TIME AND EFFORT =
ACADEMIC SUCCESS
Note-Taking
Strategies
When Should You NoteTake?






During Class Lecture(s)
While Reading Assignments
During Class Discussions
During Cooperative Group Sessions
While Reviewing Previously taken
notes
Any time you encounter relevant
information during research
Why is Note-Taking
Important?





Keeps you actively involved and engaged
while reading and listening to lectures
Keeps you focused
Provides study material for tests and
projects
Transforms you from a passive observer to
an active participant during class
Serves as research references
TIPS FOR BECOMING AN
ACTIVE LISTENER





Listen for main ideas and for the supporting
details
Remain alert to recognize when a new idea
is being introduced
Keep an open mind
Engage in self-talk – Are you getting all of
the information?
Add your own ideas to your notes
LISTEN FOR “CUE WORDS”





For examples: For example, for instance, to
illustrate
For organization or chronological order: The six
steps are…, next, finally first, secondly, third
For additional points: Furthermore, in addition, also,
moreover
For opposing ideas: On the other hand, in contrast,
although, however
For similar ideas: Likewise, similarly, in comparison
More “Cue Words”





For exceptions: However, nevertheless, but, yet,
still
For emphasis: Above all, finally, more importantly
For understanding: In other words, in essence,
briefly
For summarizing: In conclusion, to sum up, for
these reasons, in a nutshell
For exams: Remember this, this is important, this
could be on the test
Also, pay attention to these cue words and
phrases as you read assignments.
PREPARATION FOR
EFFECTIVE NOTE-TAKING




TAKE NOTES while you read
assignments
Have all of your supplies ready to use.
Write down everything Mr. Spooner
writes on the board
Write down material that is
emphasized by voice inflection,on the
board, or on Power Point Presentation
NOTE-TAKING TIPS





Take notes in Mr. Spooner’s words, but when you
study, RECITE them in your own words
Leave blank spaces to add more information later
Leave space between the main ideas and
supporting details
Take notes until the end of class
Write legibly
MORE NOTE-TAKING TIPS





Use an adjusted writing style – combining
cursive and print
Write meaningful phrases
When revising your notes, color-code them
Write notes to yourself: Ex.-See p. 147 of
text for more details
Exchange information with a reliable
classmate to help synthesize ideas
CREATING A CONSISTENT
NOTE-TAKING SYSTEM

Develop your own shorthand method
o
o
o
o
Shorten words by omitting vowels:
problem=prblm background=bkgd
Use standard abbreviations in place of words:
with=w without=w/o
Use the first part of a word for the full word:
sociology=soc kinship=K
because=BC most importantly=M
Add symbols, pictures, and drawings to your
notes as you REVIEW. Make them different
sizes and colors (THIS HELPS YOU TO
REMEMBER INFORMATION!!!
NOTE-TAKING FROM PRINT
SQ4R STUDY READING METHOD
 S – SURVEY
 Q – QUESTION
 R – READ
 R – RECITE
 R – RITE
 R – REVIEW
S = SURVEY





To “X-Ray” the “bones” of the chapter:
As you survey keep asking yourself - What do I
already know about the topic?
Look at the title. Read the introduction or first
two paragraphs
Look over the headings: subheadings, boldface
words, titles of graphs, charts, diagrams, etc.
Read the Summary or last two paragraphs
Take no more than 5 minutes to survey an
average chapter
Q = QUESTION
To set a purpose and to get actively engaged
in reading:
 Pose Questions relating to learning
objectives, mentally or in writing, before
you read the first section of the chapter
 Use essential questions provided by Mr.
Spooner, your text, or a study guide
 Turn a chapter heading, subheadings, or
boldface terms into questions, beginning
with “why,” “how,” “what,” “where,” “when,”
or “who?”
R = READ
To find the answers to your questions posed in
the Questioning step:
 Read only a short section, one paragraph
to one page, depending on the difficulty of
the text
 Read quickly and selectively, improving
your comprehension by seeking the
answers to your questions (preview
questions!)
R = RECITE
To find out what information you have gained
from reading the short section:

Answer your question aloud, in your own words,
for an immediate test of your comprehension
 If you can’t say it, you don’t know it
 Reciting is your most powerful tool for
remembering information – it requires the
complete multisensory concentration needed to
move information from short-term memory into
long-term memory
R = “RITE”
To prepare your notes for later review, follow RECITE
with any of the following steps:




If the material is fairly easy, underline or highlight, using the
”telegrammatic” method
If the material is detailed or complex, write brief notes in the
margin, in your notebook, or on post-it-notes
In either case, record key names, dates, terms, definitions and
ideas
Mark any confusing portions for future clarification
NOW MOVE TO THE NEXT SECTION OF TEXT. RETURN
TO THE “QUESTION” STEP AND PROCEED THROUGH
THE “READ,” “RECITE,” AND “RITE” STEPS
Highlighting and Underlining



