Note Taking and Methods of Note Taking

1. NOTE TAKING

2. NOTETAKING
• The practice of writing down or otherwise recording key
points of information. (about.com)
• Taking notes involves active listening, as well as
connecting and relating information to ideas you already
know. It also involves seeking answers to questions that
arise from the material.
(Shelley O'Hara, Improving Your Study Skills: Study Smart, Study Less.
Wiley, 2005)

3. NOTETAKING
• Taking notes doesn't simply mean scribbling down or
marking up the things that strike your fancy. It means
using a proven system and then effectively recording
information before tying everything together.
(Walter Pauk and Ross J.Q. Owens, How to Study in College, 11th ed. Cengage, 2013)

4. TAKING NOTES CAN HELP YOU TO:
• improve your understanding by making you convert
difficult ideas into your own words
• prepare for writing fuller, better connected arguments
in your essays
• be more focused and time-efficient in your exam
revision period
• assess your own progress as you study.

5. EFFECTIVE NOTETAKING REQUIRES:
• recognizing the main ideas
• identifying what information is relevant to your task
• having a system of note taking that works for you
• reducing the information to note and diagram format
• where possible, putting the information in your own
words
• recording the source of the information

6. READING AND NOTE-TAKING
STRATEGIES
1. Be selective and systematic
- Think about your purpose for reading.
- Skim the text.
- Highlight or mark the main points and any relevant information
you may need to take notes from.
- read the relevant sections of the text carefully and take separate
notes as you read.

7. READING AND NOTE-TAKING
STRATEGIES
• Set out your notebooks so that you have a similar format each time you
take notes.
• Columns that distinguish the source information and your thoughts can
be helpful.
• Headings that include bibliographic reference details of the sources of
information are also important.
• The use of color to highlight major sections, main points and diagrams
makes notes easy to access.

8. 2. Identify the purpose and function of a text
• Read the title and the abstract or preface (if there is one)
• Read the introduction or first paragraph
• Skim the text to read topic headings and notice how the text
is organized
• Read graphic material and predict its purpose in the text
READING AND NOTE-TAKING
STRATEGIES

9. ORGANISING PRINCIPLES:
• Past ideas to present ideas
• The steps or stages of a process or event
• Most important point to least important point
• Well known ideas to least known ideas
• Simple ideas to complex ideas
3. IDENTIFY HOW INFORMATION IS
ORGANIZED

10. 3. IDENTIFY HOW INFORMATION IS
ORGANIZED
ORGANISING PRINCIPLES:
• General ideas to specific ideas
• The largest parts to the smallest parts of something
• Problems and solutions
• Causes and results

12. 4. INCLUDE YOUR THOUGHTS
When taking notes for an assignment it is also helpful to record
your thoughts at the time. Record your thoughts in a separate
column or margin and in a different colour to the notes you
took from the text.
• What ideas did you have about your assignment when you
read that information?
• How do you think you could use this information in your
assignment?

13. LISTENING AND NOTE-TAKING
STRATEGIES
GENERAL TIPS
• Have a clear purpose
• Recognise main ideas
• Select what is relevant; you do not need to write down
everything that is said
• Have a system for recording information that works for you

14. STRATEGIES TO INCREASE
COMPREHENSION AND IMPROVE NOTE-
TAKING
• Before the lecture
• revise the previous lecture or tutorial
• pre-read about the topic
• check the pronunciation of any new words or discipline-
specific language in the pre-readings.
• rule up pages according to your note-taking system. This
saves time in the lecture.

15. STRATEGIES TO INCREASE
COMPREHENSION AND IMPROVE NOTE-
TAKING
During the lecture
• be on time and sit near the front
• distinguish between main points, elaboration, examples,
repetition, 'waffle', restatements and new points by:
–Listening for structural cues (signpost/transition words,
introduction, body and summary stages)
–Looking for non verbal cues (facial expression, hand and
body signals)

16. STRATEGIES TO INCREASE
COMPREHENSION AND IMPROVE NOTE-
TAKING
During the lecture
• Looking for visual cues (copy the content of any visual aids
used (e.g. OHTs), note references to names and sources)
• Listening for phonological cues ( voice change in volume,
speed, emotion). Generally with more important information
the speaker will speak slower, louder and they will direct their
attention to the audience.

17. STRATEGIES TO INCREASE
COMPREHENSION AND IMPROVE NOTE-
TAKING
After the lecture
• revise lecture notes within 24 hours. Tidy up your handwriting
and fill in any missing bits. Reviewing makes remembering
lectures much easier.
• write a short summary of the lecture (1 paragraph) in your
own words
• attach any handouts to your lecture notes.

