Presentation on theme: "TIME AND EFFORT = ACADEMIC SUCCESS"— Presentation transcript:
1 TIME AND EFFORT = ACADEMIC SUCCESS Noteworthy Note-Taking StrategiesPresentation provided by UTPB West Texas Literacy Center, an HSI funded program. HSI is a federally funded program granted by the Department of Education Title V programs.Developed by Ana Miller, M.A., Reading Specialist
2 When Should You Note- Take? During Class LecturesWhile Reading Textbook AssignmentsDuring Class DiscussionsDuring Study Group SessionsWhile Reviewing Previously taken notesAny time you encounter relevant information
3 Why is Note-Taking Important? Keeps you actively involved and engaged while reading and listening to lecturesKeeps you focusedProvides study material for examsTransforms you from a passive observer to an active participant during classServes as research referencesOne of the Top Ten Professor suggestions for academic success here at UTPB
4 TIPS FOR BECOMING AN ACTIVE LISTENER Sit close to the instructorListen for main ideas and for the supporting detailsRemain alert to recognize when a new idea is being introducedKeep an open mind-save disagreements for an office visitEngage in self-talk – Tell yourself that you’re “getting” all the informationGet enough sleepDon’t come to class hungryFight boredom by adding your own ideas to your notes
5 LISTEN FOR “CUE WORDS”For examples: For example, for instance, to illustrateFor organization or chronological order: The six steps are…, next, finally first, secondly, thirdFor additional points: Furthermore, in addition, also, moreoverFor opposing ideas: On the other hand, in contrast, although, howeverFor similar ideas: Likewise, similarly, in comparison
6 More “Cue Words”For exceptions: However, nevertheless, but, yet, stillFor emphasis: Above all, finally, more importantlyFor understanding: In other words, in essence, brieflyFor summarizing: In conclusion, to sum up, for these reasons, in a nutshellFor exams: Remember this, this is important, this could be on the testAlso, pay attention to these cue words and phrases as you read your texts.
7 PREPARATION FOR EFFECTIVE NOTE-TAKING Before going to class, READ homework assignments and TAKE NOTES while you readHave all of your supplies ready to use.Arrive to class earlyWrite down everything the instructor writes on the boardWrite down material that is emphasized on the overhead or on a Power Point PresentationIf possible download a copy of the instructor’s Power Point presentation, and read over it BEFORE class
8 NOTE-TAKING TIPSTake notes in the instructor’s words, but when you study, RECITE them in your own wordsNotice whether the instructors’ lectures are taken directly from the textIf the lecture and notes coincide, refer to the book to add necessary and additional informationIf not, take notes from the text and compare them to your lecture notesLeave blank spaces to add more information laterLeave space between the main ideas and supporting detailsTake notes until the end of classWrite legibly
9 MORE NOTE-TAKING TIPSUse an adjusted writing style – combining cursive and printUse a tape recorderWrite meaningful phrasesWhen revising your notes, color-code themWrite notes to yourself: See p. 147 of text for more detailsExchange contact information with a reliable classmate
10 CREATING A CONSISTENT NOTE-TAKING SYSTEM Develop your own shorthand methodShorten words by omitting vowels:problem=prblm background=bkgdUse standard abbreviations in place of words: with=w without=w/oUse the first part of a word for the full word: sociology=soc kinship=Kbecause=BC most importantly=MAdd symbols, pictures, and drawings to your notes as you REVIEW. Make them different sizes and colors
11 NOTE-TAKING FROM TEXT SQ4R STUDY READING METHOD S – SURVEY Q – QUESTIONR – READR – RECITER – RITER – REVIEW
12 S = SURVEY To “X-Ray” the “bones” of the chapter: As you survey keep asking yourself - What do Ialready know about the topic?Look at the title. Read the introduction or firsttwo paragraphsLook over the headings: subheadings, boldfacewords, titles of graphs, charts, diagrams, etc.Read the Summary or last two paragraphsTake no more than 5 minutes to survey anaverage chapter
13 Q = QUESTION To set a purpose and to get actively engaged in reading: Pose Questions, mentally or in writing, before you read the first section of the chapterIf available, use questions provided by the instructor, your text, or a study guideOr turn a chapter heading, subheadings, or boldface terms into questions, beginning with “why,” “how,” “what,” “where,” “when,” or “who?”
