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1.Before 2.During 3.After Getting ready to take notes –Review syllabus and text book. –Review previous lecture notes. –Download prof’s PowerPoint or notes.

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Presentation on theme: "1.Before 2.During 3.After Getting ready to take notes –Review syllabus and text book. –Review previous lecture notes. –Download prof’s PowerPoint or notes."— Presentation transcript:

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2 1.Before 2.During 3.After Getting ready to take notes –Review syllabus and text book. –Review previous lecture notes. –Download prof’s PowerPoint or notes outline Know what content will be presented so you know what details to add; helps you to actively listen – you already are familiar with vocabulary and know where the professor is going. [You seldom watch a movie without reading something about it before you watch it; same with lecture.] Stay active: use a note taking system –3-ring binder (more flexible; you can add handouts, practice tests, returned tests, etc.) –Leave spaces; indent; number lists. –Abbreviate and other shortcuts. –Write examples; show what prof. emphasizes Include stories; “this will be on the test”, etc. Organize –Condense to important ideas and details –Summarize in your own words. Note taking: organized, active, ongoing

3 1 hour 9 hours 48 hours 1 week 1 month Percent remembered Forgetting Curve: Time since review of information After 2 days: ~75% of information gone 60% forgotten

4 1 hour 9 hours 48 hours 1 week 1 month Forgetting Curve understand + remember = When you don’t actively, consistently review

5 1 hour 9 hours 48 hours 1 week 1 month “Remember” Curve Give “Split Page” a try!

6 Method 1: Split Page or “Cornell”

7 STEP 1: Before lecture Format your paper take notes here Record lecture with as much detail as possible. After: write key points ~ 2 inches. Keep this column empty as you take notes. Before next class, reduce to key points & test questions. summarize notes here Sum up each lecture in a few paragraphs.

8 HEP 2500 Oct. 1, Fri. Hepatitis Inflammation of the liver 5 infectious forms: A,B,C,D,E **BCD can become chronic. Leads to -cirrhosis of liver -liver cancer Noninfectious forms. Caused by toxic substances: alcohol, OD acetam. (Tylenol) 1) A: not chronic. Transmitted by h2O contaminated by feces or infected person or by food. Vaccine = Y. Only A or A/B vaccine symptoms: sometimes none. Flu-like. Nausea, fever, fatigue, abd. pain. Most people recover 100%. Lifelong immunity. Hi risk in certain countries. 2) B: 5% of people have it chronically. Transmitted by blood, other body fluids (sex, needles). Also mom to fetus. Vaccine=Y. B or A/B symptoms: same as A. 40% no symptoms. Health workers increased risk. Causes cirrhosis or liver cancer sometimes. 3) C: 85% = chronic. Thru blood, needles (before ‘92 thru transfusions). Also mom > fetus. No vaccination available. 15 Step 2: During lecture Organize, shortcuts, abbreviations, number each page no need to write every word (see highlighted) !!know symptoms for test

9 Def. of hepatitis 5 infectious types What are they? Which types become chronic? What two diseases are caused by chronic hepatitis? “A” transmitted by contaminated water, food, or infected person. Which vaccine? What are symptoms of Type A? How are symptoms of A and B the same? Different? Which type are health workers most at risk for? Which types can a mother pass on to a fetus? HEP 2500 Oct. 1, Fri. Hepatitis Inflammation of the liver 5 infectious forms: A,B,C,D,E **BCD can become chronic. Leads to -cirrhosis of liver -liver cancer Noninfectious forms. Caused by toxic substances: alcohol, OD acetam. (Tylenol) 1) A: not chronic. Transmitted by h2O contaminated by feces or infected person or by food. Vaccine = Y. Only A or A/B vaccine symptoms: sometimes none. Flu-like. Nausea, fever, fatigue, abdominal pain. Most people recover 100%. Lifelong immunity. Hi risk in certain countries. 2) B: 5% of people have it chronically. Transmitted by blood, other body fluids (sex, needles). Also mom to fetus. Vaccine=Y. B or A/B symptoms: same as A. 40% no symptoms. Health workers increased risk. Causes cirrhosis or liver cancer sometimes. 3) C: 85% = chronic. Thru blood, needles (before ‘92 thru transfusions). Also mom > fetus. No vaccination available. After lecture Write in key points and create questions 15 Hepatitis is inflammation of the liver and there are five infectious types – A, B, C, D, E. B,C,D can become chronic and result in cirrhosis or liver cancer. A is transmitted through contaminated water, food, or other infected person. B & C are transmitted through blood or other body fluids as well as from mom to fetus. A& B have vaccines, but C does not. Type C has the highest percentage of becoming chronic.

