Chapter 6: Engaging, Listening, and
Note-Taking in Class
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© 2010 Wadsworth, Cengage Learning
You’re About to Discover…
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How to get engaged in class
How to listen with focus
How to vary your listening styles according to
lecture styles
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How to ask questions in class
How to take good notes
How to use your notes to achieve the best
results
© 2010 Wadsworth, Cengage Learning
Get Engaged in Class
© 2010 Wadsworth, Cengage Learning
“What actually correlates with success are not grades,
but ‘engagement’—genuine involvement in courses
and campus activities. Engagement leads to ‘deep
learning,’ or learning for understanding. That’s
very different from just memorizing stuff for an
exam, then forgetting it.”
John Merrow, reporter, USA Today
Dare to Prepare
1. Look ahead.
2. Do the assigned reading.
3. Show up physically.
4. Show up mentally.
5. Choose your seat strategically.
6. Bring your tools.
7. Don’t sit by your best friend.
8. Posture counts!
9. Maintain your health.
10. Focus.
© 2010 Wadsworth, Cengage Learning
The Rules of Engagement
1. Be aware that gab is not a gift.
In class, talking while others are speaking is inappropriate.
2. Control Your Hunger Pangs.
Get in the habit of eating before or after class and
not during.
3. Turn off your cell phone, please!
Yes, we can hear your phone vibrating, too. And texting
in class shows where your attention really is.
4. Better late than never?
Arriving late and leaving early disturbs students and
instructors.
5. Actively choose to engage, not disengage.
You must make a conscious decision to become engaged.
© 2010 Wadsworth, Cengage Learning
“Politeness is the art of choosing among one’s real thoughts.”
Adlai Stevenson II, U.S. Presidential candidate
Listening with Focus
 Calm yourself.
 Be open.
 Don’t make snap judgments.
 Assume responsibility.
 Watch for gestures that say “Here comes something important!”
 Listen for speech patterns that
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“It is the province of knowledge to speak
and it is the privilege of wisdom to listen.”
Oliver Wendell Holmes, American writer
© 2010 Wadsworth, Cengage Learning
subtly communicate “Make sure
you include this in your notes!”
Uncover general themes or
roadmaps for each lecture.
Appreciate your instructor’s prep
time.
Chapter Exercise
p. 140
Soft vs. Hard Listening
SOFT Listening Skills:
-- Used in emotionally charged situations.
-- You must be accepting, sensitive, and nonjudgmental.
-- You don’t have to assess, analyze, or conclude.
HARD Listening Skills:
-- Used in classroom/educational situations.
-- Pay close attention and think critically.
-- Evaluate, analyze, and make decisions
about new information.
© 2010 Wadsworth, Cengage Learning
Adapt to a Variety of Lecture Styles
The Rapid-Fire Lecturer
The Slow-Go Lecturer
The Review-the-Text Lecturer
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The All-Over-theMap Lecturer
The Go-Beyond-theText Lecturer
The ContentIntensive Lecturer
The Active-Learning Lecturer
Chapter Exercise
p. 139
© 2010 Wadsworth, Cengage Learning
p. 137
Ask and You Shall Receive
Have you ever decided NOT to ask a question in class because you thought:
• I don’t want to look stupid.
• I must be slow. Everyone else seems
to be understanding.
• I’m too shy.
• I’ll get the answer later from the text.
• I don’t think my question is important.
• I don’t want to interrupt the lecture;
the instructor’s on a roll.
• I’m sure the instructor knows what
he’s talking about. He must be right.
© 2010 Wadsworth, Cengage Learning
The next time you find yourself in a
situation where you don’t understand
something, consider these points:
1. Remember that you’re not in this
alone.
2. Ask academically relevant
questions when the time is right.
3. Save personally relevant
questions for later.
4. Build on others’ questions.
Four Ways to Take Notes
1. The Cornell System:
Uses a two column system. Take
notes on the right, then fill in
questions or keywords on the left for
later review.
2. Mind Maps:
Bridge the logical and creative sides
of the brain. Use graphical
representations to link concepts and
ideas.
© 2010 Wadsworth, Cengage Learning
Four Ways to Take Notes
3. PowerPoint Miniatures:
Some instructors may provide lecture
notes or PowerPoint minis. These can
be very valuable tools, but it still helps
you learn if you take your own notes.
4. Parallel Note-Taking:
Since many instructors provide esupport for lectures, it may be possible
to have two separate sources for notes.
Use provided material along with your
own in-class notes to create a
comprehensive record of the lecture.
© 2010 Wadsworth, Cengage Learning
Using Lecture Notes
Manipulating involves working with your notes by
typing them out later.
Paraphrasing is the process of putting your notes into
your own words.
Summarizing is a process of
writing a brief overview of all
of your notes from one
lecture.
© 2010 Wadsworth, Cengage Learning
Chapter Exercise
p. 147
VARK Activity
Exercise 6.4, p. 148
© 2010 Wadsworth, Cengage Learning
Chapter 6: Exercises and Activities
Chapter Exercise
p. 140
How Well Do You Listen?
Chapter Exercise
p. 139
One-Way versus Two-Way Listening
Chapter Exercise
p. 147
Note-Taking 4-M
Audio
Chapter Summary
Audio Summary of Chapter 6
Insight Action
Back to Menu
© 2010 Wadsworth, Cengage Learning
How Well Do You Listen?
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Exercise 6.2, p. 140
Note-Taking 4-M
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Exercise 6.3, p. 147
Insight Action
p. 131
p. 141
p. 145
© 2010 Wadsworth, Cengage Learning
Chapter 6 Audio Summary
© 2010 Wadsworth, Cengage Learning
FOCUS on Community
College Success
F CUSPoints
An Interactive Teaching Tool
FOCUS on COLLEGE SUCCESS
CONCISE Edition
Chapter 6
Constance Staley and Aren Moore
© 2010 Wadsworth, Cengage Learning