taking options…. When you’re looking at note-taking possibilities (or creating your own!) ask yourself the same questions: WHAT do I need from these notes? WHEN will I use them? Let’s explore just a couple of other possibilities with these questions in mind.
- 16. + NOTECARDS WHAT would this work for? This works well for classes that are content and memorization heavy. WHEN would this be useful? One example: notecards are great for creating vocabulary cards for your language class
- 17. + DIAGRAMS WHAT would this work for? This method works well for classes that focus on processes, procedures, and how things happen WHEN would this be useful? Diagrams are great for science classes, like Biology or Chemistry, which focus on how things work. • A few examples: a labeled diagram of the human body; a map of a cellular processes; a visualization of photosynthesis
- 18. + a word about using your OWN WORDS
- 19. + Three reasons to USE YOUR OWN WORDS 1. When you re-structure information, you are taking the first step to learning it, meaning it will stick in your brain better and longer than if you just copied everything down 2. Instructors often re-word things on exams/assignments to test your deeper understanding 3. Using your own words helps you catch errors in reasoning or process – you’ll know right away if something doesn’t make sense to you (and you can ask a question to clarify)
- 20. + How did your NOTE-TAKING go?