Note-Taking Lecture Styles and Tips

Note-Taking Lecture Styles and Tips - Eective Note Taking...

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Unformatted text preview: Eective Note Taking Customizing your notes for class Iden=fying your professor’s lecture style could help you take more effec=ve notes. Topic Style Series of Events Style Topic is followed by an iniIal step/stage/event related to the topic. AddiIonal steps are then introduced and explained. KEY WORDS: IniIally, Followed By, Then, Later, AQer, CulminaIng, Last, Intermediate The T Chart: The Venn Diagram: apples oranges diffe renc es Two things idenIfied that will be compared and contrasted. KEY WORDS (suggest similarity): correspondingly, counterpart, equal to, resemble, just as. KEY WORDS (suggest differences): however, anFthesis of, disparity, on the contrary The Outline: I. Elephants (topic) A. African species (sub ­topic) B. Asian species (sub ­topic) si m ilar i =e s Compare ­Contrast Style diffe renc es Topics are followed by associated subtopics. KEY WORDS: One, Second, Next, Finally Many lectures are structured this way. FORMAT: Topic ­ many subtopics ­ many more explanatory samples/materials. Try to focus on the main points and find the connecIons that way. Pay aKenIon to verbal cues for assistance. The bulleted list: 1. 2. 3. The Imeline: 1900 1920 1930 1940 Cause ­Effect Style A cause begins the conversaIon, which is followed by one or more effects that are related to that cause. Details may be included for some of the subsequent effects. KEY WORDS: Since, Thus, Therefore, Consequently, On Account Of, As a Result Excess CO2 (arrows point to results) Global Warming Hurricane Katrina Extreme Winters Adapted from www.how ­to ­study.com and www.studyskills.soton.ac.uk , 2010 What Kind of Learner Are You? Some Study Techniques are more effecIve depending on how you learn best. Visual Learners: Mind ­Mapping •Involves finding paJerns vs. lis=ng ideas •Can be useful for making notes and planning essay answers •Topic in middle of page with major points branching out from the middle •Connect ideas/points from different branches Auditory Learners: Cornell System •Allows you to capture general ideas •Use your own abbrevia=ons to save =me. AQer lecture, write down key words in summary column (leQ margin) General Note Taking Suggestions Before Lecture: •The closer to the front of the class you sit, the fewer the distrac=ons. •Use a large notebook, not a =ny pad. During Lecture: •Think before you write. •Leave spaces blank between topics/points so that you can fill in informa=on when you review/do homework or study. •It is impossible to write everything the professor says. Not everything is of equal importance. •Listen for inflec=ons, lis=ng of ideas/points, pauses, repe==on of ideas/points, “You may see this on the midterm” and other verbal cues which indicate what the professor this is noteworthy. •Jot down important facts, dates, formulas, etc. in the margin for easy reference later. A?er Lecture: •Recopying notes should be the process of re ­reading notes and thinking about them. Ideally, you will find new ways of looking at the subject maJer by reviewing your notes this way. •Review the notes you just took 10 ­15 min aQer class. You will be more likely to retain the informa=on which will help at exam =me. •Many tests require you to think cri=cally about the material. Be sure to write down more than just the facts. Find connec=ons between lectures and readings. Adapted from www.how ­to ­study.com and www.studyskills.soton.ac.uk, 2010 ...
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