TIME AND EFFORT = ACADEMIC SUCCESS

Noteworthy Note-Taking Strategies

Presentation provided by UTPB West Texas Literacy Center, an HSI funded program. HSI is a federally funded program granted by the Department of Education Title V programs.

Developed by Ana Miller, M.A., Reading Specialist

When Should You Note-Take?

During Class Lectures While Reading Textbook Assignments During Class Discussions During Study Group Sessions While Reviewing Previously taken

notes Any time you encounter relevant

information

Why is Note-Taking Important?

Keeps you actively involved and engaged while reading and listening to lectures

Keeps you focused Provides study material for exams Transforms you from a passive observer to

an active participant during class Serves as research references One of the Top Ten Professor suggestions

for academic success here at UTPB

TIPS FOR BECOMING AN ACTIVE LISTENER

Sit close to the instructor Listen for main ideas and for the supporting details Remain alert to recognize when a new idea is being

introduced Keep an open mind-save disagreements for an

office visit Engage in self-talk – Tell yourself that you’re

“getting” all the information Get enough sleep Don’t come to class hungry Fight boredom by adding your own ideas to your

notes

LISTEN FOR “CUE WORDS”

For examples: For example, for instance, to illustrate

For organization or chronological order: The six steps are…, next, finally first, secondly, third

For additional points: Furthermore, in addition, also, moreover

For opposing ideas: On the other hand, in contrast, although, however

For similar ideas: Likewise, similarly, in comparison

More “Cue Words”

For exceptions: However, nevertheless, but, yet, still

For emphasis: Above all, finally, more importantly For understanding: In other words, in essence,

briefly For summarizing: In conclusion, to sum up, for

these reasons, in a nutshell For exams: Remember this, this is important, this

could be on the test Also, pay attention to these cue words and

phrases as you read your texts.

PREPARATION FOR EFFECTIVE NOTE-TAKING

Before going to class, READ homework assignments and TAKE NOTES while you read

Have all of your supplies ready to use. Arrive to class early Write down everything the instructor writes on the

board Write down material that is emphasized on the

overhead or on a Power Point Presentation If possible download a copy of the instructor’s

Power Point presentation, and read over it BEFORE class

NOTE-TAKING TIPS

Take notes in the instructor’s words, but when you study, RECITE them in your own words

Notice whether the instructors’ lectures are taken directly from the text If the lecture and notes coincide, refer to the book to add

necessary and additional information If not, take notes from the text and compare them to your

lecture notes Leave blank spaces to add more information later Leave space between the main ideas and supporting details Take notes until the end of class Write legibly

MORE NOTE-TAKING TIPS

Use an adjusted writing style – combining cursive and print

Use a tape recorder Write meaningful phrases When revising your notes, color-code them Write notes to yourself: See p. 147 of text

for more details Exchange contact information with a reliable

classmate

CREATING A CONSISTENT NOTE-TAKING SYSTEM

Develop your own shorthand methodo Shorten words by omitting vowels:

problem=prblm background=bkgdo Use standard abbreviations in place of

words: with=w without=w/oo Use the first part of a word for the full word:

sociology=soc kinship=K because=BC most importantly=Mo Add symbols, pictures, and drawings to your

notes as you REVIEW. Make them different sizes and colors

NOTE-TAKING FROM TEXT

SQ4R STUDY READING METHOD S – SURVEY Q – QUESTION R – READ R – RECITE R – RITE R – REVIEW

S = SURVEY

To “X-Ray” the “bones” of the chapter: As you survey keep asking yourself - What do

I already know about the topic?

Look at the title. Read the introduction or first two paragraphs

Look over the headings: subheadings, boldface words, titles of graphs, charts, diagrams, etc.

Read the Summary or last two paragraphs Take no more than 5 minutes to survey an

average chapter

Q = QUESTION

To set a purpose and to get actively engaged in reading:

Pose Questions, mentally or in writing, before you read the first section of the chapter

If available, use questions provided by the instructor, your text, or a study guide

Or turn a chapter heading, subheadings, or boldface terms into questions, beginning with “why,” “how,” “what,” “where,” “when,” or “who?”

R = READ

To find the answers to your questions posed in the Questioning step:

Read only a short section, one paragraph to one page, depending on the difficulty of the text

Read quickly and selectively, improving your comprehension by seeking the answers to your questions

R = RECITE

To find out what information you have gained from reading the short section:

Answer your question aloud, in your own words, for an immediate test of your comprehension

If you can’t say it, you don’t know it Reciting is your most powerful tool for

remembering information – it requires thecomplete multisensory concentration needed tomove information from short-term memory intolong-term memory

R = “RITE”

To prepare your notes for later review, follow RECITEwith any of the following steps: If the material is fairly easy, underline or highlight, using the

