Improve_Performance_with_Effective_Note_Taking_Rev_SP19.ppt
- 2. • Note taking helps students to focus on and better remember what is said in class. • Good notes help students organize and process data and information. • College professors often test students on how well they captured information from lectures
- 3. Reduce the amount of words you write! For example ex… Speaker says: “Hippocrates, a Greek who is considered to be the Father of modern medicine, was Born on the island of Cos in 460 B.C.” Notes say: “Hippocrates (Gr.) Father of med. B. Cos 460BC”
- 4. • We lose 80% of what we hear if it is not reviewed within a few hours • Identify any questions for peers, the next class, or to ask the professor • There is not enough time to absorb all the information given in class if it’s not reviewed on a regular basis • Think: “If I were tested on this lecture tomorrow, would I ace it?” Make it so! TAKE TIME EVERY DAY TO REVIEW NOTES
- 5. • Frees you up to write in quick, shorthand during class • An excellent test-prep strategy for reinforcing information • Better than re-copying, this time you’re digesting & rephrasing – Great for Kinesthetic learners – Can catch ??s, gaps, look-up words – Prompts higher-level questions – Saves hours of studying and review the days before test
- 6. There are numerous methods. The most widely acclaimed technique is “CORNELL” • Can be a variety of formats: e.g. outline, narrative, concept maps For all, be sure to have one notebook for each class. Binders are ideal for inserting handouts, and combing class notes with textbook notes •Leave spaces for relevant doodles •Paraphrase •Capture anything on the board •Note anything the prof emphasizes as important
- 7. • Cornell note-taking stimulates critical thinking skills. • Helps test-preparedness & recall by having you engage with the captured information and review and process it 3 times. • Writing helps solidify info retention
- 8. • Developed at Cornell University in response to frustration over student test scores. • Meant to be easily used as a test study guide. • Adopted by most major law schools as the preferred note taking method.
- 9. First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes 2 1/2” 3 to 4 sentence summary across the bottom of the last page of the day’s notes
- 10. Subject: Why take Cornell notes? Date: 11/20/14 P PR RO OC CE ES SS S ( (o ou ut tp pu ut t) ) M Ma ai in n I Id de ea as s ( (i in np pu ut t) ) How can Cornell notes help me organize my ideas? When write key questions? ~Can provide an outline of chapter or lecture. ~Can be as detailed as necessary. ~Useful when information is presented linearly ~After reviewing notes, write questions that are the question “What is/are…(Subject)?”. ~Creates a useful study guide CORNELL NOTES ~After writing questions, write a summary of what answered by the information in your notes you learned in three to four sentences that answers, …summary?
- 11. Subject: Why Use Concept Maps? Date: 11/20/11 P PR RO OC CE ES SS S ( (o ou ut tp pu ut t) ) M Ma ai in n I Id de ea as s ( (i in np pu ut t) ) Why use concept maps? What are the pros & cons? ~Can be used to provide a "big picture" of the chapter or lecture. ~Organized by main ideas and sub-topics ~Limited in how much detail you can represent. ~Simultaneous —you can use this method for instructors who jump around from topic to topic. ~After class, add keywords & questions to the side ~Can be usedto get a quick overview of important info & to determine whether you need more information or need to concentrate your study on specific topics. CONCEPT MAPS
- 12. (Diagram copied during lecture) (Questions about it ) • How do the ticks find the cattle? • Why don’t the ticks usually kill their host? • How could tick infestations in cattle impact humans?
- 13. Recall Clue Column Record Column Propaganda Techniques in Advertising Define "Propaganda" Intro Propaganda used by politicians, writers. Also by advertisers. Def: Messages intended to persuade audiences to adopt a certain opinion. List 4 common tech. used by advertisers Advertisers use propaganda. 4 techniques common. 1. Testimonial Def: Celebrities used to pitch idea, sell product; Audience associate star qualities of celebrity w/ product. Define & explain "testimonial" technique Ex. Michael Jordan sells Nike shoes 2. Bandwagon Def: Encourages people to buy b/c e'one is doing it. Ads urge you to get on board; don't get left out. Define & explain "bandwagon" technique Ex. "All over America, people are switching to...." 3. Plain Folks Def: Product associated with ordinary folks like you & me. Ads use "regular", next-door-neighbor types to sell product. Define & explain "plain folks" technique Ex. New mother in hospital uses Tylenol. 4. Transfer Product associated with s'thing that is attractive or respectable. Car ads show gorgeous model - audience transfer feelings about model to car. Ads use patriotic symbols like bald eagle - audience transfers patriotic feelings to product, company. Define & explain "transfer" technique Ex. Wal-Mart claims to sell only made-in-USA products. SUMMARY: Advertisers use propaganda. Propaganda = Messages intended to persuade audiences to adopt a certain opinion. 4 common propaganda techniques used by advertisers: 1. Testimonial: celebrity endorses product. 2. Bandwagon: everybody is buying product. 3. Plain Folks: ordinary, non-glamorous people like us use it. 4. Transfer: transfer feelings of admiration to product.
