Effective Note Taking Strategies Webinar Script
I.
II.
III.
IV.
V.
VI.
VII.
Introduction
a. Title
b. Goals/Why is note taking important?
c. Challenges
The Note Taking Process
a. General Points
b. SCORE Process
Before Class
During Class
a. General Points
b. Accuracy
c. Mechanics
Note Taking Methods
a. Cornell Notes
b. Dual Column
c. Group Notes
d. Cornell Discussion
After Class
a. Key words, highlighting, underlining
b. Summarizing
c. Other Techniques
Next Steps & Questions
Segment 1: Introduction
Slide 0) – Webinar Prompt
(Slide 1) – Zoom out
Hello, and welcome to the Effective Note Taking Strategies workshop presented by the Center for
Learning & Advancement at Grand Canyon University.
(Slide 2) - Title
For more information on tutoring and other supported services, go to our website at
www.gcu.edu/centerforlearning. If you have any questions throughout the presentation, feel free to
ask them at any time by typing them in the question box in the GoToWebinar toolbar.
(Slide 3) – Why is Note Taking Important?
Let’s start with a question. You can add your response in the chat box in the GoToWebinar toolbar.
Why is note taking so important? In what ways does benefit you as a student? Let’s discuss a few ways.
(Slide 4) - Why Take Notes?
Typically when we think of note taking we might only think about it in terms of having what the
instructor said available for study purposes, but note taking can be used in many other ways as a
successful learning tool, which we will discuss throughout this workshop. Note taking can help you
develop listening skills since you must transfer your understanding of what is said to paper. You become
an active participant in the lecture by choosing the important pieces of a lecture to write down, as well
as by giving that information a greater sense of organization in your notes. You can develop a study
guide from your notes; this is not the same as just having what you write down in class, and we will
discuss ways to build a study guide later in the workshop.
(Slide 5) – Challenges of Note Taking
When recognizing the benefits of note taking we must also recognize the challenges, those aspects that
may push us away really honing our skill. First, good note taking takes practice; just with any other task,
we improve through repetition and identifying what techniques and strategies work or do not work for
us. Second, we only have a short time to take notes. The instructor does not stop talking in order for us
to catch up, so we have to develop ways to put the important points on paper quickly. Lastly, we do not
always know immediately how a speaker is organizing the information. This can create a situation
where we may write something down as a sub-point, but then with the next thought by the instructor
realize the lecture moved on to another major point. Therefore, creating organized notes can be a
challenge.
While these challenges will always exist, more effective note taking strategies will help you manage
these concerns.
Segment 2: The Note Taking Process
(Slide 6) – The Note Taking Process
Let’s first talk about some general tips for note taking, and then we’ll discuss what you can do before,
during, and after class to take more effective notes. Regardless of how good your notes are, if you
cannot find them, they are of no use to you. Organizing the many notes you’ll take over the course of a
class or semester is critical to utilizing them effectively. Either have a three ring binder with dividers
that sort your notes by class, or use a different notebook for each class, whichever works better for you.
The goal is to keep your notes together. On each page of your notes include a header with the date and
the class, that way you can still quickly organize your notes if something gets out of order.
(Slide 7) – SCORE Process
Before we get into the details, here is a brief overview of one of the more effective note taking
strategies, known as the SCORE process. Since note taking happens quickly, only write down important
information. If the instructor seems to be adding additional commentary rather than proceeding with
discussion, let it go. Group similar information together, which will help you remember the information
when reviewing your notes. Use headings & topic sentences to organize your notes. Oftentimes, the
instructor will making what headings to use obvious by giving the lecture a title and pointing out the
major components of the lecture. When taking notes, always summarize in your own words; using your
own words forces you to engage more with the material and encourages greater understanding.
Finally, connect ideas in your notes to other areas of your life. For example, you may be part of a Bible
study group where participants discuss how to apply lessons to their own lives. How can that process
relate to making connections in your notes?
Segment 3: Before Class
(Slide 8) – Before Class
There are some steps you should take prior to going to class that will help you be a more effective
listener and note taker. Review the syllabus topic for that day, that way you know the main topic of
discussion and can relate to any other relevant course material. You can only accomplish previous goal
effectively, however, if you have read all required readings prior to class. Also review your most recent
notes, that way you can better see how each lecture builds on the previous discussions. Going through
this process may raise some questions for you. Bring those to class. While this might sound like a lot of
work, keep in mind that if you already doing your required readings, you will probably only spend about
15 minutes review the syllabus and notes. How does that compare to how much time you spend getting
ready for work?
Segment 4: During Class
(Slide 9) – During Class
Now let’s discuss what you can do during class.
(Slide 10) – General Points
As mentioned before, focus on the important information, and write in your own words rather than
word for word. Using bullets and indentations to indicate sub-points is incredibly useful to organize
information. Write down all vocabulary and formulas and pay attention to key words and phrases like
“This is important,” “Don’t forget that,” and “The basic idea here is.” If the instructor is summarizing a
point or calling special attention to a piece of information, write it down. Also, just as with the spoken
lecture, put displayed information, such as a PowerPoint, in your own words. HAVING AN
INSTRUCTOR’S POWERPOINT DOES NOT COUNT AS NOTES, which is more like having another textbook.
