Introduction
This session compares two note-making strategies: linear note making (which students will probably
already be defaulting to) and mind-mapping (sometimes called ‘nuclear notes’). The session aims to
demonstrate to students that mindmapping allows for more divergent thinking and an easier
representation of information and self-questioning than does creating linear notes. Students may
initially be resistant to mind-mapping as it places higher cognitive demand (it’s harder!) upon them,
than does passively copying down chunks of text from a book.
Learning Objective
Students will analyse a passage of text and create linear notes and a mindmaps from it. They will
reflect upon the different strategies and identify specific instances when they will use both in their
studies.
Learning Outcomes
1. To create linear notes from a passage of text and evaluate their notes from an example and
those of other students.
2. To discuss how a mindmap is created and create a mindmap from the same piece of text they
used to create linear notes. To compare the two processes and discuss the advantages and
disadvantages of both.
3. To discuss and summarise common abbreviations and symbols used in their course and
literature.
Timings: 20 minutes
Resources
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Student resource booklet, pages 3-10
Coloured pens/pencils/highlighters
The lecturer may prefer to issue students with A3 paper in order to create their mindmap.
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Activity Outline
Pg.
Activity
Outcome
3-5
1. Students read the text on pg.3 and complete the linear notemaking task. When finished
they do the activities at the bottom of pg.3 – discussing with others.
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6-7
2. Students read and discuss the information on how to create a mindmap. The lecturer may
wish to add their own advice here.
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3. Students create a mindmap from the passage they used in the first activity.
4. Students compare their mindmap to the example mindmap on pg. 6.
5. Students compare the process of linear notemaking and using mindmaps via discussion with
peers and the lecturer.
8-10
6. Students complete the first part of pg. 8 by discussing and adding to the symbols and
abbreviation sheets. The lecturer may wish to add in some common symbols and abbreviations
used on their specific course.
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7. Students complete their action plan identifying exactly what they have taken away from the
session and how they will implement linear notemaking or mindmapping.
Optional Self-study for extension of skills using Skills4study Campus
Reading and Notemaking —> Making notes during lectures
Skills4study campus can be accessed from: http://www.skills4studycampus.com/orglogin.aspx
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