”telegrammatic” method If the material is detailed or complex, write brief notes in the

margin, in your notebook, or on post-it-notes In either case, record key names, dates, terms, definitions and

ideas Mark any confusing portions for future clarification

NOW MOVE TO THE NEXT SECTION OF TEXT. RETURN TO THE “QUESTION” STEP AND PROCEED THROUGH THE “READ,” “RECITE,” AND “RITE” STEPS

“Telegramattic” Highlighting, Underlining or Note-Taking

Use during the “RITE” step of the SQ4R Study Reading method Objective: Your underlined or highlighted

information and notes should provide you with a sufficient, correct summary of the reading material

Provides focus during note-taking, improving comprehension, review, and recall

R = REVIEW

At the end of the chapter, do an immediate, briefreview to double retention Take about 5 minutes to review the full chapter,

”resurveying” it again by looking over all headings, subheadings, boldface terms, definitions, and major points – adding to your own notes, highlighting or underlining

A week later, review again briefly to strengthen long-term memory

Review each week until you are tested, adding new chapters as they are assigned, to cut study time by up to 90%

WHY USE SQ4R?

In a study, of upper-level students from a major university who used the SQ4R method for a semester--Every student:-Had a higher GPA-Faster reading rate-Improved comprehension-*Spent 30% less time on studying than before

Continually changes the pace, as you read one short section using the QUESTION to READ to RECITE to RITE steps-Prevents boredom-Enhances concentration-Produces greater learning than the usual reading of a full

chapter

Research Shows:Study-Reading Methods Do Work

Reading alone is a short-term memory operation Provides mental organization or structure Sets a purpose for reading Produces sense of accomplishment Creates sense of security Multisensory

The key is repetition!!!

NOTE-TAKING METHOD 1

CORNELL SYSTEM• Draw a 2.5 inch margin down the left side of the page• Leave several inches of space on the bottom of the page for

writing a summary• Include the date and class name on each page• Take notes on the right side of the paper only • After the lecture, use the cue column (left side) to write study

questions, key words, or phrases related to notes on the right side

• Cover up the notes on the right side and use the cue column to test your knowledge

• Write a summary on the bottom of each page• Review your notes immediately and at least weekly• Study the information using flash cards, outlines, hierarchies,

mind maps, etc.

NOTE-TAKING METHOD 2

OUTLINING DURING LECTURES AND TEXT NOTES• Main ideas or topics begin farthest to the left with supporting

details indented below to the right• Levels of importance are indicated by distance away from the

major point• Relationships among categories of facts carried through by

indenting• No numbers, letters, or Roman Numerals are needed• Best used if lecture is presented in an outlined manner• Must have enough time to think about and organize

information• For textbook notes use titles, subheadings, captions, terms, or

paragraphs as categorization guides

NOTE-TAKING METHOD 3

COLUMN NOTES Divide paper into 2 parts

On left side write page number with terms, subtitles, topics Right side write in facts, supporting details, summary,

information from textbook notes Divide paper into 3 parts

o On the far left side 1 ½“, write page numbers that reference the text

o In the middle section, write text book noteso On the far right side, write lecture notes in an organized

formato Provides comprehensive overview of lecture notes and

text notes

NOTE-TAKING METHOD 4

GRAPHICALLY ORGANIZING Also referred to as graphic organizers, mind maps,

hierarchies, webbing, flowcharts, tree diagrams, etc. Graphically and visually connects each fact or idea

to another fact or idea Emphasizes critical thinking Notes can be easily edited, revised, cut apart, and

pieced together Stimulates use of the right side of the brain, thus

maximizing learning

Using Your Whole Brain

LEFT SIDE RIGHT SIDE

Logical Intuitive

Linear Non-linear

Mathematical Visual

Language Spatial

Analytical Creative

Reasoning Subconscious Mind

Conscious Mind

NOTE-TAKING METHOD 4

CHARTING Before lecture, determine categories to

be covered in the lecture Set up a graphic organizer or chart in

advance according to the categories As you actively listen to the lecture, fill

in the chart Write main ideas, phrases, single words

NOTEWORTHINESS OF NOTE-TAKING

Necessary for in-depth learning Multisensory approach – Kinesthetic,

Auditory, Visual Experiment with different methods Find the right fit for you Adjust to suit your needs Practice until note-taking becomes a

habit

References

Burke, J. (2002). Tools for thought. Portsmouth: Heineman.California Polytechnic State University. Student Academic

Services.http://www.sas.calpoly.edu/asc/ssl/notetaking.systems.html

Feldman, Shattles, & McKenzie. (2004).Oracle EDU 1110. Unpublished manuscript, Southern MethodistUniversity, Dallas, TX

Hoyt, L. (2002). Make it Real: Strategies for success with informational texts. Portsmouth: Heineman: 191-196.

Our world today: people, places, and issues. (2003). New York: Glencoe McGraw-Hill: 22-25, 82-85, 192-196.

Leonard, E. (2007). What every student should know about…study skills. New York: Pearson.