14 R = READTo find the answers to your questions posed in the Questioning step:Read only a short section, one paragraph to one page, depending on the difficulty of the textRead quickly and selectively, improving your comprehension by seeking the answers to your questions
15 R = RECITETo find out what information you have gained from reading the short section:Answer your question aloud, in your own words, for an immediate test of your comprehensionIf you can’t say it, you don’t know itReciting is your most powerful tool forremembering information – it requires thecomplete multisensory concentration needed tomove information from short-term memory intolong-term memory
16 R = “RITE” To prepare your notes for later review, follow RECITE with any of the following steps:If the material is fairly easy, underline or highlight, using the ”telegrammatic” methodIf the material is detailed or complex, write brief notes in the margin, in your notebook, or on post-it-notesIn either case, record key names, dates, terms, definitions and ideasMark any confusing portions for future clarificationNOW MOVE TO THE NEXT SECTION OF TEXT. RETURNTO THE “QUESTION” STEP AND PROCEED THROUGHTHE “READ,” “RECITE,” AND “RITE” STEPS
17 “Telegramattic” Highlighting, Underlining or Note-Taking Use during the “RITE” step of the SQ4RStudy Reading methodObjective: Your underlined or highlighted information and notes should provide you with a sufficient, correct summary of the reading materialProvides focus during note-taking, improving comprehension, review, and recall
18 R = REVIEW At the end of the chapter, do an immediate, brief review to double retentionTake about 5 minutes to review the full chapter, ”resurveying” it again by looking over all headings, subheadings, boldface terms, definitions, and major points – adding to your own notes, highlighting or underliningA week later, review again briefly to strengthen long-term memoryReview each week until you are tested, adding new chapters as they are assigned, to cut study time by up to 90%
19 WHY USE SQ4R?In a study, of upper-level students from a major university who used the SQ4R method for a semester--Every student:-Had a higher GPA-Faster reading rate-Improved comprehension-*Spent 30% less time on studying than beforeContinually changes the pace, as you read one short section using the QUESTION to READ to RECITE to RITE steps-Prevents boredom-Enhances concentration-Produces greater learning than the usual reading of a fullchapter
20 Research Shows: Study-Reading Methods Do Work Reading alone is a short-term memory operationProvides mental organization or structureSets a purpose for readingProduces sense of accomplishmentCreates sense of securityMultisensoryThe key is repetition!!!
21 NOTE-TAKING METHOD 1 CORNELL SYSTEM Draw a 2.5 inch margin down the left side of the pageLeave several inches of space on the bottom of the page for writing a summaryInclude the date and class name on each pageTake notes on the right side of the paper onlyAfter the lecture, use the cue column (left side) to write study questions, key words, or phrases related to notes on the right sideCover up the notes on the right side and use the cue column to test your knowledgeWrite a summary on the bottom of each pageReview your notes immediately and at least weeklyStudy the information using flash cards, outlines, hierarchies, mind maps, etc.
22 NOTE-TAKING METHOD 2 OUTLINING DURING LECTURES AND TEXT NOTES Main ideas or topics begin farthest to the left with supporting details indented below to the rightLevels of importance are indicated by distance away from the major pointRelationships among categories of facts carried through by indentingNo numbers, letters, or Roman Numerals are neededBest used if lecture is presented in an outlined mannerMust have enough time to think about and organize informationFor textbook notes use titles, subheadings, captions, terms, or paragraphs as categorization guides
23 NOTE-TAKING METHOD 3 COLUMN NOTES Divide paper into 2 parts On left side write page number with terms, subtitles, topicsRight side write in facts, supporting details, summary, information from textbook notesDivide paper into 3 partsOn the far left side 1 ½“, write page numbers that reference the textIn the middle section, write text book notesOn the far right side, write lecture notes in an organized formatProvides comprehensive overview of lecture notes and text notes
24 NOTE-TAKING METHOD 4 GRAPHICALLY ORGANIZING Also referred to as graphic organizers, mind maps, hierarchies, webbing, flowcharts, tree diagrams, etc.Graphically and visually connects each fact or idea to another fact or ideaEmphasizes critical thinkingNotes can be easily edited, revised, cut apart, and pieced togetherStimulates use of the right side of the brain, thus maximizing learning
25 Using Your Whole Brain LEFT SIDE RIGHT SIDE Logical Intuitive Linear Non-linearMathematical VisualLanguage SpatialAnalytical CreativeReasoning Subconscious MindConscious Mind
26 NOTE-TAKING METHOD 4 CHARTING Before lecture, determine categories to be covered in the lectureSet up a graphic organizer or chart in advance according to the categoriesAs you actively listen to the lecture, fill in the chartWrite main ideas, phrases, single words
27 NOTEWORTHINESS OF NOTE-TAKING Necessary for in-depth learningMultisensory approach – Kinesthetic, Auditory, VisualExperiment with different methodsFind the right fit for youAdjust to suit your needsPractice until note-taking becomes a habit
28 References Burke, J. (2002). Tools for thought. Portsmouth: Heineman. California Polytechnic State University. Student Academic Services.Feldman, Shattles, & McKenzie. (2004).Oracle EDU Unpublished manuscript, Southern MethodistUniversity, Dallas, TXHoyt, L. (2002). Make it Real: Strategies for success with informational texts. Portsmouth: Heineman:Our world today: people, places, and issues. (2003). New York: Glencoe McGraw-Hill: 22-25, 82-85,Leonard, E. (2007). What every student should know about…study skills. New York: Pearson.