Transition Planning Considerations: A Strategy for Note Taking. PowerPoint Slides to be used in conjunction with the Facilitator s Guide

Transcription

1 Transition Planning Considerations: A Strategy for Note Taking PowerPoint Slides to be used in conjunction with the Facilitator s Guide

2 Copyright 2011, East Carolina University. Recommended citation: Bouck, C. & Henderson, K. (2011). Transition planning considerations: A strategy for note taking A PowerPoint presentation for professional development. Modules Addressing Special Education and Teacher Education (MAST). Greenville, NC: East Carolina University. This resource includes contributions from the module developer and MAST Module Project colleagues (in alphabetical order) Kelly Henderson (Facilitator Guide Editor), Tanner Jones (Web Designer), Diane Kester (Editor), Sue Byrd Steinweg (Project Director), Bradley Baggett (Graduate Assistant), and Sandra Hopfengardner Warren (Principal Investigator).

3 Introduction Session Agenda Session Goals and Objectives Importance: Background in Postsecondary Note Taking Importance: Common Problems

4 Session Agenda, continued Preparing for Note Taking Commonly Used Note Taking Strategies Using Notes After Class Choosing a Note Taking Strategy Summary Evaluation

5 Introduction Lecturing is the primary method of instruction in college. Students are required to absorb new information on a constant basis and may be required to retain it far into the future. Unlike high school, postsecondary instructors often write little to nothing on the blackboard.

6 Introduction, continued Even when a lecture is accompanied by a PowerPoint presentation, students have to take notes in order to remember the information. But how? What format do they use? Listen to two college students expressing their concern. dia/photo1/slideshow.html

7 Introduction, continued Consider and list differences between the way content is shared in high school and in postsecondary settings.

8 Session Goal Goal: to examine what students need to know in order to effectively take notes in the postsecondary setting. Content includes: preparing to take notes before class, what to do during class, how to use notes efficiently after class as a study tool, five formats for note taking, and a method for evaluating a lecturer s style.

9 Session Objectives Participants will be able to: 1. Identify why it is useful to take notes in college. 2. Identify each of the note taking methods described in the module. 3. Select the type of setting in which each of the note taking methods would be used. 4. Identify the need for reviewing notes after class. 5. Select the process of reviewing notes.

10 Importance: Background in Postsecondary Note Taking In college, too much information is presented over an extended period of time for a student to retain it and be able to recall it for a test. The primary way to store information presented in lectures is to take notes during class. But why do students need to take notes?

11 Background in Note Taking, continued Note taking is useful because it: promotes active learning by helping a student stay focused. requires two different modes of processing - auditory and kinesthetic. provides a record of information and instructions that can be used later.

12 Background in Note Taking, continued Instructors may expect students to remember information for long stretches of time. Writing down the necessary information allows students access to this data as long as they need it. Research indicates there is a better chance for learning to occur if students can connect what they know from their own experiences with new information presented in lectures or textbooks.

13 Background in Note Taking, continued Taking notes is one way to help them build those connections. One study found that students who took notes in class had higher test scores than those who simply paid attention (Yu & Berliner, 1981). Several studies note that simply outlining a lecture facilitates encoding and retrieval of information (Glynn & DiVesta; Staley & Wolfe cited in Yu & Berliner, 1981).

14 Importance: Common Problems Class notes are a very important tool for college students. However, when the instructor moves quickly during class there is not sufficient time to build the connections students need to really learn the material. Students are too busy concentrating on determining the most important information and writing it down.

15 Common Problems, continued Many students don t inherently know how to take notes in college or how to use them to study later. The way notes are given in high school is very different than the formation of notes in college. The way notes are used also differs. In the postsecondary setting, responsibility for learning falls to the student, not the teacher.

16 Common Problems, continued Some students will develop college note taking skills on their own, but others will not. Direct instruction in taking college notes is beneficial for all students.

