Note Taking
Strategies
Meredith Gaughran
& Elise Marquie
Introduction to
Note Taking Methods
Note taking allows students their notes as reference tools
to reflect on material covered. These notes can be used
for assessment preparation and personal gain.
“Note taking is one of the first and most established
cognitive technology.” Dror (cited by Makany)
“Taking notes is of uttermost importance in academic and
commercial use and success.” Makany
Good notes can improve student evaluation scores on
tests, quizzes, etc. This is a personal benefit to students.
Students who take notes are more engaged learners.
Engaged learners are better suited for success in the 21st
Century.
Notes can be specific to the student’s learning style.
Charting Method
Involves a chart made of columns
and rows where the first row
indicates the main concepts
involved in the material.
http://owll.massey.ac.nz/study-skills/note-taking-methods.php
Charting Method
Include main topics when planning
lessons
Be consistent to provide thorough
information on all parts of a topic
Advise students to set up notebooks
prior to start of lecture
Teach students to take notes in the
boxes on their chart.
Cornell Method
A note taking format that
systematically divides the page
into two columns.
Cornell Method
Divide paper into 2 columns.
The left hand column should
measure 2.5 inches leaving the right
hand column to be 6 inches.
Teach students the L column is for
key points, and R column is for
details.
Helpful Hint: Try to emphasize the
key points with a different voice
Field Notes
An “account(s) describing
experiences and observations the
researcher has made while
participating in an intense and
involved manner.” Robert Emerson
Field
Notes
Often used in the sciences (biology,
anthropology, sociology, geology
etc.)
Provide prospective on the subject
being observed.
Teach students to record times of
events, frequency, movement,
interactions with others, etc.
Remember: Information recorded
varies on subject.
Guided Notes
Guided Notes “improve the
accuracy of students’ notes,
increase the frequency of student
responses, and improve students’
quiz and test performance.” Moira
Konrad
Guided Notes
Teachers prepare handouts with
based an outline of the lecture with
omitted information so students can
fill in names, details, etc.
Important Insight: “students prefer to
use guided notes over taking their
own notes or using preprinted
notes.” Moira Konrad
Mapping Method
Graphic representation of a lecture.
Goes beyond basic note taking
incorporating comprehension and
concentration skills.
Important Insight: Helps students
see the BIG picture using their
critical thinking skills.
Mapping Method
Up to the student’s discretion. Can
include a central topic with sub topic
branches and limbs for details. Or
just use lines and arrows to
incorporate main points to sub
headings.
http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html
Outline Method
Indicates a relationship between
notes previous and following by an
indentation.
Helpful Hint: This very basic and
easy to follow method works best
with outlined lectures for students.
Outline Method
Teach students to place major
points farthest to the left and then
indent specific points and details to
the right and further right
respectively.
Allow students to use bullets,
numbers, roman numerals or letters
according to their preference.
Sentence Method
Notes are taken in sentence
structure; sentences may be
complete or fragmented.
Sentence Method
These sentences each receive their
own line and may be numbered.
Each sentence (complete or fragment)
should represent a new fact, thought or
topic.
Important Insight: Advise your students
to use this method when you have a lot
of material to cover in a short amount of
time.
Mapping Example:
Student Response
Teacher Feedback
Requirement Description
s
Points
Possible
Points
Earned
Comments
Organization Are examples 5
of Map
in right
location? Are
definitions to
right type?
5
Legibility
Ease to read 5
Use of colors
to differentiate
5
Quality of
Examples
Appropriatenes 5
s of examples
Creative
4
Some
examples are
clique.
3
Hungry Hippo
could have been
linked to
alliteration.
Connections Linked
connection
examples to
5
Guided Notes
Example: Matter
Matter can be separated if it is a ___________.
Matter cannot be separated if it is a ____ ___________.
If the composition is uniform it is a ______________ mixture or
solution.
If the composition is not uniform it is a ________________
heterogeneous mixture or solution.
_________ can be chemically decomposed.
___________ cannot be chemically decomposed.
Charting Example:
Nutrition
(mypyramid.gov)
http://www.learnnc.org/lp/pages/2810?ref=search
Category
Grains
Vegetables
Fruits
Dairy
Protein
Likes
Dislikes
Cornell Notes
Example:
Grading Rubric
Notebook Check: Ensures students
are taking notes, and if their note
taking is effective as a study tool.
Pop Quiz- Open Note: These
quizzes can provide insight on if the
material was covered well and if the
student understood the lectures. If
student’s notes are unorganized
they will not finish in time and may
Grading Rubric
•
Questions for YOU!
What methods do your students currently use in your classroom?
•
Do you feel the ability of your students to take notes is on par with
their grade level and the subjects being taught?
•
What new note taking methods have you taught?
•
How have your students used their notes to prepare for assessments?
•
Do you check student’s notebooks for completion of notes/ability to
study from notes?
•
Which strategies are most effective effective and for what subject
material?
•
How do you use note taking to assist with 21st Century in your life as
a teacher?
•
What questions do you have?
References:
Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw. Writing
Ethnographic Fieldnotes. Chicago, IL: University Of Chicago Press,
1995. N. pag. Print.
Konrad, M., Joseph, L. M., & Itoi, M. (2010). Using guided notes to
enhance instruction for all students. Intervention in School and Clinic,
46(3), 131-140. Retrieved from
http://isc.sagepub.com.www.lib.ncsu.edu:2048/content/46/3/131
Makany, Tamas, Jonathan Kemp, and Itiel E. Dror. "Omptimising the Use
of Note-taking as an External Cognitive Aid for Increasing Learning."
British Journal of Educational Technology 40.4 (2009): 619-635. Web. 20
Mar. 2011.
<http://onlinelibrary.wiley.com.www.lib.ncsu.edu:2048/doi/10.1111/j.146
78535.2008.00906.x/abstract;jsessionid=CD95BA82D7360514FE754D5C
9C57CAC9.d02t01>.