Lecture Note-Taking Trivia

1. Lecture Note-Taking Trivia • The average lecture contains _____ words. • Average note takers record approximately __% of important ideas. • Best note takers record approximately __% of important ideas. • First year students record only __% of important ideas. Student Learning Center 2011

2. Lecture Note-Taking Trivia • The average lecture contains 5,000 words. • Average note takers record approximately 40% of important ideas. • Best note takers record approximately 75% of important ideas. • First year students record only 11% of important ideas. • Sources available at the end of slide show. Student Learning Center 2011

3. Lecture Note-Taking Trivia • Why Should Students Take Notes? • There is a positive correlation between writing and recalling. • Note taking Increases focus and comprehension during lecture. • Taking notes helps us to sort and store information in a more organized fashion. Student Learning Center 2011

4. Lecture Note-Taking • A note taking system should help you: • study daily • improve comprehension • retain information • check your understanding. Student Learning Center 2011

5. Lecture Note-Taking • Before Class • Do Homework • Review syllabi • Gather Tools Student Learning Center 2011

6. During ClassPrepare Paper Date & Topic Here Take Notes Here Leave the left and bottom margin blank for now.

7. Lecture Note-Taking • During Class • Record notes • Leave blank space • Write legibly • Abbreviate Student Learning Center 2011

8. LEcture Note Taking • During Class • Listen for Patterns of Organization • Listen for verbal cues • Observe non-verbal cues Student Learning Center 2010

10. Lecture Note-Taking • After Class • Review • Organize • Clarify • Amplify Student Learning Center 2011

11. Lecture Note-Taking • After Class • Reduce Notes • Check Knowledge • Predict Test Questions • Summarize Student Learning Center 2011

12. Question Answer

13. Text Book Reading • First-year Brockport students report almost unanimously that they are overwhelmed with both the volume and difficulty of their textbook reading assignments. • Early Warning Advisement Survey Student Learning Center 2010

14. Text Book Reading • Why don’t students read? • No quizzes on the reading. • Professor never talks about the reading assignment. • Assignments too long. Student Learning Center 2011

15. Text Book Reading • Why should students read? • Supplement class lecture and notes. • Prepare for class note-taking and listening. • Build on previous knowledge. • Read to learn, write to learn, talk to learn. Student Learning Center 2011

16. Text Book Reading • Goals for Reading • Identify the most important points quickly • Distinguish between main ideas and details • Comprehend information quickly • Sort and situate information into memory • Review for exams efficiently Student Learning Center 2011

17. Text Book Reading • Take out a textbook. Student Learning Center 2011

18. Text Book Reading • Survey the Text as a Whole • title, author, date • preface, introduction, purpose, thesis, approach • table of contents, topics, subtopics, organization • chapter highlights, summaries, study questions, appendices Student Learning Center 2011

19. Text Book Reading • Survey an Individual Assignment • Preview sub-headings, etc. • Break the reading assignment into manageable chunks spaced over a period of time. • Schedule reading time. Student Learning Center 2011

20. Text Book Reading • Questions • What do you already know about this topic? • What information do you hope to learn? • What do you think the author might say? Student Learning Center 2011

21. Text Book Reading Form Questions • Turn each of the main points found in the introduction, sub-headings, topic sentences, or summary into a question. • Use these questions to guide your reading. Student Learning Center 2011

22. Text Book Reading • Read • Read the section you have surveyed, using your questions as a guide. Student Learning Center 2011

23. Text Book Reading • Take Notes & Talk • Restate the main points and supporting details in you own words while you read. • Mark the text to indicate main points, definitions, characteristics, examples, and conclusions. • Use numbers to indicate important series of information. Student Learning Center 2011

24. Text Book Reading • Review Notes • At the end of your study period, review the material you have covered using your notes, outline, or marked portions of the text to see how much you can remember. Several periods of study spaced over time will help you retain information more effectively than one long period of study just prior to an exam. Student Learning Center 2011

25. Text Book Reading • Final Tips & Reminders • Note the differences in textbooks from discipline to discipline. • Schedule reading time • Preview assignment • Read with a purpose • Write and talk to improve comprehension • Read in several short periods of time • Test your understanding of information Student Learning Center 2011

26. Lecture Note Taking Sources • Johnston, A.H. & Su, W.Y. (1994). Lectures—A learning experience? Education in Chemistry (May), 70-76 • Kiewra, K.A. (2005). Learn how to succeed and SOAR to success. Upper Saddle River, NJ: Pearson Prentice Hall. • Kiewra, K.A. (1985). Providing the instructor’s notes: An effective addition to student notetaking. Educational Psychologist 20, 33-39. • Kiewra (1985); Johnston & Su (1994); Potts, B. (1993). Improving the quality of student notes. ERIC Document Reproduction Services: ED 366645; Bligh, D.A. (2000). What’s the use of lecture? San Francisco: Jossey-Bass. Student Learning Center 2011