17 Common Problems, Activity Three college students have been interviewed about common issues that occur when they are taking notes. Here are the real comments are from students currently enrolled in a state-supported four year college. Listen to the audio at edia/photo2/slideshow.html.

18 Common Problems, Activity continued Brainstorm other challenges faced by college learners with disabilities when they are expected to take notes in class. Which of the challenges might apply to new college students generally, and which might be more challenging due to the presence of a disability?

19 Preparing for Note Taking People generally remember: 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they hear and see, 70% of what they say and write, and 90% of what they do (Molenda, 2003).

20 Preparing for Note Taking, continued The act of taking notes can help students absorb more because they are actively engaged in the process. Students need to start by preparing themselves before they arrive in the classroom and before the lecture begins.

21 Preparing for Note Taking, continued Now, listen to what some college students have to say about preparing to take notes. These tips will help students get started. With proper set up, students are more prepared to engage in note taking. Play the audio at edia/photo3/slideshow.html

22 Preparing for Note Taking, continued Not every approach to note taking works well with every type of lecturer. To best match note taking style with the particular lecture setting, a student can evaluate a professor s lecture method. By evaluating the type of lecture, the student will be able to choose a note taking method which fits his or her needs for that particular class.

23 Preparing for Note Taking, Activity Complete the Instructor Lecture Method Evaluation Form (copy found at end of Facilitator s Guide) as if you are a learner in a class you teach or as yourself in a college course. These completed forms will be used in the next activity.

24 Commonly Used Note Taking Strategies There are many different note taking formats, but five are covered here. Note taking style may change depending on the class. Later, there will be an activity on how to best pair note taking style with lecture style.

25 Commonly Used Note Taking Strategies, continued 1.The Cornell Method is a systematic format for organizing notes without recopying (Blerkom& Mulcahy-Ernt, 2005). Divide the notes page into two columns. The first column is for writing the notes; the other for labeling ideas and details.

26 The Cornell Method, continued In advance, prepare the note page: write the day s topic and date at the top of the page. Block off 2 ½ " on the left margin of a notebook page - this is the recall column. Leave 2" at the bottom of the page to summarize key points after class.

27 The Cornell Method, continued During class, take notes down the righthand side of the page. After class, review the notes. Add questions and key points or terms in the recall column on the left side and summarize all key points of the lecture at the bottom of the page. The data used for the sample notes in the following slides have been taken from Kevin Paul s (2007) Study Smarter, Not Harder.

28 Summary of key points of lecture from the page 2 in (added after class) Cornell Method Topic: Date: Cue Words, questio ns, key points (added later) Space for taking notes 2 ½ in

29 The Outlining Method The Outlining Method looks like the outlines written in school for papers (Blerkom & Mulcahy-Ernt, 2005). The points are organized in a pattern of spaced indentions. But with note taking, it is usually better to use dashes or indentions than to try to deal with Roman numerals. Do not become consumed with the formal structure of outlining.

30 The Outlining Method, continued Write the date and topic across the top of the page. When taking notes, indent each level of supporting details that accompanies the higher level of heading, subheading, or detail. Include enough detail to be useful, but don t overdo it either. One word outlines are not very helpful and neither are notes that are so detailed that key information is missed.

31 Outlining Method Preparing a Place to Study 12, 2010 Find a Study Place Not bed, table, LR, or cafeteria Desk Free of distractions Do NOW Make it Comfortable Comfortable chair Padding on seat and back Very important Check the air Regulate temperature April

32 The Outlining Method, continued Outlines work best: in a class that has an organized lecturer, if lecture is presented in linear situation, when there is enough time to think about and make organizational decisions, for note takers whose skills are super and sharp.

33 The Outlining Method, continued Advantages of this method: It s well organized, easy to edit and review, and good for lectures where there is time to make organization decisions. Disadvantages include: It requires thoughtful organization, doesn t show sequence, and cannot be used in a fast-paced lecture.

