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Unformatted text preview: NOTE TAKING 101 THE BASICS IF YOU DO NOT HAVE THE NEXT EQUIPMENT EVERY DAY, WITHDRAW FROM SCHOOL AND GO BACK HOME NOW Everyday Pen/Pencil BIG Notebook Eraser Books 1. Get Ready to Take Notes (Before Class) 1. Get Ready to Take Notes (Before Class) Review your notes from the previous class session before you come to class. This will help you remember what was covered and get you ready to understand new information your teacher provides. Complete all assigned readings before you come to class. Your teacher will expect that you have done this and will use and build upon this information. Bring all notetaking materials with you to class. Have several pens and pencils as well as your notebook. 2. Take Notes (During Class) Keep your attention focused on what your teacher is saying. Listen for "signal statements" that tell you that what your teacher is about to say is important to write in your notes. Examples of signal statements are "The most important point..." and "Remember that . . . " Be sure to include in your notes information that your teacher repeats or writes on the chalkboard. Write quickly so that you can include all the important information in your notes. Do this by writing abbreviated words such as med for medicine, using symbols such as % for percent, and writing short sentences. Place a ? next to information you write in your notes, but about whose meaning you are not sure. 3. Rewrite Your Notes (After Class) Rewrite your notes to make them more complete by changing abbreviated words into whole words, symbols into words, and shortened sentences into longer sentences. Make your notes more accurate by answering any questions you had when writing your notes in class. Use your textbook and reference sources to obtain the information you need to answer your questions. If necessary, ask your teacher or other students for help. Check with other students to be sure you did not leave out important information. Having good class notes will help you to be better prepared for tests. TEACH ME Remember: the responsibility for interest and understanding lies with you, not with the speaker. Learning is up to the learner. If you simply want to sit passively and blame the speaker for your lack of success, then you're not a serious learner. METHODS OF NOTE TAKING 1 The cornel Method 2 Mapping 3 outlining The cornel Method Record Simply record as many facts and ideas as you can in the six-inch column. Do not be concerned with getting every word down that the lecturer says or with writing your notes grammatically correctly. Learn to write telegraphic sentences or a streamlined version of the main points of the lecture by leaving out unnecessary words and using only key words. To ensure that your notes make sense weeks later, after the lecture is over, fill in blanks or make incomplete sentences complete. Reduce (or question) After you read through your notes, your next step is to reduce important facts and ideas to key words or phrases, or to formulate questions based on the facts and ideas. Key words, phrases, and questions are written in the narrow column left of the six-inch column. The words and phrases act as memory cues so that when you review them, you will recall the ideas or facts. The questions help to clarify the meanings of the facts and ideas. The Cornel Method 2 Recite Recitation is a very powerful process in the retention of information. Reciting is different from rereading in that you state out loud and in your own words the facts and ideas you are trying to learn. It is an effective way to learn because hearing your thoughts helps you to sharpen your thinking process; and stating ideas and facts in your own words challenges you to think about the meaning of the information. When reciting, cover up your notes in the six-inch column, while leaving the cue words and questions uncovered and readily accessible. Next, read each key word or question, then recite and state aloud, in your own words, the information. If your answer is correct, continue on through the lecture by reciting aloud. Reflect Reflection is pondering or thinking about the information you have learned. Reflecting is a step beyond learning note content. It reinforces deeper learning by the relating of facts and ideas to other learning and knowledge. Questions like the following enhance reflecting: How do these facts and ideas fit into what I already know? How can I apply them? How is knowing this important? What is the significance of these facts and ideas? Review The way to prevent forgetting is to review and recite your notes frequently. A good guideline to follow is to review your notes nightly or several times during the week by reciting, not rereading. Brief review sessions planned throughout the semester, perhaps weekly, will aid more complete comprehension and retention of information than will cramming the day before a test. It will cut on stress too! Recapitulate The recapitulation or summary of your notes goes at the bottom of the note page in the two-inch block column. Taking a few minutes after you have reduced, recited, and reflected to summarize the facts and ideas in your notes will help you integrate your information. The summary should not be a word-for-word rewriting of your notes. It should be in your own words and reflect the main points you want to remember from your notes. Reading through your summary(ies) in preparation for an exam is a good way to review. There are three ways to go about summarizing: Summarize each page of notes at the bottom of each page. Summarize the whole lecture on the last page. Do both 1 and 2, in combination The cornel method 3 Sentence Method Every new thought is written as a new line. Speed is the most desirable attribute of this method because not much thought about formatting is needed to form the layout and create enough space for more notes. Also, you must number each new thought. Map it out Mapping Here, ideas are written with lines connecting them together in a tree-like structure. Mind Maps are commonly drawn this way, but with a central point, many colors, little graphics and anything that helps to visualize the information easier. The Mind Map starts with a purpose or goal and then identifies all the ideas that contribute to the goal. It is also used for planning and writing essays. Mapping Example Outlining I. Topic sentence or main idea A. Major points providing information about topic 1. Subpoint that describes the major point a. Supporting detail for the subpoint Patterning: flowcharts, diagrams Listing, margin notes, highlighting Hints Ask the prof if you can tape record the lecture [old style] Get the notes you missed from a friend and let them look at your notes. Talk to the professor if you need clarification Abbreviate Drop the last several letters of a word. For example, substitute "appropriate" with "approp." Drop some of the internal vowels of a word. For example, substitute "large" with "lrg." Tips for Finding Major Points in Lectures The speaker is usually making an important point if he or she: Pauses before or after an idea. Uses repetition to emphasize a point. Uses introductory phrases to precede an important idea. Writes an idea on the board. The BIG 8 OF BAD LISTENING The BIG 8 OF BAD LISTENING Calling the Subject Dull Criticizing the Speaker Getting Over stimulated Listening Only For Facts Faking Attention Tolerating Distraction Choosing Only What's Easy Letting Emotion-Laden Words Get In The Way Problems that arise from notetaking Unfortunately, it is often the case that while students are busy taking notes, they do not pay sufficient attention to what the professor is actually saying or explaining. This fact justifies the use of handouts and conspects printed out in advance and given out to each student. The flip side of this is that notetaking makes learning "active learning" as opposed to "passive learning." When students have nothing to do but listen to the lecture, it is difficult for them to stay alert and attentive all of the time ...
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This note was uploaded on 04/29/2010 for the course STUDY SKIL ACC taught by Professor Simeonfields during the Spring '10 term at American University of Sharjah.

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