note_taking
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| note_taking [2022/03/30 18:36] – [What Do Good Note Takers Do?] 76.23.135.43 | note_taking [2022/03/31 13:27] (current) – 149.152.191.2 | ||
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| ===== What Do Good Note Takers Do? ===== | ===== What Do Good Note Takers Do? ===== | ||
| - | When teaching comprehension learners need to understand both content and organization. Note taking does both and much like [[reading | + | When teaching comprehension learners need to understand both content and organization. Note taking does both and much like reading |
| Good note takers produce effective and organized work. This often involves matching the [text structure] to a note taking technique. The notes are often easily accessible and legible after the fact. | Good note takers produce effective and organized work. This often involves matching the [text structure] to a note taking technique. The notes are often easily accessible and legible after the fact. | ||
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| If you ask a room full of students to reflect on how they learned note taking in school one or more may refer to a specific note taking method and shout out, " | If you ask a room full of students to reflect on how they learned note taking in school one or more may refer to a specific note taking method and shout out, " | ||
| - | Teachers often assume students can quickly identify the main idea of the text. This tool comes from the strategy toolbox and students must learn how to apply [[text structure]] to skim a text before taking notes. They must learn how to identify implicit and explicit main ideas in a variety of genres. Students need to build background knowledge. By teaching | + | Teachers often assume students can quickly identify the main idea of the text. This tool comes from the strategy toolbox and students must learn how to apply [[text structure]] to skim a text before taking notes. They must learn how to identify implicit and explicit main ideas in a variety of genres. Students need to build background knowledge. By teaching |
| Educators also assume students know key academic terms such as justify, rank, therefore, median, and compare. Writing down words without knowing the meaning does not increase comprehension. As an educator note important academic language in the text. You may want to include a vocabulary work bank to fight this assumption. Highlight and explicitly use and require use of these key words in student notes. | Educators also assume students know key academic terms such as justify, rank, therefore, median, and compare. Writing down words without knowing the meaning does not increase comprehension. As an educator note important academic language in the text. You may want to include a vocabulary work bank to fight this assumption. Highlight and explicitly use and require use of these key words in student notes. | ||
| + | High school and college classrooms often rely on oral lectures. Students do not identify important details in oral lectures. In order to teach students to take notes during lectures educators should use a predictable text structure in their talk and audio cues when getting to key details. Make sure to always define key terms. | ||
| + | ===== Common Challenges in Note Taking ===== | ||
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| + | People often assess note taking skills incorrectly. Simply requiring a note-book check in NO WAY models, teaches, or requires the use of note-taking skills. When educators collect notebooks and grade them on a checklist of required papers in a specific order the assessment lacks validity. It grades organization and not notetaking. Some note takers do not effectively organize notes. This may be part of an assessment criteria but it should not be the goal of the measurement tool. | ||
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| + | Recording information from board, PowerPoint, or Interactive White Board eats up instructional time.It also does not provide much more instructional value than copying and pasting the notes without any reflection. Note taking must occur before, during, and after reading with a purpose in mind. Overall taking notes does not equal learning. | ||
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| + | ===== In the Classroom ===== | ||
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| + | First you Introduce students to multiple methods. Over time allow students to develop their own system. Encourage students to think about [[text structure]] when scanning the text before reading. Provide them a purpose for reading any text assigned in school. The organization and content will dictate the types of note taking structure you teach. | ||
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| + | ==== Common Note Taking Methods ==== | ||
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| + | * Bullet notes (this example) Just a series of taxonomies (meaning different levels) of marks | ||
| + | * Cornell Notes. A piece of paper divided in 3/4 and a /14 on the hamburger fold with the top bun cut in half along the vertical hot dog fold. An upside down T with a box on top. On the left students group main ideas and concepts. On the right they put details in the categories On the bottom of the notes they write a summary. | ||
| + | * Copy and Pasting-. Not notetaking unless they transform the data. For example I often use the blockquote element and take notes under the quote. | ||
| + | * T-Notes-An upside down T and you can represent either connections, | ||
| + | * Annotations-Teach students to write marginalia, notes in the margins, and to use a codebook to add notes directly to texts. | ||
| + | * Concept Maps-Used for categorical data to demonstrate relationships. | ||
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| + | ==== Teaching Tips ==== | ||
| + | Model note taking and do think-alouds as you take notes. Make the connections back to [[comprehension]] strategies. | ||
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| + | Collect exemplars of notes/. This includes examples of your own notes or examples from other peer students. Have discussions about the text structure and choices people made when taking notes. | ||
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| + | Collect and measure note taking but provide feedback and assess for growth. This often means having students reflect on note-taking highlighting, | ||
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| + | Take advantage of technology. Some really great collaborative note taking tools work. You can use Google Docs to write collaborative notes together or have small groups of students take notes while reading multiple sources. | ||
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| + | Provide explicit comprehension instruction and use notes as way to assess strategy use. Yet also connect lesson in the identifying of explicit and implicit main ideas to note taking. | ||
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| + | === Utilize Journals === | ||
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| + | We often assume note taking as a set of hegemonic skills that cut across the content areas. Yet recent work in the field of [[disciplinary literacy]] has demonstrated the unique ways of meaning making in science, English, mathematics, | ||
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| + | When it comes to note taking we must " | ||
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| + | [[Journaling]] provides a way to scaffold these unique reading and writing practices so as to reinforce rather than detract from the content taught in the class. | ||
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note_taking.1648665419.txt.gz · Last modified: 2022/03/30 18:36 by 76.23.135.43