Notetaking
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
Taking
SDS’ Note Taking Program
SDS
Student s
Vo lunt eers
Register wit h SDS an d have n ote
tak ing appr oved as an
accommodation
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
Instructors
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
Accommodations
• 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
setting
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
complete
• 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
content
• Reviewing notes to ‘refresh’ before each
class and to ‘review’ after
Active Listening ALSO Means
• Be sure to note the page # if referencing the
textbook
• Include information presented in videos or
other media clips
• Include information presented by guest
speakers
• Write out examples that the instructor
provides
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 @ mindmapping.com
THANK YOU