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Note Taking 101

Note Taking 101. Developed by Elisa P. Paramore STUDENT SUPPORT SERVICES COUNSELOR. Why Take Notes. Develops sense of listening Helps reader recognize main points and understand how material organized Helps provide indication as to what will be on tests

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Note Taking 101

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  1. Note Taking 101 Developed by Elisa P. Paramore STUDENT SUPPORT SERVICES COUNSELOR

  2. Why Take Notes • Develops sense of listening • Helps reader recognize main points and understand how material organized • Helps provide indication as to what will be on tests • Helps student stay focused on material • Provides way for student to be active participant in learning process • Helps to sort out most important material • Becomes study aid, memory device, and instrument used for review and recitation of material 2

  3. What Helps Note Taking • Be alert so you are aware and prepared for content and situation • Be orderly so you can process lecture during class and review material later • Be systematic so you can establish a pattern and won’t miss important material • Be up to date so that you get all material needed • Review notes ASAP after taking them • Review previous day while waiting for class to start • Looking over new material to be covered helps orient you to material that will be presented • Review on weekly basis 3

  4. What Helps, cont • Don’t try to write down everything- concentrate on “meat” • Write down key words or short sentences • Use own words without changing meaning • Use abbreviations where possible- put key at top of paper or on the side so you can determine what abbreviations or symbols stand for

  5. Note Taking Methods • 5 basic note taking systems: a. Cornell Method b. Outline Method c. Mapping Method d. Charting Method e. Sentence Method

  6. Cornell Method • Involves making 2 ½” column on left side of paper for clues and use other 6 ½ “ column for recording whole lecture • Can be used in any situation

  7. Outlining Method • Involves progressive indentation • Use if lecture presented in outline format • May be used in deductive (general to specific) or inductive way (specific to general)

  8. Mapping Method • Provides visual representation of material and shows how ideas are related • Maximizes participation • Affords immediate knowledge • Emphasizes critical thinking

  9. Charting Method • Involves making chart with columns • Record words, phrases and main ideas under appropriate column heading • Use when lecture material distinct, such as when it is in chronological order and when test will focus on facts and relationships • Provides for easy review for memorization and comparisons and relationships between ideas

  10. Sentence Method • Involves writing new facts on separate lines and numbering progressively • Gets more information down

  11. What If Instructor Talks Too Fast • Come prepared- preview material to be covered • Focus attention on key points- write down key words and phrases- revise notes immediately after class • Exchange notes with classmates on regular • See instructor after class, show him/her what you missed, ask questions

  12. Too Fast, con’t • Leave large empty spaces- use symbols that will help you remember information missing • Ask for permission to use tape recorder • Take detailed notes on reading- leave plenty of space for lecture notes • Ask instructor if he/she giving lecture at another time and if you can attend • Ask questions in class

  13. Clues to Look and Listen For • Material written on the board • Repetition • Emphasis by tone of voice, gestures or amount of time and number of examples given • Word signals (2 points of view, the third reason, in conclusion) • Reviews at beginning and/or end of class

  14. Conclusion I hope this information has been useful in helping you learn how to take notes more effectively. If you are viewing this online, please come by Student Support Services, Malone Hall 116, and pick up an Academic Seminar Evaluation form to fill out and turn in, or you may fill out the form online by returning to the main screen of the Student Support Services webpage and clicking the “Forms” tab on the left and then clicking on “Academic Evaluation Form”. After completing the form, simply click “Submit” and it will be sent toHannah Yohn. If you have any suggestions for future seminar topics, please seeHannah Yohnor another Student Support Services staff member. https://forms.troy.edu/forms/dothan/sss_Academicseminarevaluation.html

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