Use during the “RITE” step of the SQ4R
Study Reading method
Objective: Your underlined or highlighted
information and notes should provide you
with a sufficient, correct summary of the
reading material
Provides focus during note-taking,
improving comprehension, review, and
recall
R = REVIEW
At the end of the lecture, reading, or powerpoint do an immediate,
brief
review to double retention
 Take about 5 minutes to review the full chapter,
”resurveying” it again by looking over all headings,
subheadings, boldface terms, definitions, and major points –
adding to your own notes, highlighting or underlining
 A week later, review again briefly to strengthen long-term
memory
 Review each week until you are assessed, adding new
readings as they are assigned, to cut study time by up to
90%
WHY USE SQ4R?

Continually changes the pace, as you read one short
section using the QUESTION to READ to RECITE to
RITE steps
-Enhances concentration
-Produces greater learning than the usual reading of a full
chapter
-Improved comprehension
Research Shows:
Study-Reading Methods Do Work






Reading alone is a short-term memory operation
Provides mental organization or structure
Sets a purpose for reading
Produces sense of accomplishment
Creates sense of security
Multisensory
The key is repetition!!!
NOTE-TAKING METHOD 1
CORNELL SYSTEM
•
•
•
•
•
•
•
•
•
Draw a 2.5 inch margin down the left side of the page
Leave several inches of space on the bottom of the page for
writing a summary
Include the date and class name on each page
Take notes on the right side of the paper only
After the lecture, use the cue column (left side) to write study
questions, key words, or phrases related to notes on the right
side
Cover up the notes on the right side and use the cue column to
test your knowledge
Write a summary on the bottom of each page
Review your notes immediately and at least nightly
Study the information using flash cards, outlines, hierarchies,
mind maps, etc.
NOTE-TAKING METHOD 2
OUTLINING DURING LECTURES AND TEXT NOTES
•
Main ideas or topics begin farthest to the left with supporting
details indented below to the right
•
Levels of importance are indicated by distance away from the
major point
•
Relationships among categories of facts carried through by
indenting
•
No numbers, letters, or Roman Numerals are needed
•
Best used if lecture is presented in an outlined manner
•
Must have enough time to think about and organize
information
•
Use titles, subheadings, captions, terms, or paragraphs as
categorization guides
NOTE-TAKING METHOD 3

COLUMN NOTES
Divide paper into 2 parts



On left side write page number with terms, subtitles, topics
Right side write in facts, supporting details, summary,
information from textbook notes
Divide paper into 3 parts
o
o
o
o
On the far left side 1 ½“, write page numbers that
reference the text
In the middle section, write text book notes
On the far right side, write lecture notes in an organized
format
Provides comprehensive overview of lecture notes and
text notes
NOTE-TAKING METHOD 4





GRAPHICALLY ORGANIZING
Also referred to as graphic organizers, mind maps,
hierarchies, webbing, flowcharts, tree diagrams,
etc.
Graphically and visually connects each fact or idea
to another fact or idea
Emphasizes critical thinking
Notes can be easily edited, revised, cut apart, and
pieced together
Stimulates use of the right side of the brain, thus
maximizing learning
Using Your Whole Brain
LEFT SIDE
Logical
Linear
Mathematical
Language
Analytical
Reasoning
Conscious Mind
RIGHT SIDE
Intuitive
Non-linear
Visual
Spatial
Creative
Subconscious Mind
NOTE-TAKING METHOD 4



CHARTING
Before lecture, determine categories to
be covered in the lecture
Set up a graphic organizer or chart in
advance according to the categories
As you actively listen to the lecture, fill
in the chart

Write main ideas, phrases, single words
NOTE-TAKING






Necessary for in-depth learning
Multisensory approach – Kinesthetic,
Auditory, Visual
Experiment with different methods
Find the right fit for you
Adjust to suit your needs
Practice until note-taking becomes a
habit
References
Burke, J. (2002). Tools for thought. Portsmouth: Heineman.
California Polytechnic State University. Student Academic
Services.
http://www.sas.calpoly.edu/asc/ssl/notetaking.systems.html
Feldman, Shattles, & McKenzie. (2004).Oracle EDU 1110.
Unpublished manuscript, Southern Methodist
University, Dallas, TX
Hoyt, L. (2002). Make it Real: Strategies for success with
informational texts. Portsmouth: Heineman: 191-196.
Our world today: people, places, and issues. (2003). New York:
Glencoe McGraw-Hill: 22-25, 82-85, 192-196.
Leonard, E. (2007). What every student should know
about…study skills. New York: Pearson.