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Managing Notes Making Sense Out of Information in Your Notes to Increase Understanding By: Alicia A. Mitchell RSCC Community College January 13, 2009.

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Presentation on theme: "Managing Notes Making Sense Out of Information in Your Notes to Increase Understanding By: Alicia A. Mitchell RSCC Community College January 13, 2009."— Presentation transcript:

1 Managing Notes Making Sense Out of Information in Your Notes to Increase Understanding By: Alicia A. Mitchell RSCC Community College January 13, 2009

2 Definition Notes are a group of words that must be generated by a person, who is usually referred to as a student, and who is listening to or is reading some form of information. The group of words must show relationships between ideas.

3 Generate = to produce, to perform, to do In order to generate those notes, a student must listen/read for ideas, concepts, substance, and the like, and WRITE down those ideas.

4 Recognize the Ideas One skill a student will practice by taking (generating) notes in class and while reading is capturing ideas. In order to capture those ideas, the student must recognize the ideas as pertinent, significant, as something he/she needs to know, and write the ideas down immediately! (Selective Attention)

5 No Notes = Blank Slate If students do not take notes to capture ideas, then within an hour of hearing/reading new information, the information will begin to fade away from memory (Kanar 247).

6 Another Benefit = Connect Not only are notes important to help a student remember the information, but to also connect ideas discussed throughout the weeks within the semester. A teacher builds on ideas, concepts, and the like within the semester, so a student needs to understand how all those ideas fit together.

7 Studying from Notes Students can fit (connect) the ideas together when they use some organization methods. Students need to do more than just take notes. They need to do something with those notes once the notes are generated. Creating graphic organizers can help students study and retain information.

8 So, Once a Student Takes the Notes… He/She has to do something with the notes. Preferably, organize the notes in a way that makes sense to him/her. The added benefits of graphic organizers: condenses information that is easier to remember, helps to visualize relationships, & gives practice in decision making (Kanar ).

9 Taking Notes = Capturing Ideas Taking notes in class and while reading is the process of capturing ideas. Once the ideas are captured, a student has to do something with those ideas! Capturing ideas relies on sensory memory, which is retained for just a few seconds, which is why a student has to write the idea down to push the idea into their short term memory, which is retained for just under a minute (Kanar 248)

10 Memory Information must be received & retained for it to be recalled. Sensory Memory Short Term Memory Long Term Memory Recollection 5 senses receives information (retained few seconds) Selective Attention Sorts Significant from insignificant information STM captures significant idea. Write it down (under a minute) Push info into LTM by using memory aids LTM is permanent when you have practiced over & over Result of Memory

11 What’s all the Fuss About? § It’s about helping our students succeed. § One way to push ideas from the short- term memory into the long-term memory is by using graphic organizers, such as, charts, concept maps, time lines, process diagrams, and branching diagrams. Visual organizers will benefit RSCC students because approximately half of our new students are visual learners (Thomason & Mitchell 2008).

12 Concept Map 3 Assumptions Concerning Influence Leadership is Influence Everything Rises & Falls on Leadership When We Under- Stand Our Influ- ence, We Can Leverage it More Effectively From John Maxwell’s mini lesson, Taking An Influence Inventory, 2002, audio tape.

13 Influence Why do I? Timing is essential * When do I? 5 ?s Who Do I ? How Many? Branching Diagram Birds of feather flock together Determines how many, how long, & how effectively I will influence them. Quality & Quantity We truly add value to people when we truly value them. From John Maxwell’s mini lesson, Taking An Influence Inventory, 2002, audio tape. * How Do I?

14 How Do I Influence? Determines how many, how long, & how effectively I will influence them. Timeline 5 Levels Position Level (You get rights) Permis- sion Level (Relation- ships) Produc- tion Level (Morale kicks in) People Develop- ment (pouring your life into them) Person- hood Level (loyalty- respect) follow you b/c they have to follow you b/c they want to follow you b/c of what you have done in the company follow you b/c of what you have done for them follow you b/c they trust you

15 Timing is Essential - When Chart Wrong the wrong time = Disaster Wrong the right time = Mistakes Right the Wrong time = Lack of acceptance Right the Right time = Success

16 Thank God! You took notes! You organized those notes in a way that makes sense to you. And now the test is tomorrow, and although you haven’t studied the material for the last four days, you have glanced over your organized notes 5 minutes before class and after, … Therefore, you are not in a panic because you understand how the ideas are related (connected) to each other.

17 References Kanar, Carol. The Confident Student, 6 th ed., Houghton Mifflin: New York Maxwell, John. Taking an Influence Inventory, Maximum Impact: Nashville, Thomason, Sarah, and Alicia Mitchell Graphic Organizers, RSCC Community College: Harriman, TN 2008.


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