Resume Writing - University of Windsor

Learning Outcomes
• The purpose of SDS’ note-taking program
• Determining what is an accommodation
and who may need a note-taker
• Challenges with note-taking in lectures
• Tips, Strategies and Resources for Note
SDS’ Note Taking Program
Student s
Vo lunt eers
Register wit h SDS an d have n ote
tak ing appr oved as an
Co mplete an on line registrat ion
for m by en d of first five weeks
of class
Co mplete an on line registrat ion
for m by en d of first five weeks
of class
E- mail sent to student with
vo lunteer contact in fo.
If a match is made v olun teer
co ntact inf ormation is sent t o th e
student for follo w up
Student makes contact with
vo lunteer and exchange begin s
Receiv e let ter and NT
an noun cement (plus
instructions) fro m studen t
Makes an announcemen t in class
an d wo rks with the student to
facilitate a match
• Refer to any arrangement equipment or service put in place to
support a student with a disability
• Ensure that students have a fair and equal opportunity to
learn and demonstrate learning in a way that respects
individual differences and needs
• SDS coordinates academic accommodations and provides
support services to students with documented disabilities
• Accommodations can include both the classroom and exam
Who May Require a Note Taker
• Students with visual processing impairments
• Students with auditory processing impairments
• Students with processing speed impairments
• Students with poor fine motor skills
• Students with attention difficulties
As a note taker you are expected to:
• Be a student too!
• Review your notes to ensure that they are
• Expand abbreviations/acronyms that you use
• Post your notes within 48 hours
Understanding the Success Loop
Note Taking Challenges
• Pace is too fast
• Class distractions
• Not knowing what to write
• Difficulty organizing
• Questions about content
• Knowing what to expect allows you to focus on what is being said
Note Taking Challenges
Active Listening Means
• Looking for interesting
aspects within information
• Looking for new perspectives
• Focusing on lecture content
• Making judgments after class
• Being intentional
Active Listening Also Means
• Making the lecture personally meaningful
• Staying focused
• Having already read and thought about
• Reviewing notes to ‘refresh’ before each
class and to ‘review’ after
Active Listening ALSO Means
• Be sure to note the page # if referencing the
• Include information presented in videos or
other media clips
• Include information presented by guest
• Write out examples that the instructor
More on Active Listening
• Record the date and class
• Number your pages
• Highlight important items
• Put the information in your own words
• Include a “key” for abbreviations
Take Note Of:
• How the professor approaches the material
• Fundamental facts and details
• The professors perspective
If the Instructor…
Repeats it
Places emphasis on it
Writes it on the board or overhead
Makes a direct reference to the textbook
Asks if everyone understands
Write It Down!
The Before Note Taking Tips
• Print resources ahead of time
• Write notes in your own words
• Think about what the instructor is saying
• Use underlining, highlighting, or symbols
• Write down all examples
• Use abbreviations
The After Note Taking Tips
Reduce by summarizing main points
Highlight important terms
Fill in any missing information
Double check textbook page references
Expand any point form notes
Include an abbreviation/acronym key
Cornell Note Taking Strategy
Other Resources
• Mind Tools – Resources on note taking, active listening
and study skills @mindtools
• The Cornell Note Taking System @ Cornell University
• Ten Active Listening Skills @ Power to Change
• Mindmapping @