strategic note-taking visit the dr. boyle’s strategic note-taking website at: for training...
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Strategic Note-Taking
Visit the Dr. Boyle’s Strategic Note-taking website at:
http://sites.temple.edu/snotetaking/cues-strategy/
for training materials and more…
SupportThis research was
supported by Grant R32A110087 from the Institute of Education
Sciences (IES), U.S. Department of Education.
Strategic Note-taking Intervention was developed to help students record important lecture information and better notes.
How well does it work?
Students who used strategic note-taking during a simulated lecture, recorded more important lecture points, more vocabulary, more words, and performed better on the lecture test, than students who used conventional note-taking.
What makes Strategic Note-taking work?
•Must put forth your best effort•Students who record important lecture points and lots of notes do well on tests
Materials Needed• Hand out the CUES+ Strategy sheet (one per
student) – decide whether you will teach the CUES+ for Study step or CUES+ for Share step (explained in next slides).
• Handout the appropriate CUES+ strategy note-taking paper (either Study or Share)
• Obtain the practice lecture video “Frogs and Toads” and script which lists lecture
points• Read and use the Strategic Note-taking Training
Manual (Directions)
Practice
• Use the “Teacher Cued Lecture Points - Practice Sheet” to practice with students. Read the statements (i.e., lecture points) and ask students to determine if it is cued or non-cued. If it is a cued lecture point, have students tell you which type (importance or number) of cued lecture point.
Study•Study your notes after the lecture by reviewing them three times. • After each review, place a checkmark in the box.
Share• Share your notes with classmate by explaining your notes to them and placing a checkmark on one box.
• 4 minutes activity
• Explain your notes to partner and both of you place one check mark in first box on each page of your own notes
• Partner explains his/her notes to you and you both place check mark in second box on each page of your own notes
+•Add or use abbreviations, pictures, or symbols to personalize your notes. Think texting…
• And (&), Miles per hour (mph)• Between (b/t), Example (ex)
Abbreviation Rules• First 4 letters then .• Example- temperature, temp.• Initials- two first, first letter of first word, first letter of second word• Example- United States, U.S.
Next Steps• Students should study the CUES+ strategy
steps and be able to recite them with 100% accuracy.
• Use the verbal rehearsal quiz to assess each student’s mastery of the CUES+ steps
• Once students can recite CUES+ steps with 100% mastery, use the practice lecture video (“Frogs & Toads”) so students can practice the CUES+ strategy using strategic note-taking paper while viewing the simulated lecture, Frogs & Toads. Begin by modeling how to record notes of the first few minutes of the video. Pause it and review your notes. Next have students practice, periodically stopping to review what they recorded in their notes.
For More Information• Visit Dr. Boyle’s Strategic Note-taking
website at:
• http://sites.temple.edu/snotetaking/cues-strategy/
• The website contains free materials, training videos, modules for 7th & 8th grade science, lecture videos and lecture scripts for 7th & 8th grade science, pretest and posttest for each science module, publications, and much more…..
For More Information• Also see the following selected publications:
• Boyle, J. R., Forchelli, G. A., & Cariss, K. (2015). Success for ALL students: Note-taking in content area classes. Preventing School Failure, 1-10. Advance online publication. doi:10.1080/1045988X.2014.903463
• Boyle, J. R., Rosen, S. M., & Forchelli, G. A. (2014). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 1-20. Advance online publication. doi: 10.1080/03004279.2014.929722
• Boyle, J. R. (2013). Strategic note-taking for inclusive middle school science classrooms. Remedial And Special Education, 34, 14-26. doi: 10.1177/0741932511410862
• Boyle, J.R. (2012). Note-taking and students with learning disabilities: Challenges and solutions. Learning Disabilities Research and Practice, 27(2), 90-101. http://dx.doi.org/10.1111/j.1540-5826.2012.00354.x
• Boyle, J. R. (2011). Thinking strategically to record notes in content classes. American Secondary Education, 40(1), 51-66.
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