IMPROVING LEARNER
NOTE-TAKING SKILLS
PLC:
BRIDGE OVER TROUBLED WATERS
LIZ ANDRESS, BETHANY GUSTAFSON,
CARLYNN MILLER-GORE
SMART Goal:
Students in our FastTRAC bridge and
integrated classes will use effective
note-taking tools and strategies for lectures,
videos and readings
that increase their comprehension and
improve their performance
on course assignments.
To meet this goal, we will:
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research note-taking strategies
identify 3-5 tools/strategies to teach
teach/model/practice the strategies with our
students
evaluate the strategies’ effectiveness
integrate the best strategies into our on-going
teaching in these courses.
STRATEGIES
“SQ2R”
Reading Comprehension Strategy
Scan
 Question
 Read
 Recite
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 Teach – model – practice
 Gradual release – detailed note-taking guides 
partial guides  student-generated guides
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Video note-taking guides
Charts
 Cloze
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 Preview guide – what are we listening for
 Model note-taking on board – short, abbrevs.
 Review – talk to partner, key points, fill in missed
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Note-Taking Self Evaluation Rubric
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Uses self-eval model developed by a PLC in a
previous year
Breaks down note-taking into more defined areas
to help learners be aware of how to learn a
complex skill.
Examples “I know how to use different styles of
note-taking,” and “I write the date at the top of the
page.”
Cornell Notes
Main ideas: Details:
What are Cornell 2 column note taking format
notes?
Main ideas/major points in narrow
column
Details in the wider column
Benefits:
Helps with review and self quizzing
Summary:
Cornell notes and SQ2R were effective in improving learners’
note taking skills…
Note taking is…
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Recording selected information from a source.
Examples:
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Guided note taking from a textbook using SQ2R method
Listing new terms/definitions on flashcards
Creating flow charts or other graphic organizer to group
terminology/concepts
Taking notes from a lecture using Cornell method or other
Using a cloze guide to take notes from a video
Dictation
Completing “soft-skills” rubric for team work, presentation,
organizational skills, etc…
Using notes to further learning with assignments such as jigsaws,
essays, presentations, etc…
Sample application of Integrated Medical Terminology
note-taking process to Bloom’s Taxonomy
Knowledge – create medical terminology flashcards
Comprehension – organize terms in categories (body parts,
diseases, procedures)
Application – complete sample medical record document
applying chapter medical terms, describe flow of terms as
applied to a body system
Analysis – create medical record document including
descriptions of symptoms, tests, diagnoses, treatments
Synthesis – communicate summary of symptoms, tests,
diagnoses, treatments in layman’s terms as well as medical
terminology in a jigsaw activity
Evaluation – complete rubric of jigsaw activity, determining
how to improve summary and communication based on selfevaluation and peer evaluation
LESSONS LEARNED /
MOVING FORWARD
Liz:
Develop student
self-awareness (meta-cognition), not
just discreet skills
Impact on my teaching practice:
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SQ2R is integrated into my two academic support
classes
Video and presentation note-taking guides –
adding more all the time, in all classes
To be improved – lecture note-taking skill
development
Bethany:
Help learners gradually build note-taking
skills in manageable pieces,
rather than trying to teach
everything at once.
Impact on my teaching practice:
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Explicitly taught Cornell method for lectures and
readings
Tried to break note taking down into steps
Going forward, I plan to incorporate note-taking
skills in suitable ways at all levels
Carlynn:
Students need to be actively involved in
note-taking during reading, lectures,
videos, field trips, etc… to maximize
learning. Passive participation does not
allow for students to create successful
learning habits as a student or employee.
Impact on my teaching practice:
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Continue to use SQ2R for textbook reading
assignments.
Continue to model the use of note taking tools
during lectures.
Continue to encourage students create note taking
models that adapt to the current environment.
Create more accountability around lecture note
taking (make note taking a graded assignment).
Continue to use self-evaluation note taking rubrics.
Potential applications for larger
Hubbs community
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Encourage learners to focus on meaning, not exact
words, when writing down things they hear in class
Underlying skills of note-taking can be taught at all
levels (date top of page, today’s notes on the page
after yesterday’s, etc)
A future class focused on note-taking skills?
RESOURCES
Resources on Hubbs Site
Available on the Hubbs website via the following
path:
Hubbs Center Home > Staff > Curriculum > Hubbs
Vision Wedges
URL: sites.google.com/site/hubbsvision/
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Additional Note Taking Resources
Texts
 Ten Skills You Really Need to Succeed in School by John Langan (2002)
 Talk it Over! Listening, Speaking and Pronunciation by Joanne Kozyrev (2006) –
(available in multiple levels)
Articles
 Konrad, M., Joseph, L., & Eveleigh, E. (2009). A meta-analytic review of guided
notes. Education and Treatment of Children, 32(3), 421-444.
 Makany, T., Kemp, J., & Dror, I. (2009). Optimising use of note-taking as an external
cognitive aid for increasing learning. British Journal of Educational Technology,
40(4), 619-635.
Websites
 Intervention Central http://www.interventioncentral.org/academicinterventions/study-organization/guided-notes-increasing-student-engagementduring-lecture Eduplace.com - Graphic Organizers
 http://www.eduplace.com/graphicorganizer/