Strategic Note-Taking Visit the Dr. Boyle’s Strategic Note-taking website at: http://sites.temple.edu/snotetaking/cues-strategy/ for training materials and more…

Support This research was supported by Grant R32A110087 from the Institute of Education Sciences (IES), U.S. Department of Education.

What are some problems you might have when taking notes during lectures? Solicit responses from students about problems that they have when recording notes during class. Problems might include: Writing fast enough to keep up with the teacher, knowing which lecture points to record, understanding the lecture, trouble reading notes after the lecture, recording only partial notes (or missing information in notes), etc...

Strategic Note-taking Intervention was developed to help students record important lecture information and better notes.

How well does it work? Students who used strategic note-taking during a simulated lecture, recorded more important lecture points, more vocabulary, more words, and performed better on the lecture test, than students who used conventional note-taking. See: Boyle, J. R. (2013). Strategic note-taking for inclusive middle school science classrooms. Remedial And Special Education, 34, 14-26. doi: 10.1177/0741932511410862

What makes Strategic Note-taking work? Must put forth your best effort Students who record important lecture points and lots of notes do well on tests

CUES+ + Effort SUCCESS!

CUES+ (Study) C- Cluster U- Use E- Enter S- Study +- Plus 1. Number Cues- 2. Important Cues- E- Enter S- Study +- Plus

Materials Needed Hand out the CUES+ Strategy sheet (one per student) – decide whether you will teach the CUES+ for Study step or CUES+ for Share step (explained in next slides). Handout the appropriate CUES+ strategy note-taking paper (either Study or Share) Obtain the practice lecture video “Frogs and Toads” and script which lists lecture points Read and use the Strategic Note-taking Training Manual (Directions)

CUES+ (Share) C- Cluster U- Use E- Enter S- Share +- Plus 1. Number Cues- 2. Important Cues- E- Enter S- Share +- Plus

What is a cue? Have you ever heard of this word? Cue in music?

CUE Teacher cues tell a student when something important is coming up

During the lecture listen for CUES+ To help us remember CUES+ During the lecture listen for CUES+

CUES + C- Cluster U- Use E- Enter S- Share +- Plus 1. Number Cues- 2. Important Cues- E- Enter S- Share +- Plus

Cluster Cluster together 3-6 main points of the lecture points Group similar lecture points

CUES + U- Use C- Cluster E- Enter S- Share +- Plus 1. Number Cues- 2. Important Cues- E- Enter S- Share +- Plus

Use Use teacher cues to record ideas number cues importance cues give some examples..

What do you need to do after you record a cued lecture point? Put a star next to it *

Practice Use the “Teacher Cued Lecture Points - Practice Sheet” to practice with students. Read the statements (i.e., lecture points) and ask students to determine if it is cued or non-cued. If it is a cued lecture point, have students tell you which type (importance or number) of cued lecture point.

CUES + E- Enter C- Cluster U- Use S- Share +- Plus 1. Number Cues- 2. Important Cues- E- Enter S- Share +- Plus

Enter Enter important vocabulary Record each important vocabulary word and its definition

CUES + S- Study C- Cluster U- Use E- Enter +- Plus 1. Number Cues- 2. Important Cues- E- Enter S- Study +- Plus

Study Study your notes after the lecture by reviewing them three times. After each review, place a checkmark in the box.

CUES + S- Share C- Cluster U- Use E- Enter +- Plus 1. Number Cues- 2. Important Cues- E- Enter S- Share +- Plus

Share Share your notes with classmate by explaining your notes to them and placing a checkmark on one box. 4 minutes activity Explain your notes to partner and both of you place one check mark in first box on each page of your own notes Partner explains his/her notes to you and you both place check mark in second box on each page of your own notes

CUES + + Plus C- Cluster U- Use E- Enter S- Share 1. Number Cues- 2. Important Cues- E- Enter S- Share + Plus

+ Add or use abbreviations, pictures, or symbols to personalize your notes. Think texting… And (&), Miles per hour (mph) Between (b/t), Example (ex)

Abbreviation Rules First 4 letters then . Example- temperature, temp. Initials- two first, first letter of first word, first letter of second word Example- United States, U.S.

Next Steps Students should study the CUES+ strategy steps and be able to recite them with 100% accuracy. Use the verbal rehearsal quiz to assess each student’s mastery of the CUES+ steps Once students can recite CUES+ steps with 100% mastery, use the practice lecture video (“Frogs & Toads”) so students can practice the CUES+ strategy using strategic note-taking paper while viewing the simulated lecture, Frogs & Toads. Begin by modeling how to record notes of the first few minutes of the video. Pause it and review your notes. Next have students practice, periodically stopping to review what they recorded in their notes.

For More Information Visit Dr. Boyle’s Strategic Note-taking website at: http://sites.temple.edu/snotetaking/cues- strategy/ The website contains free materials, training videos, modules for 7th & 8th grade science, lecture videos and lecture scripts for 7th & 8th grade science, pretest and posttest for each science module, publications, and much more…..

Coming Soon… Strategic Note-taking app for ipads CUES+ app

For More Information Also see the following selected publications: Boyle, J. R., Forchelli, G. A., & Cariss, K. (2015). Success for ALL students: Note- taking in content area classes. Preventing School Failure, 1-10. Advance online publication. doi:10.1080/1045988X.2014.903463 Boyle, J. R., Rosen, S. M., & Forchelli, G. A. (2014). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3- 13: International Journal of Primary, Elementary and Early Years Education, 1-20. Advance online publication. doi: 10.1080/03004279.2014.929722 Boyle, J. R. (2013). Strategic note-taking for inclusive middle school science classrooms. Remedial And Special Education, 34, 14-26. doi: 10.1177/0741932511410862 Boyle, J.R. (2012). Note-taking and students with learning disabilities: Challenges and solutions. Learning Disabilities Research and Practice, 27(2), 90-101. http://dx.doi.org/10.1111/j.1540-5826.2012.00354.x Boyle, J. R. (2011). Thinking strategically to record notes in content classes. American Secondary Education, 40(1), 51-66.