Notes for Success…

1. Notes for Success… Watch Your Language 03/04/2009

2. Paul Clark • Michael Peart

3. Today’s workshop • Notetaker’s role • Benefits of professional note taking • Skills to develop for effective notetaking • Activities • City Lit Note taker Training

4. ? signing notetaking

5. Notes/ Signing

6. Notetaker’s Role • provides reliable, clear, appropriate notes • adapts notes according to students’ needs • promotes Disability Awareness • works independently and with the team

7. Benefits of a note taker • Enables students to focus on lip-reading/ sign language • Notes complement BSL interpretation • Notes act as powerful aid to revision and exam success. • Notes mitigate lack of audio rehearsal • Reinforces study skills – demonstrates effective organisation of information

8. Benefits of a note taker • Empowerment: promotes independence • Social benefits – inclusion & participation • Promotes Deaf/ Disability awareness

9. Note takers cannot • Speak on behalf of a students (unless specifically instructed to do so) • Take part in classroom activities • Provide tutorial guidance • Provide notes for others • Assume any tutorial responsibilities • Accept ad-hoc requests for support • Write indefinitely without a break!

10. Differentiate • Notes made by you, for you. • Notes made by you for someone else.

11. ‘by me, for me’

12. by me, for a student

13. Qualities & Skills

14. Technical skills • listening (comprehension) active • memory & recall • handwriting • layout & presentation: note taking conventions • linguistic dexterity

15. Technical skills: Electronic Note taking • Fast, accurate typing • IT skills

16. N-T Performance dependant upon: • Speed of incoming info • Complexity of incoming info • Skills Set - specifically: Speed of short term memory processing (summary, paraphrase etc.) & writing speed.

17. Note taking Conventions • One side only • Labelling • Black/ blue pen • ‘Full English’ • Jokes, comments, asides • Modify Carrier Language, retain Technical Language

18. Conventions: labelling The top of the first page of any notes should contain the following information. Exactly where you put these is up to you, but aim to be consistent. • your name • student name • page number • date • course title/ code • session title/ code • tutor name

19. Notes – Your Name 1/ - For - Client Name 09/03/07 Note Taking for Disabled Students in Education Course Code: N-T 1 Tutor: Paul Clark

20. Conventions: labelling Subsequent pages should include • your initials • student initials • page number • date • course title/ session title/ module code etc.

21. YN 2/ - CN N-T 1 09/03/07

22. Handwriting • Assume your client appreciates tidiness and legibility. • Aim to improve • Life-long improvement Use Cursive: avoid ‘ALL CAPITALS’ unless requested • Keep It bland, adapt as appropriate • Feedback: self/ peer/ client • Will improve as other skills develop

24. Personal & Interpersonal skills • A quiet, unobtrusive presence in the class • Negotiation & liaison: establishing effective working relationships • Boundaries • Critical self reflection • Problem solving, delegation • Effective time management

25. Interpersonal skills

26. Student/ Client Profiles • Age? • Cover a wide range of subjects: vocational & academic • Many levels: Basic Skills to post-grad’ courses • Professional environment • Wide range of learning/ communication needs

27. Note takers: • Do not write verbatim notes (except Amanuensis) Instead, use language skills to summarise concepts and modify ‘carrier’ language.

28. ‘The domesticated feline settled on its hind quarters, assuming upon the woven floor covering an attitude of repose.’

29. The cat sat on the mat.

30. Amanuensis • Amanuensis Guidelines: • http://www.jcq.org.uk/attachments/published/428/Final%20%20RAG%2007-08.pdf • s2.3

31. 4 Processes of Note Making

32. Language Process

33. ‘Musical Instruments can be divided into two basic groups : those which are played with the hands only, and those for which both hands mouth are needed. The former group includes the keyboard, stringed and percussion instruments, and the latter the brass and woodwind’

34. A note taker must constantly wrestle with these processes and make professional judgments surrounding language

35. answer? Musical insts 2 basic grps: • play w/ hands only e.g. keybd strings percuss b) “ “ hands & mouth e.g. brass woodwd

36. Sentence

37. Cornell/ 2 column

38. Outline

39. Map

40. abbreviations http://www.abbreviations.com/ 3 basic grps: • derived from Latin:e.g., i.e., c.f. • discipline-specific:3G, ADF, 6DOF • personal:dept, govt,w/o

41. abbreviations • context: i.e. • consistent • flow

42. Reducing Wordy Language • Replacewith • Utilise use • Ameliorate improve • Modification change • Deficiency lack

43. Replace the specific with the general • daisies, tulips, roses = Flowers • cats, dogs,, hamster = Pets • radio, TV, newspaper, = Media

44. Reduce the number of words you write • Eliminate non-essential words -We will work on the problems that you find difficult…. Becomes… -We will work on the difficult problems

45. The reason for For the reason that Due to the fact that Owing to the fact that In light of the fact that Considering the fact that On the grounds that This is why…. Because, since, why Compress common phrases

46. Memory & Note taking

47. Note taking Can be difficult because • Spoken language: more diffuse than written • Speaker's organisation: not immediate • No immediate feedback seldom occurs- forced to use STM • Spoken language: is quick 'exists' briefly • Makes processing difficult

49. Memory website http://www.intelligencetest.com

50. Reducing wordy language