10 15 HEP 2500 Oct. 1, Fri. Hepatitis Inflammation of the liver 5 infectious forms: A,B,C,D,E **BCD can become chronic. Leads to -cirrhosis of liver -liver cancer Noninfectious forms. Caused by toxic substances: alcohol, OD acetam. (Tylenol) 1) A: not chronic. Transmitted by h2O contaminated by feces or infected person or by food. Vaccine = Y. Only A or A/B vaccine symptoms: sometimes none. Flu-like. Nausea, fever, fatigue, abdominal pain. Most people recover 100%. Lifelong immunity. Hi risk in certain countries. 2) B: 5% of people have it chronically. Transmitted by blood, other body fluids (sex, needles). Also mom to fetus. Vaccine=Y. B or A/B symptoms: same as A. 40% no symptoms. Health workers increased risk. Causes cirrhosis or liver cancer sometimes. 3) C: 85% = chronic. Thru blood, needles (before ‘92 thru transfusions). Also mom > fetus. No vaccination available. Summary Hepatitis is inflammation of the liver and there are five infectious types – A, B, C, D, E. B,C,D can become chronic and result in cirrhosis or liver cancer. A is transmitted through contaminated water, food, or other infected person. B & C are transmitted through blood or other body fluids as well as from mom to fetus. A& B have vaccines, but C does not. Type C has the highest percentage of becoming chronic. After lecture

11 HEP 2500 Oct. 1, Fri. 15 Hepatitis Inflammation of the liver 5 infectious forms: A,B,C,D,E **BCD can become chronic. Leads to -cirrhosis of liver -liver cancer Noninfectious forms. Caused by toxic substances: alchol, OD acetam. (Tylenol) 1) A: not chronic. Transmitted by h2O contaminated by feces or infected person or by food. Vaccine = Yes. Only A or A/B vaccine symptoms: sometimes none. Flu-like. Nausea, fever, fatigue, abdominal pain. Most people recover 100%. Lifelong immunity. High risk in certain countries. 2)B: 5% of people have it chronically. Transmitted by blood, other body fluids (sex, needles). Also mom to fetus. Vaccine=yes. B or A/B symptoms: same as A. 40% no symptoms. Health workers increased risk. Causes cirrhosis or liver cancer sometimes. 3) C: 85% = chronic. Through blood or needles (before ‘92 thru transfusions). Also mom > fetus. No vaccination available. Def. of hepatitis 5 infectious types: What are they? Which types become chronic? What two diseases are caused by chronic hepatitis? A transmitted by what? Which vaccine for A? What are symptoms of Type A? How are symptoms of A and B the same? Different? Which type are health workers most at risk for? Which types can a mother pass it on to a fetus? Hepatitis is inflammation of the liver and there are five infectious types – A, B, C, D, E. B,C,D can become chronic and result in cirrhosis or liver cancer. A is transmitted through contaminated water, food, or other infected person. B & C are transmitted through blood or other body fluids as well as from mom to fetus. A& B have vaccines, but C does not. Type C has the highest percentage of becoming chronic.

12 HEP 2500 Oct. 1, Fri. 15 Hepatitis Inflammation of the liver 5 infectious forms: A,B,C,D,E **BCD can become chronic. Leads to -cirrhosis of liver -liver cancer Noninfectious forms. Caused by toxic substances: alchol, OD acetam. (Tylenol) 1) A: not chronic. Transmitted by h2O contaminated by feces or infected person or by food. Vaccine = Yes. Only A or A/B vaccine symptoms: sometimes none. Flu-like. Nausea, fever, fatigue, abdominal pain. Most people recover 100%. Lifelong immunity. High risk in certain countries. 2)B: 5% of people have it chronically. Transmitted by blood, other body fluids (sex, needles). Also mom to fetus. Vaccine=yes. B or A/B symptoms: same as A. 40% no symptoms. Health workers increased risk. Causes cirrhosis or liver cancer sometimes. 3) C: 85% = chronic. Through blood or needles (before ‘92 thru transfusions). Also mom > fetus. No vaccination available. Def. of hepatitis 5 infectious types: What are they? Which types become chronic? What two diseases are caused by chronic hepatitis? A transmitted by what? Which vaccine for A? What are symptoms of Type A? How are symptoms of A and B the same? Different? Which type are health workers most at risk for? Which types can a mother pass it on to a fetus? Summary: Hepatitis is inflammation of the liver and there are five infectious types – A, B, C, D, E. B,C,D can become chronic and result in cirrhosis or liver cancer. A is transmitted through contaminated water, food, or other infected person. B & C are transmitted through blood or other body fluids as well as from mom to fetus. A& B have vaccines, but C does not. Type C has the highest percentage of becoming chronic.

