The document discusses note-taking strategies and the Cornell note-taking system. It describes the purposes of using organized note-taking strategies as accurately recording information to use later. Some advantages include helping with attention, understanding material, and exam preparation. The Cornell system involves taking notes in the right column during a lecture, then reviewing to pull main ideas to the left column and write a summary. This format is meant to aid in studying the notes later.

1. Learning Strategies
NOTE TAKING

2. Purposes of Note taking Strategies
To correctly record information and use it at a later time, it must be done in an
organized manner.
Note taking strategies, then, are designed to improve one's ability to take more
accurate, more complete, and more organized notes.
Advantages of Note taking Strategies
Note taking skills help one to pay better attention to an oral presentation or written
document because they keep the individual active.
In school, good note taking skills aid in understanding of material, effective
preparation for exams, and completion of assignments. They also improve reading
comprehension.
Note taking strategies are broadly applicable to a variety of tasks and subjects. Once
they are introduced and mastered, the strategies often become "second nature" to
the individual and therefore don't require repeated work to use, unlike some the
memory strategies
http://www.muskingum.edu/~cal/database/general/notetaking1.html

3. Learning Problems and Note Taking
Learning Problems can impact note taking
Methods to accommodate note taking problems might include:
•Audio recorder
•Laptop computer and word processing program
•Volunteer note taker
•Notes supplied by professor

4. Attention and Listening
Good listening skills are vital in class
Good listening skills require that one attend to basic health
needs, eliminate internal and external distractions, and
maintain a positive self-image.
Adapted from http://www.muskingum.edu/~cal/database/general/notetaking2.html
Preparation
Preparation before each note taking task has many
advantages.
It makes the material more familiar, so that one is not hearing
or seeing it for the first time. Familiarity, in turn, aids in
understanding and helps one pay better attention.
Preparation helps one identify the most important points to be
recorded and to distinguish main ideas from supporting
details.
It aids in retention of the new material.
Preparation can include completing assigned readings,
reviewing previous notes, completing homework or lab
problems, and bringing the appropriate supplies.

5. Key Words
Key words signal that the information itself or the information to follow is important
and should be recorded. Key words may be content-related, directional, or clue words.
Knowing What to Write
Content-related key words come directly from the subject matter
often appear in bold or italic print in textbooks,
and they may be listed in the summary sections at the ends of chapters in most
textbooks.
Directional key words are words or statements that relate to specific things the student
is expected to do. They are often action verbs. For example, the words "due" and "turn
to" are directional key words in the following statements: "The paper is due Thursday"
and "Turn to page 45 in the book."
Clue words indicate that important information is forthcoming. Examples of clue words
are above all, next, in addition to, most importantly, advantages, disadvantages,
difference, similarities, reasons, and types.
Adapted from http://www.muskingum.edu/~cal/database/general/notetaking2.html

6. Knowing What to Write
Key Points
There are several ways of identifying main ideas or key points in a lecture. Assigned readings
and supplemental material provided by the instructor offer two alternatives.
The text book is an excellent sources of ideas. The key points in a lecture often correspond to
the major headings in a chapter. Bring a list of these headings to class and listen for them
during the lecture. The first page of a chapter often contains an outline of the material. Make
a copy of the outline and use it as a guideline for taking notes.
Review questions at the end of each chapter encompass the main ideas of the chapter. They
may appear as key points in a lecture.
Some instructors write outlines for each lecture on the board or overhead projector. The key
points of the lecture will appear as major headings in the outline. Listen for that material
during the lecture.
Adapted from http://www.muskingum.edu/~cal/database/general/notetaking2.html

7. Cues and Clues
Listening and looking for cues and clues helps one to identify important information that
should be included in the notes. The strategy aids in attending and enhances the accuracy
and completeness of lecture or meeting notes.
Listen for changes in the instructor's voice. When important information is being presented,
the instructor's voice often becomes higher in pitch and/or the speed of speaking may increase.
Gestural cues are important indicators of the importance of information. These might be
walking closer to the students, moving from behind the podium, moving from behind the desk,
eye contact with students, leaning forward, or standing up from a seated position.
Writing on the board or overhead projector are obvious clues.
Knowing What to Write
Adapted from http://www.muskingum.edu/~cal/database/general/notetaking2.html

8. Cornell Notetaking System
http://www.clt.cornell.edu/campus/learn/LSC%20Resources/cornellsystem.pdf
Record
Question
Recite
Reflect
Review
Summarize

9. Documentation
Write the following information at the top of each page: student name, course, date,
and page number.
Record Notes
During lecture, record the main ideas and concepts on the right side of the page.
This is the notes column.
Rephrase the information in your own words before writing it down.
Skip one line between ideas and several lines between topics.
Avoid writing in complete sentences; use symbols and abbreviations instead.
The format or style of the notes can vary, but avoid using a formal outline.
Suggestions for organizing the notes are:
Paragraph Style: For unstructured information, record notes in paragraph style with
short,
telegraphic sentences and phrases.
Topic and Ideas Style: For expanded topic information, record topics and ideas.
Sentence Style: For ideas and concepts, record notes in short sentences.
Definition Style: For main topics and features, record definitions and explanations of
words
in short phrases.
Cornell Notetaking System
http://www.muskingum.edu/~cal/database/general/notetaking3.html

10. Cornell Notetaking System
http://www.muskingum.edu/~cal/database/general/notetaking3.html
Review and Clarify
As soon after class as possible, review the notes in the right column and clarify any ambiguous
information.
Compare the information with the book and/or other students' notes.
Then pull the main ideas, concepts, terms, places, dates, and people from the right column and record
them
in the left-hand recall column.
Summarize
Prepare a summary of the lecture material and record it at the end of the notes.
The summary may be in sentences or short phrases. It should include only the main ideas from the
lecture.
Study
Use both sections of the notes to prepare for quizzes and exams.

11. Example
Cornell Note-
Format
Adapted from http://www.bucks.edu/~specpop/Cornl-ex.htm

12. Example 2
Cornell Note-Taking Format
http://www.muskingum.edu/~cal/database/general/notetaking3.html#NoteShrink