34 The Mapping Method The Mapping Method is a graphic representation of lecture material (Blerkom & Mulcahy-Ernt, 2005). It uses comprehension and concentration skills to relate each fact/idea to other facts/ideas. Write the date and topic across the top of the first page.

35 The Mapping Method, continued Two ways to structure this method. 1. Take notes anywhere on the paper. After class, circle each point or fact and then draw lines and arrows to create connections between topics and facts. The following example uses the same data from Study Smarter, Not Harder.

36 Mapping Method April 12, 2010 PREPARI NG A PLACE TO STUDY Find place Make it comfor table Not bed, table, LR Desk Free of distractions Do it NOW Comfortable chair Good seat/back padding Regulate air temp/quality

37 The Mapping Method, continued 2. Write the main point, list the sub-points on the paper, and write details underneath. After class, the student connects the information using lines or arrows.

38 The Mapping Method, continued In both Mapping formats information from the textbook should be added after class. Mapping can be used: when lecture content is heavy and wellorganized or with a guest lecturer, when the student doesn t know how material will be presented.

39 The Mapping Method, continued Advantages of this method: maximizes active participation, tracks lecture regardless of conditions, helps the student more easily see relationships between concepts, facilitates easier note card creating for studying, and allows the student to add information from the textbook directly into class notes.

40 The Mapping Method, continued Disadvantage can be difficult to hear changes in content from major points to facts.

41 The Block Method Write the lecture topic and date at the top of the page (Blerkom & Mulcahy-Ernt, 2005). Write the first main point, or heading, on the left side of the paper. Go to the next line and indent.

42 The Block Method, continued Begin writing the notes in phrases continuously across the lines, continuing to indent until a new topic begins. Separate the details with dashes (-), slashes (/), or semi-colons (;). Skip a line between each new heading or topic. The student can leave extra space to add notes from the textbook after class.

43 Block Method Preparing a Place to Study Find a Study Place establish only for studying/quiet comfortable relaxing/not bed, table, LR, or cafeteria/do it NOW Make it Comfortable get a good chair/padded on seat and back/ideal height takes pressure off joints/spend money/consider air quality and temperature/plants improve air quality

44 The Block Method, continued The Block Method for works for: virtually any lecture format, and when the lecture is fast-paced and/or full of content. The advantages of the method: needs little thought or organization, the easy format is particularly useful for students who struggle with note taking

45 The Block Method, continued a learner can easily leave extra space between headings for adding notes from text and be easily converted to note cards for test preparation. A disadvantage to the Block method making the notes into an effective study guide requires some manipulation.

46 The Modified Block Method The Modified Block Method is very similar to the Block Method (Blerkom & Mulcahy-Ernt, 2005). Instead of writing the details continuously on the same line, each detail gets its own line. Continue to skip at least one line between each heading or new topic.

47 Modified Block Method, continued This method looks less cluttered and appears more organized but without the thinking involved in outlining. It also makes reviewing notes easier. If written on only one side of the page, the notes can be photocopied then cut out and glued to index cards for easy flash cards.

48 Modified Block Method Preparing a Place to Study Find a Study Place establish only for studying quiet comfortable relaxing not bed, table, LR, or cafeteria do it NOW Make it Comfortable get a good chair padded on seat and back air quality and temperature plants improve air quality

49 Commonly Used Note Taking Strategies, continued Students can use one of these five note taking methods or adapt it to fit their own needs and the requirements of the class. The important thing is that they take complete and ordered notes throughout the entire class period. Organized notes will help a student focus on the instructor s expectations and minimize distractions

50 Commonly Used Note Taking Strategies, continued Instructors often give clues as to what is important by changing the tone of their voice or repeating information. Students should also write down any examples or stories that help explain the topic.

