Note Taking

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 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

11. 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 ?

12. 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  

13. 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.

14. 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)

15. 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.

16. 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. 

17. Strategies to increase comprehension and improve note-taking Use symbols and abbreviations Develop a system of symbols and abbreviations; some personal, some from your courses Be consistent when using symbols and abbreviations

18. 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 

19. 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)

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

21. 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.

22. 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.

23. Note taking SYSTEMS

24. 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."

25. 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.

26. 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.

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

28. 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.

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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.

36. 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.

37. 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

38. 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.

39. 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.

40. 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."

41. 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

42. 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.

43. 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.

44. 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.