Study Skills Note Taking There are basically two types of note taking that a student will be facedwith: • • Making notes in class Making notes as a result of private study and reading There are many ways of writing notes, each with its own advantages and disadvantages, and it is best to try them all to see which method works for you. Certain subjects or topics may lend themselves to one particular method. The most important point is that they are useful later when you wish to re-use them. Why make notes? • • Notes make you concentrate on what you are learning Notes make you put ideas into your own words and so aid understanding Notes help you remember things better Notes are excellent for revision • • Taking notes in class - how to improve your technique Thankfully, fewer and fewer educators dictate notes these days, realising that dictation goes from ears to hand without stopping in the brain in between! However, many adopt a lecture style where students are required to take notes. In such a situation the following may be helpful: • • • • • Don't try to write down everything the educator says Concentrate on picking out the relevant points only Write notes in point form with separate sub headings Develop your own shorthand (see examples below) Leave plenty of space between your notes for later additions Jot down any references given in class to read later Number any handouts issued with a corresponding number in the relevant place in your notes Underline key phrases in red, or with a highlighter pen It is always advisable to date and number each sheet of A4 as you use it Before your next lesson expand on your class notes from text books, etc. using the tips given below • • • • • Finally, always ask the teacher for a further explanation if there is something you do not understand - you can be sure there is someone else in the class who has difficulties too! Task In the first few weeks of your course, listen to the news and make notes on the information given. You should aim to write as little as possible (one side of A4 maximum) identifying the key points of each story. Taking notes from written sources - how to improve your technique Using the SQ3R technique outlined in the Reading section you will have read and absorbed information. The next stage is to make a written record in note form using the appropriate method for you. Below are 5 possible methods you may wish to try: 1. Making notes on books or handouts Advantages o o o Quick Key phrases can be underlined Comments can be added in the margin Disadvantages o o Can only be used if you own the book! You haven't summarised points in your own words to reinforce understanding It is very difficult to revise from these notes later; you will probably have to re-read the whole book/article o In summary, quick in the short term only. 2. Making summary notes or a precis This involves reading all the information, working on each paragraph in turn, re-writing in your own words. A brief introductory and concluding paragraph is advisable. Advantages o o Detailed notes obtained Helps to develop your written style Disadvantages o o o Time consuming Continuous prose is difficult to revise from The salient points do not stand out easily In summary, a useful exercise but not 'user friendly' in the future. 3. Sprays This involves quickly jotting down all your ideas on a subject and linking them up. Advantages o o o Very quick Good practice for essay plans in the examination Makes you think analytically Disadvantages o o May not be suitable for more complex notes Could be difficult to revise from later In summary, very useful in organising thought processes, especially in the exam room but has limitations for general use. Example: A spray about the effects of a strong £ Practice this technique by making a spray about regional unemployment problems 4. Visual and pattern notes This method involves using flow diagrams or 'concept trees' (another name for pattern notes) to record information. Advantages o o o o Can sum up many pages of written notes You concentrate on the fundamentals Very active form of learning Visual images are a great aid to recall o Add a 'fun' element to note taking Disadvantages o o Could be too absorbing! May be difficult to express more complex ideas clearly In summary, a valuable supplement to 'linear notes'. 5. Linear Notes This method involves reorganising information in a written format using your own shorthand and personal style. Advantages o o o Makes you think analytically Aids your understanding Simple to revise from and use later Disadvantages o o Initially quite time consuming Doesn't aid visual memory like pattern notes In summary, initially takes some thought and time but probably most useful method for expressing complex ideas clearly. Some tips! • Use titles, subtitles and bullet points • • • • Avoid lengthy prose Underline key points in red or with a highlighter Produce a summary list/table at the end of a section Don't be afraid to produce tables e.g. Advantages & Disadvantages of... Include topical examples and case study references in your notes as you go along but remember you would only have time to write a paragraph in an examination answer so this is how long it should be! • • Write memory jogs to yourself in the margin e.g. 'Good diagram p 146 in Book X' Develop your own shorthand; useful abbreviations include: Because Therefore Increase Change • U.E. Unemployment i.e. In other words @ At => Leads to Add others of your own. Good Communication Skills: What's in it for me? Procedure The actions of students and teachers and the interactions among and between students and teachers: What students need to do: Students will learn the terminology of good communication. The class will list and examine reasons for using good communication skills. Students will view a video delineating the responsibilities of being a good speaker and then a good listener. Following a classroom discussion reviewing speaking and listening skills students will role-play how to use these skills in different situations. For homework, students will prepare a first draft of a school tour given to a new student. They are expected to be organized in their delivery of this information; using clue words, while showing specific points of interest. This first draft is reviewed by another student in the class, employing certain criteria and the students then edits their first version. A final draft is performed for the class and recorded on videotape for further analysis. Students must remember to speak loudly and clearly, modulate their voice, use facial and body gestures, and clue words while imparting this information verbally. Reviewing the taped presentation will allow all the students and the teacher to evaluate the presentation using an analytic rubric. What the teacher does: The teacher will have all materials needed for classes ready and available. The teacher will facilitate discussion by asking students to list their ideas of good communication skills.Using this list the teacher asks students to describe situations where good communication is beneficial. Students then interpret how poor communication can create problems and list all the things that can hinder good communication. The teacher summarizes the students’ list and facilitates a discussion on how using good communication could affect their future livelihood. The teacher constructs several cooperative learning groups to jigsaw the Communications chapter in Creative Living. This group then cooperatively completes the Communication Terms handout. The teacher gives each group of students different communication situations to analyze. The teacher helps groups to work together and brainstorm alternatives for their situation. The teacher facilitates each group’s responses for the whole class. The teacher shows the Speaking skill portion of the video and gives the students a handout to be completed. Teacher verbally reviews and summarizes the answer for speaking skills handout. Teacher gives students a handout to be completed after viewing the listening skills portion of the video. The teacher reviews and summarizes the answers for listening skills handout. The teacher points out what is entailed in good communication and gives a homework assignment to write a tour of the school to be given to a new student. A classroom discussion defines the purpose of the tour and how each unique individual giving this tour would then emphasize different areas of importance to him or her. The teacher lists the criteria for evaluating a presentation. The teacher asks several students to volunteer to read their rough draft and the class jointly gets the opportunity to analyze these presentations and have a working knowledge of the correction procedure. The teacher encourages each student to review and edit their own draft first before exchanging them with a neighbor. The teacher spot-checks students evaluations of other student’s work and all students are given their work back for final revision. The teacher offers strategies for speaking effectively to a group. The teacher tapes students’ final draft of oral presentations, having reminded them to use appropriate verbal and non-verbal clues. The teacher reviews videotaped presentations using an analytic rubric. Reflects current scholarship and "best" practice: This learning experience reflects the current scholarship and "best" classroom practice in the field of Family and Consumer Sciences by having the lessons primarily student based. The student uses an acquisition of knowledge to construct a written assignment, which is self-edited and then peer reviewed. Each student is given a chance to revise their written work, using clearly defined strategies. The final product is videotaped and again reviewed. Each step of the way uses a distinctly higher level of thinking and problem-solving abilities. Students are encouraged all through this process to reflect on their own skills and abilities and understand how improving these skills will benefit them in their immediate world and in their future. Incorporates technology: This communication skills unit uses technology to enhance learning and to assess student performances. The use of the videotape machine allows the students to be able to view themselves after giving their presentations. In a calm and unhurried atmosphere the students can assess their use of verbal and non-verbal communication skills in giving a (convincing) performance. It allows students to confirm the teacher’s analysis as to the skills still needed to improve. Top of Page