51 Commonly Used Note Taking Strategies, continued Any abbreviations can help them save time. Students can use common abbreviations, such as b/c for because. Can also make up their own abbreviations relevant to the lecture topic, such as a capital P for Pavlov. In this case, students should make a small key on the first page of the notes to remind themselves of the meaning of each abbreviation.

52 Commonly Used Note Taking Strategies, Activity Individually complete the student practice activity about abbreviations (found in the Facilitator s Guide). This activity could be used for teaching a lesson on abbreviations for note taking. Exchange forms and have a partner check the matching and look over the filled-in abbreviations. In pairs, develop a short list of other words and their abbreviations that might be helpful to learners in classes you teach or are familiar with.

53 Using Notes After Class Listen to the audio at ia/photo4/slideshow.html In a college class, learning takes place on two levels: when taking notes while listening to the lecture; and later, when reviewing the notes. In order to effectively learn from a lecture, a student should review class notes on a regular basis beginning immediately after class.

54 Using Notes After Class, continued If possible, students should take the minutes immediately after class to read back over the notes and: make sure all writing is legible, add any information the student can recall from the lecture but neglected to write down in class. The longer students wait to complete this step, the less they will be able to recall from the class.

55 Using Notes After Class, continued In the few minutes just before the next class, the student should do a quick review of the previous notes. This helps refresh older material and get the brain focused on what the student will be learning in that class period.

56 Using Notes After Class, continued Within one week of the class, students should: spend about 20 minutes going back over the previous week s notes. They can add more information (either from the lecture or from the textbook), test themselves on what they remember, recite important points, or make flashcards. This simple re-exposure to the information will help transfer it to their long-term memory.

57 Using Notes After Class, continued Students should also intensely review all notes for a class about once a month. A minimum of minutes (on top of the 20 minutes reviewing for the previous week) should be spent. The more active students can be with this review (i.e., rehearsing or amplifying important points, writing things down, creating mind maps) the more likely they will increase memory.

58 Choosing a Note Taking Strategy The table that follows provides a brief description of the note taking strategy and descriptions of settings where it can be used. This table may be the most useful for a teacher who is wondering how to help his or her students make wise choices regarding note taking strategies.

59 Note Taking Method Cornell Method Description A systematic format for organizing notes without recopying. Divides the notes page into two columns: one for writing the notes and one for labeling ideas and details. Write the day s topic and date at the top of the page; block off 2 ½ " on the left margin of a notebook page - this is the recall column and leave 2" at the bottom of the page. In class, take notes down the right-hand side of the page. After class, review the notes adding questions, key points, or terms in the recall column and summarizing all key points at the bottom of the page. Situations in Which to Use Can be used in any lecture situation

60 Note Taking Method Outlining Method Description Looks just like the outlines for writing papers in school. The points are organized in a pattern of dashes or indentions rather than Roman numerals. Write the date and topic across the top of the page. Indent each level of supporting details that accompany the higher level of heading, subheading, or detail; include enough detail to be useful, but don t overdo it. Situations in Which to Use Outlines work best in a class that has an organized lecturer and if lecture is presented in linear situation. It is also useful when there is enough time to think about and make organizational decisions and for note takers whose skills are super and sharp.

61 Note Taking Method Mapping Method Description A graphic representation of lecture material relate each fact/idea to other facts/ideas. The student can do this one of two ways: 1. Take notes anywhere on the paper; after class, circle ach point or fact and then draw lines and arrows to connect topics and facts. 2. Or write the main point, list the subpoints on the paper, and write details underneath After class connect the information using lines or arrows. In both cases information from the textbook should be added after class. Situations in Which to Use This format can be used when lecture content is heavy and well-organized or with a guest lecturer. It can also be used when the student doesn t know how material will be presented

62 Note Taking Method Block Method Description Write the first main point, or heading, on the left side of the paper. On the next line (with an indention) begin writing the notes phrases continuously across the lines. Separate the details with dashes (-), slashes (/), or semi-colons (;). Skip a line between each new heading or topic and indent the new line. The student can leave extra space to add notes from the textbook after class. Situations in Which to Use Use the Block Method for virtually any lecture format. It s especially useful when the lecture is fast-paced and/or full of content.

