Note making2
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This document discusses effective note-taking and note-making strategies for students. [1] It emphasizes that note-taking is a cognitive process and different modalities like listening, speaking, viewing, reading and writing all involve thinking. [2] It recommends explicitly teaching students note-making processes and using modeling to show them how to organize and make sense of information. [3] Different structured note-taking methods are described like Cornell notes, concept mapping, and split-screen notes that help students relate, summarize and apply content.
Note making2
- 1. Note-Taking - Note-Making Knowing The Tools for Becoming An Insightful Note-Taker Becoming A Thoughtful Note-Maker
- 2. Literacy is cognition. • Listening process as thinking • S peaking process as thinking • Viewing process as thinking • Reading process as thinking • Writing process as thinking
- 3. Are WE C h ange Age nts ? • With ou t m od e ling s tu d e nts will continu e to d o wh at th e y h ave b e e n d oing. • S ocie ty b om b ard s th e s tu d e nt with vis u al, au d itory and p rint m e s s age s wh ile th e s ch ool ignore s s h owing th e s tu d e nt wh at th e b rain s h ou ld “d o” with th e s e m e s s age s .
- 4. Purpos e: B egin with end in mind • What is essential learning? • What is final “task” – What will student do? • What is most effective/efficient tool to fulfill the purpose • How can learning best be scaffolded?
- 5. Taking Notes: • Responsive • E xact information is purpose • C ognation is negligible 5. Hand the students teacher generated notes 6. C opying information does not generate learning
- 6. Making Notes • Generative • Thinking is purpose 4. Model process and appropriate “recording system” to achieve purpose a. Outline – Harvard Hierarchical b. C olumn Notes – C ornell, Double-E ntry c. G raphic organizer
- 7. The Journey • In the end a note-maker will replicate thought processes (ideas, insights, inquiries) in words, phrases, images,, symbols to accomplish or satisfy purpose • In the beginning a note-maker needs a framework, scaffolds, to maintain focus and define purpose
- 8. Remember Learning S tyles • “Different texts and different individuals call for different techniques.” S trong Remember Modeling • “S how students how you think your way through the process.” S trong
- 9. C orne ll N ote s • D ou b le e ntry form at – Le ft colu m n can b e qu e s tions , top ics , te rm s – R igh t colu m n re s p ons e • C re ate s e ffe ctive s tu d y gu id e • M ay re p licate te xt form at: title s (top ics ), s u b title s (as qu e s tions ), d e tails • Aid s te xt s u m m ary
- 10. C once p t M ap p ing • R e lational s tru ctu re b e twe e n ce ntral id e as , top ics , conce p ts or e s s e ntial qu e s tions and s u p p orting d e tails • C re ate s vis u al of re lations h ip inform ation • F acilitate s inte rre lating/ conne cting d e tails • O rganize s conce p ts and d e tails for ap p lication tas ks – e valu ation and s ynth e s is
- 11. Th e P os s ib ilitie s Are E nd le s s • S p lit-s cre e n N ote s • Ad d s op p ortu nity for vis u al (circu latory s ys te m , ce ll p arts , word p rob le m in m ath ) • Aid s s u m m arizing • U s e fu l wh e n th e final p u rp os e is a p rod u ct – d iagram , ch art, p os te r • C om p are -contras t ch arts • C au s e -e ffe ct ch arts • P rob le m -s olu tion ch arts
- 12. N ote -m aking re qu ire s p roce s s : 1. Activate p rior knowle d ge 2. P ractice active lis te ning, vie wing or re ad ing • P u rp os e , P re vie w, P lan - b e fore • Vis u alize , C onne ct, Q u e s tion – d u ring • R e fle ct, R e vis it/ e re ad , U s e - afte r R
- 13. N ote -m aking R e qu ire s Ins tru ction • D e p artm e nts s h ou ld look at p u rp os e s and s e le ct ap p rop riate tools • Te am s s h ou ld look at com m on p u rp os e s – cou ld th e E LA te ach e r m od e l and p ractice com m on tools for conte nt te ach e rs to re qu ire ap p lication • Te am s can re grou p (E LA and m ath in d ou b le room s ) to attack tools u niq u e to th at d is cip line