18. STRATEGIES TO INCREASE
COMPREHENSION AND IMPROVE NOTE-
TAKING
1. Use symbols and abbreviations
• Develop a system of symbols and abbreviations; some
personal, some from your courses
• Be consistent when using symbols and abbreviations

21. ABBREVIATIONS
1. Common abbreviations
• Many are derived from Latin.
• c.f. (confer) = compare
• i.e. (id est) = that is
• e.g (exempla grate) = for example
• NB (nota benne) =note well
• no. (numero) = number
• etc. (et cetera)= and so on

22. ABBREVIATIONS
2. Discipline-specific abbreviations
• In chemistry:
• Au for gold
• Mg for magnesium
• In the case of quantities and concepts, these are
represented by Greek letters in many fields.
• A or a (alpha) B or b (beta)

23. ABBREVIATIONS
• 3. Personal abbreviations
• Here you can shorten any word that is commonly
used in your lectures.
• diff =different
• Gov = government
• NEC = necessary

24. 2. USE CONCEPT MAPS AND
DIAGRAMS
• You can set down information in a concept map or
diagram. This presents the information in a visual
form and is unlike the traditional linear form of note
taking. Information can be added to the concept map
in any sequence.

25. 2. USE CONCEPT MAPS AND
DIAGRAMS
• Begin in the middle of the page and add ideas on
branches that radiate from the central idea or from
previous branches.
• Arrows and words can be used to show links between
parts of the concept map.
• Colour and symbols are important parts of concept
maps, helping illustrate ideas and triggering your own
thoughts.

28. NOTE TAKING
SYSTEMS

29. THE CORNELL METHOD
The Cornell method provides a systematic format for
condensing and organizing notes without laborious
recopying. After writing the notes in the main space,
use the left-hand space to label each idea and detail
with a key word or "cue."

30. THE CORNELL METHOD
METHOD:
Rule your paper with a 2 ½ inch margin on the left leaving a
six-inch area on the right in which to make notes. During class,
take down information in the six-inch area. When the instructor
moves to a new point, skip a few lines. After class, complete
phrases and sentences as much as possible. For every
significant bit of information, write a cue in the left margin. To
review, cover your notes with a card, leaving the cues exposed.
Say the cue out loud, then say as much as you can of the
material underneath the card. When you have said as much as
you can, move the card and see if what you said matches what
is written. If you can say it, you know it.

31. THE CORNELL METHOD
• Advantages
• Organized and systematic for recording and reviewing notes.
Easy format for pulling out major concept and ideas. Simple
and efficient. Saves time and effort. "Do-it-right-in-the-first-
place" system.
• Disadvantages
• None
• When to Use
• In any lecture situation.

32. THE OUTLINING METHOD
Dash or indented outlining is usually best except for
some science classes such as physics or math.
1. The information which is most general begins at the
left with each more specific group of facts indented
with spaces to the right.
2. The relationships between the different parts is
carried out through indenting.
3. No numbers, letters, or Roman numerals are needed.

33. THE OUTLINING METHOD
METHOD:
Listening and then write in points in an organized
pattern based on space indention. Place major points
farthest to the left. Indent each more specific point to
the right. Levels of importance will be indicated by
distance away from the major point. Indention can be
as simple as or as complex as labeling the indentations
with Roman numerals or decimals. Markings are not
necessary as space relationships will indicate the
major/minor points.

34. Advantages
• Well-organized system if done right. Outlining records
content as well as relationships. It also reduces editing and is
easy to review by turning main points into questions.
Disadvantages
• Requires more thought in class for accurate organization. This
system may not show relationships by sequence when
needed. It doesn't lend to diversity of a review attach for
maximum learning and question application. This system
cannot be used if the lecture is too fast.
THE OUTLINING METHOD

35. When to Use
The outline format can be used if the lecture is presented in
outline organization. This may be either deductive (regular
outline) or inductive (reverse outline where minor points start
building to a major point). Use this format when there is
enough time in the lecture to think about and make
organization decisions when they are needed. This format can
be most effective when your note taking skills are super sharp
and you can handle the outlining regardless of the note taking
situation.
THE OUTLINING METHOD

36. • Extrasensory perception
– definition: means of perceiving without use of sense organs.
• three kinds
– telepathy: sending messages
– clairvoyance: forecasting the future
– psychokinesis: perceiving events external to situation
• current status
– no current research to support or refute
– few psychologists say impossible
– door open to future
THE OUTLINING METHOD