63 Note Taking Method Modified Block Method Description Instead of writing the details continuously on the same line, each detail gets its own line. Continue to skip at least one line between each heading or new topic. This method looks less cluttered and appears to be more organized; it also makes reviewing notes easier and the notes can be photocopied then cut out and glued to index cards for easy flash cards. Situations in Which to Use Use the Block Method for virtually any lecture format. It s especially useful when the lecture is fast-paced and/or full of content.

64 Choosing a Note Taking Strategy, Activity In groups of six, assign roles: One participant is the lecturer and five are note takers. Each note taker uses one of the note taking methods: Cornell, Outlining, Mapping, Block, and Modified Block. While the lecturer speaks for 5 minutes on a topic, using content from a text, web source or personal knowledge, group members take notes consistent with the method assigned.

65 Choosing a Note Taking Strategy, Activity continued Following the lecture, review the formats used and compare and contrast the different methods. Discuss the strengths and weaknesses of each Which was most effective for the type of content and setting of the lecture?

66 Summary Lecturing is the primary method of information delivery in the postsecondary setting. Because the format is very different from high school to college, students need to learn how to take notes before they embark on the path to higher education. There are many different formats to use to take notes.

67 Summary, continued Students need to develop the skills to evaluate the lecture format and then choose and effectively use the note taking system which best fits the format. They also need to learn what to do with notes they ve taken, after the class is ended. Through direct instruction and practice in high school, the students will be more likely to be successful in the college setting.

68 Session Evaluation A form for participants to evaluate the session is available in the Facilitator s Guide.

69 Focus and Reflection Questions 1. Students need a great deal of help in determining what to write down. How do they know what s important? What are cues teachers may use to clue them in?

70 Focus and Reflection Questions, continued 2. Students also need further guidance in using their notes and getting the most out of a college course. What else can they do to ensure greater understanding-get to know instructors, making study guides from notes, form study groups or note sharing groups, etc.

71 Application & Extension activities Activities for the Classroom 1. As an introduction to note taking, the teacher presents a lesson on a particular topic asking the students to refrain from taking notes. The next day the students are given a quiz over the material. After the quiz, the teacher presents on a similar topic, but this time the students are instructed to take notes. (The teacher may choose to collect the notes at the end of the period to prevent students from studying overnight.) A second quiz is given the next day and the scores are compared.

72 In theory, even without studying, the students will do better on the second quiz simply because they took notes. 2. Teach a lesson without writing all the notes on the board or using a PowerPoint. In either case, the students should be required to practice taking notes simply by listening to the instructor, preferably using one of the methods described in this module. Then ask the students to trade notes with a neighbor.

73 In different colored ink, they can read through the other person s notes and add any information that they remember from the lecture but wasn t recorded. This process can be repeated several more times with different partners. 3. Have students practice a different note taking format per week for 5 weeks. At the end of each week, have them share their notes with a partner and allow the partner to critique them. (This would require a rubric, checklist, or some other way to measure accuracy.)

74 Application & Extension activities Activities for a Full-Day Workshop 1. One area in which students often need note taking instruction is in lectures which primarily use PowerPoint to present information. Many students simply print the slides and use them to study from without adding any extra information that the instructor might present. Often, college professors will use the slides to bring up key points or topics and then elaborate on them during the lecture. Students who fail to take notes on the examples, illustrations, or explanations will miss key information.

75 Application & Extension activities, continued 2. After the 5 styles have been introduced, have the teachers continue the workshop taking notes using one of the methods. Provide them with an evaluation tool (rubric, checklist, etc.) to grade themselves on their use of the format.

76 Self-Assessment A self-assessment with response feedback is available at Participants may take this assessment online to evaluate their learning about content presented in this module.