(Slide 11) - Accuracy
Accuracy is important in notes. You need to know the range of applicability of any piece of information
to completely understand it. Listen carefully for qualifying words like “sometimes,” “usually,” or
“rarely.” Also notice if the instructor makes a counterpoint with phrases like “but,” “however,” or “on
the other hand.”
(Slide 12) - Mechanics
Using good mechanics will help you better organize your notes and write them down more quickly.
Don’t write down full sentences; short phrases are more efficient. Use shorthand, such as contractions,
abbreviations, and symbols, and leave out service words like “a” and “the.” For example, in a Chemistry
course, instead of writing hydrogen, just write H.
(Slide 13) – During Class
Segment 5: Note Taking Methods
(Slide 14) – Note Taking Methods
Now let’s look at some specific note taking methods.
(Slide 15) – Cornell Notes
The Cornell method is probably the most popular developed method, and you even find notepads set up
for the Cornell method. We’ll spend the most time reviewing this method. In Cornell, divide each note
page into three areas: a cue column on the left, a note taking column on the right, and summary area on
the bottom.
(Slide 16) - Examples
The following two examples better demonstration this organization.
(Slide 17) – Close up
Here you can see how much space each section takes up. The cue column is used to write out
questions, diagrams, or words and phrases that bring out the major ideas in the note taking section. The
summary section allows you rewrite what you have in your notes in a shorter form that enhances
understanding and memorization even further.
(Slide 18) - Examples
(Slide 19) – Close up
Here is an example of a completed Cornell notes page for an assigned reading. Notice how this student
decided to create visual aids in the cue column to represent the main points of the chapter.
(Slide 20) - Advantages
The Cornell method has several advantages. It helps generate possible test questions when you use
questions in the cue column. Through the process of filling out the cue column and the summary
section, you effective tier the information by pulling out the most important pieces. Lastly, the method
allows for reinforcement of the material through writing a summary for each page of notes. Following
through on the Cornell method is in fact an effective study technique as well as an effective note taking
technique.
(Slide 21) – Dual Column
Another method is the dual column system. This system combines notes from assigned readings and
lecture, with the purpose of connecting the readings to the notes. Related information from both
should be written side by side. While connecting your readings to what the instructor is saying can be a
very effective study habit, the major disadvantage of this method is organization: if the instructor does
not follow the sequence of the course readings closely, this method make keeping your notes organized
difficult. However, in courses with a single textbook where the instructor discusses content in the same
order as the book, this method can be highly effective.
(Slide 22) – Group Notes
Group notes is a great method in that it can be done in tandem with other methods. With groups notes,
you can combine the notes of several students into a digital work space like Google Docs or Microsoft
SkyDrive. Using this method, students take turns being the primary note taker by posting a complete
note set for the class session to a Google Doc, for example. Then the other members of the group can
then add to those notes anything that the primary note taker may have missed. This method, however
can be overused by having too many people in a group, or abused by students who use it as a way to
only take notes every 3 or 4 class sessions… or not attend at all. Work with students who are
consistently contributing to the process.
(Slide 23) – Note Taking Methods
Segment 6: After Class
(Slide 24) – After Class
Now that we’ve discussed some note taking strategies you can employ, let’s discuss some additional
strategies you can use after class. Some of our discussion on Cornell notes and group notes relate
directly to strategies you can employ after class.
Soon after class, re-read your notes. At this time you can fill in any blanks you might have from trying to
keep up with the instructor. Use a different colored ink for this, as that information may not be as
accurate as the rest of your notes. Underline and highlight critical points. Just like in Cornell notes,
write down key words and questions that might be on a test or useful for a paper.
(Slide 25) – What other techniques can I use?
Other techniques include using charts and diagrams to help visualize the material. After properly
annotating your notes, review them consistently. You just made yourself a wonderful study guide!
(Slide 26) – Five Step Review
A great way to review your notes is by using the five step review.
(Slide 27) – Close up
If you are using the Cornell method, you have already completed steps one and two. In step 3, use your
cue column to quiz yourself by answer questions and explaining any key words and diagrams. In step 4,
reflect on the significance and usefulness of the material. In step 5, review older notes and focus on
how previous material relates this week’s material.
(Slide 28) – After Class
Also write a summary of your notes,
(Slide 29) – summary at bottom
as discussed in the Cornell method, which will help further organize your understanding of the material
and help with retention.
Segment 7: Next Steps and Questions
(Slide 30) – Next Steps
Take a moment to write down which note taking strategy you will use in your next class. How will you
apply some of these strategies to help you be more successful?
(Slide 31) – Questions?
Thank you for viewing this online workshop. If you have any further questions about the workshop or
about the services offered by the Center for Learning and Advancement, e-mail our First Year Experience
Director at fye@gcu.edu.