13 15 HEP 2500 Oct. 1, Fri. Hepatitis Inflammation of the liver 5 infectious forms: A,B,C,D,E **BCD can become chronic. Leads to -cirrhosis of liver -liver cancer Noninfectious forms. Caused by toxic substances: alcohol, OD acetam. (Tylenol) 1) A: not chronic. Transmitted by h2O contaminated by feces or infected person or by food. Vaccine = Y. Only A or A/B vaccine symptoms: sometimes none. Flu-like. Nausea, fever, fatigue, abdominal pain. Most people recover 100%. Lifelong immunity. Hi risk in certain countries. 2) B: 5% of people have it chronically. Transmitted by blood, other body fluids (sex, needles). Also mom to fetus. Vaccine=Y. B or A/B symptoms: same as A. 40% no symptoms. Health workers increased risk. Causes cirrhosis or liver cancer sometimes. 3) C: 85% = chronic. Thru blood, needles (before ‘92 thru transfusions). Also mom > fetus. No vaccination available. When reviewing: 1.Read notes out loud to get info. fixed in memory. 2.Cover your notes; leave Left column uncovered. 3.Ask yourself question or explain concept. 4.Uncover notes to see how much you remembered. 5.If you knew it, go on to next concept. If you missed, review notes again. 6.Check off concepts as you learned them. 7.Next study session: review what you know, but concentrate on what you don’t know.

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15 Method 2: Parallel notes Sugar shortages In southern states and CA Multi-million $$ industry Not all bees or wasps, all ants, termites Must have all 3 traits to be eusocial Create summary or test questions on separate piece of paper Queen: fertile, elongated abdomen, 2,000 eggs/day, pheromones to control, rarely leaves hive Workers: infertile females, tend/feed young; make honey/wax, gather/store pollen, nectar, water, comb maintenance, care for queen and drones Drones: male, 10% of colony, can’t sting, no work, only mate with other queens, compound eyes What function do compound eyes serve in drones? How do pheromones control bees?

16 Method 2: Parallel notes Sugar shortages In southern states and CA Multi-million $$ industry Not all bees or wasps, all ants, termites Must have all 3 traits to be eusocial Create summary or test questions on separate piece of paper Queen: fertile, elongated abdomen, 2,000 eggs/day, pheromones to control, rarely leaves hive Workers: infertile females, tend/feed young; make honey/wax, gather/store pollen, nectar, water, comb maintenance, care for queen and drones Drones: male, 10% of colony, can’t sting, no work, only mate with other queens, compound eyes What function do compound eyes serve in drones? How do pheromones control bees?

17 Method 3: Discussion columns QuestionProf’s commentsStudents’ comments Should the electoral college be abolished for the 2008 presidential election? Constitutional challenge would not hold up. Lack of bipartisan support in current Congress. No evidence it doesn’t work long- term What about 2004 election? System is manipulated and the people aren’t really choosing the candidates. USU 1300

18 Method 4: T-method Psy 1010 Summary Memory consists of 3 systems: 1.Encoding 2.Storage 3.Retrieval Information goes into ST through rehearsal (maintenance or elaborative) where it is encoded or forgotten within 30 sec. Information that is encoded moves into long-term memory Questions (at higher levels) 1.Define and describe the three memory systems. 2.Compare and contrast maintenance and elaborative rehearsal. Give examples from this class. 3.Explain why information is “forgotten” or not moved into long-term memory.

19 Method 4: T-method Psy 1010 Summary Memory consists of 3 systems: 1.Encoding 2.Storage 3.Retrieval Information goes into ST through rehearsal (maintenance or elaborative) where it is encoded or forgotten within 30 sec. Information that is encoded moves into long-term memory Questions (at higher levels) 1.Define and describe the three memory systems. 2.Compare and contrast maintenance and elaborative rehearsal. Give examples from this class. 3.Explain why information is “forgotten” or not moved into long-term memory.

20 Why these 4 methods are great! They are active learning. Improve concentration. They turns your notes into great study guides. Rewrite notes: NO! (unless you really want to) Perfect for 5-Day Study Plan! Adapts for any class or instructor’s notes. Will take more time than what you do now. –Remember: learning is not Simple or Quick BUT – this strategy improves test scores!!

21 You could present this method to students, then do a practice lecture (~5 minutes). Students would take notes (formatting their paper or adding paper if they take notes using your PowerPoint handout), then create a summary and self-test questions. Ask students to compare what they’ve done with another student, so they can get a sense of other types of questions and summaries. This type of note taking system is readily accepted by all students we work with in Psy 1730 and individually. It works, and students see results pretty immediately in improved understanding and improved test scores. They struggle with creating questions at more complex levels (comprehension & application), but you could show them examples. If you are teaching broadcast, students can still do the above activity, and you can have them share their reactions or questions. If you teach online, you can present this PowerPoint, have them “Cornell” one lecture from your PowerPoints, and submit it along with a reflection paper about this study strategy. Practice: note to instructors

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