- 15. Anthropods
- 16. 5 Proper set-up and heading Notes are selectively and accurately paraphrased Use of logical abbreviations Notes have been edited, highlighted, and underlined Questions check for understanding and reflect higher levels of inquiry Summary shows learning by effectively summarizing and reflecting on Information and/or asking questions to clarify or further the thinking 4 Proper set-up and heading Notes are selectively and accurately paraphrased Use of logical abbreviations Questions check for understanding and reflect higher levels of inquiry Has a summary 3 Proper set-up and heading Notes may/may not be accurate; information not always paraphrased Some use of abbreviations Questions check for understanding May/may not have a summary 2 Proper set-up Has some notes Has questions May/may not have summary 1 Proper set-up Has notes Questions on left non-existent No summary 0 Improper set-up; not Cornell notes
- 19. 2. Review & Assess Your Notes • Create test questions from the notes you took • Gaps in your notes? Note what’s missing (and who to ask for it or whether look it up in the textbook) • Info you don’t understand or want to discuss with your teacher/tutor. • Fodder for a paper you need to write 3. Note Any Follow-up Needed 1. Take Notes • Use one side of your notebook; leave spaces
- 20. • Compare notes with a partner. • Talk about what you wrote and why. Look for gaps & missed info. • Create “Assessment” Questions and Follow-ups
- 21. • (Overview: quickly scan) • (Establish a purpose) • (to answer questions) • (Take notes!) • (at short intervals) • (answers to questions with the book closed)
- 22. • Skim the book and chapter 1st. • Look for the pattern in elements like chapter /subsection headings, summary points, graphics • Determine if there is an index, a glossary, and/or a summary • at the end of the chapter Be Aware of Textbook Organization
- 23. Be an Active Reader • Increase how well your brain retains – If there’s a summary at the end of the chapter, start there first to clue your brain to what’s important. – Turn headings into questions – Try to answer them mentally, then find the answers and add put them in your notes
- 24. Be an Active Reader • Think about the reading – Consider how the parts relate to the whole; how the text relates to previous ideas – Create questions about new words/ terms, why emphasized points are important – Examine what you have learned from visuals
- 25. • Become familiar with the font, symbols, borders, graphics, colors, and layout that highlight main ideas or terms • Be alert to the writer's goal: highlight ideas/ references /opinions that seem significant to their point of view Use the text style to identify important points
- 26. • Include headings, key terms, & graphics • Take down only the important ideas: brief, but clear • Write potential test questions • Summarize in your own words • Use symbols for visual reminders and emphasis • Vary use of highlighing colors (Diff. color for examples, vocab…) • Use textbook review study questions Take notes while reading
- 27. Review textbook notes • Identify main ideas • Supplement with details for better understanding • Identify unclear information and/or questions - collaborate for answers • Write a summary
- 28. • Use discussion topics/questions organize your notes • Use symbols for important ideas • Pay attn. to what remarks the professor clearly approves of (even your own) and write those down • Develop questions to review later • Add references to text examples as presented • Jot ideas you want to share as they come to mind
- 29. • Look over notes for at least 10 minutes within 24 hours of taking them. • Go back over notes regularly to keep information and questions still unanswered fresh in mind • Recite information from notes (as you’re walking around) Review
- 30. • Cover the right side of your notes; review and answer study questions • Write out answers for added reinforcement • Quiz yourself out loud Make use of the Study Guides You’ve Made
- 31. • Write summaries of the most important material—esp. if you expect to have essay questions • Write anticipated test questions beyond those already written (and then write out answers) • Write a quiz for others using • notes; exchange and correct Write!
- 32. • Exchange notes with others to flesh out information and understanding • Use notes in study groups to provide a common ground of material for reference and review • Rewrite notes if necessary Study in a Group
- 33. Presentation originally designed by Paul Bullock, Senior Program Specialist & Anne Maben, AP Science Coach Revised and Adapted for Dickinson College by Marni Jones Dean and Director of Strategies, Organization and Achievement Resources (SOAR) and Access and Disability Services (ADS)