37. • Mapping is a method that uses
comprehension/concentration skills and evolves in a
note taking form which relates each fact or idea to
every other fact or idea. Mapping is a graphic
representation of the content of a lecture. It is a
method that maximizes active participation, affords
immediate knowledge as to its understanding, and
emphasizes critical thinking.
THE MAPPING METHOD

38. Advantages
• This format helps you to visually track your lecture regardless of
conditions. Little thinking is needed and relationships can easily
be seen. It is also easy to edit your notes by adding numbers,
marks, and color coding. Review will call for you to restructure
thought processes which will force you to check understanding.
Review by covering lines for memory drill and relationships. Main
points can be written on flash or note cards and pieced together
into a table or larger structure at a later date.
Disadvantages
• You may not hear changes in content from major points to facts.
THE MAPPING METHOD

39. When to Use
• Use when the lecture content is heavy and well-
organized. May also be used effectively when you
have a guest lecturer and have no idea how the
lecture is going to be presented.
THE MAPPING METHOD

41. THE CHARTING METHOD
If the lecture format is distinct (such as chronological),
you may set up your paper by drawing columns and
labeling appropriate headings in a table.

42. THE CHARTING METHOD
METHOD
• Determine the categories to be covered in the lecture.
Set up your paper in advance by columns headed by
these categories. As you listen to the lecture, record
information (words, phrases, main ideas, etc.) into the
appropriate category.

43. THE CHARTING METHOD
Advantages
• Helps you track conversation and dialogues where you would
normally be confused and lose out on relevant content.
Reduces amount of writing necessary. Provides easy review
mechanism for both memorization of facts and study of
comparisons and relationships.
Disadvantages
• Few disadvantages except learning how to use the system and
locating the appropriate categories. You must be able to
understand what's happening in the lecture

44. THE CHARTING METHOD
When to Use
• Test will focus on both facts and relationships.
Content is heavy and presented fast. You want to
reduce the amount of time you spend editing and
reviewing at test time. You want to get an overview of
the whole course on one big paper sequence.

46. THE SENTENCE METHOD
Method
• Write every new thought, fact or topic on a separate line,
numbering as you progress.
Advantages
• Slightly more organized than the paragraph. Gets more or all of
the information. Thinking to tract content is still limited.
Disadvantages
• Can't determine major/minor points from the numbered
sequence. Difficult to edit without having to rewrite by
clustering points which are related. Difficult to review unless
editing cleans up relationship.

47. THE SENTENCE METHOD
When to Use
• Use when the lecture is somewhat organized, but heavy
with content which comes fast. You can hear the
different points, but you don't know how they fit
together. The instructor tends to present in point
fashion, but not in grouping such as "three related
points."

48. THE SENTENCE METHOD
Example 1:
A revolution is any occurrence that affects other
aspects of life, such as economic life, social life,
and so forth. Therefore revolutions cause change.
(See page 29 to 30 in your text about this.)
Sample Notes:
Revolution - occurrence that affects other aspects
of life: e.g., econ., socl., etc. C.f. text, pp. 29-30

49. THE SENTENCE METHOD
Example 2:
Melville did not try to represent life as it really was.
The language of Ahab, Starbuck, and Ishmael, for
instance, was not that of real life.
Sample Notes:
Mel didn't repr. life as was; e.g., lang. of Ahab, etc.
not of real life.

50. THE SENTENCE METHOD
Example 3:
At first, Freud tried conventional, physical methods of
treatment such as giving baths, massages, rest cures, and
similar aids. But when these failed, he tried techniques of
hypnosis that he had seen used by Jean-Martin Charcot. Finally,
he borrowed an idea from Jean Breuer and used direct verbal
communication to get an unhypnotized patient to reveal
unconscious thoughts.
Sample Notes:
Freud 1st -- used phys. trtment; e.g., baths, etc. This fld. 2nd --
used hypnosis (fr. Charcot) Finally -- used dirct vrb. commun.
(fr. Breuer) - got unhynop, patnt to reveal uncons. thoughts.

51. REFERENCES:
• Deese, James and Ellin K. Deese. How To Study (3rd ed). New York:
McGraw-Hill, Inc., 1979.
• Johnson, Sue. The 4 T's: Teacher/You, Text, Talk, Test - A
Systematic Approach To Learning Success. California Polytechnic
State University, San Luis Obispo.
• Pauk, Walter. How To Study In College (2nd Ed). Boston: Houghton
Mifflin Co., 1974.
• Raygor, Alton L. and David Wark. Systems For Study. New York:
McGraw- Hill, Inc, 1970.