Childrens Literature and Literacy

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note_taking [2022/03/30 19:54] – 76.23.135.43note_taking [2022/03/31 13:27] (current) – 149.152.191.2
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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, "Cornell Notes." Often you hear nothing. Much like the comprehension strategies, or background knowledge of students, Too often teachers assume someone else teaches note taking. 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, "Cornell Notes." Often you hear nothing. Much like the comprehension strategies, or background knowledge of students, Too often teachers assume someone else teaches note taking.
  
-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 notetaking, however, you get explicit evidence of students growth in their ability to find a main idea while using research based methods to increase retention of knowledge. You basically teach students the "words" and "strategies" of notetaking by teaching notetaking.+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 note-taking, however, you get explicit evidence of students growth in their ability to find a main idea while using research based methods to increase retention of knowledge. You basically teach students the "words" and "strategies" of notetaking by teaching notetaking.
  
 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.
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 ===== Common Challenges in Note Taking ===== ===== Common Challenges in Note Taking =====
  
-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 ntoebooks 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.+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.
  
 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. 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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 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. 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.
  
-Collect and measure note taking but provide feedback and assess for growth. This often means having students reflect on notetaking highlighting, conferring with students, or having students count their specific use of note taking strategies. +Collect and measure note taking but provide feedback and assess for growth. This often means having students reflect on note-taking highlighting, conferring with students, or having students count their specific use of note taking strategies. 
  
 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.  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. 
  
-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. +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.
  
 +=== Utilize Journals ===
 +
 +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, and histories (Moje, 1999). 
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 +When it comes to note taking we must "choose a different path than the one it has been on" (Hinchman & O'Brien, 2019). We need to move beyond the single text book and get studnts writing and reading texts of the discipline.
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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.1648670062.txt.gz · Last modified: 2022/03/30 19:54 by 76.23.135.43