Notetaking A teaching process Lucy Tribble MacDonald, M.A.,M.A. CRLA October 2009

Overview Activity - Part I Discussion Activity - Part II Define the Model Review the tools

Activity I - Take notes Directions: You may choose either: 1.To take notes as you normally do. 2.Or role play and take notes as you think students might do.

Discussion Questions Have you ever collected students’ notes to see what got through to the paper? Has anyone made videos for student notetaking practice?

Scenarios A “couple” of notes - Celestial Navigation Electronic students request notetaker Nursing students and Cornell notetaking

Activity II 1.Handout 2.Discussion

Teaching Notetaking Model Pre-test - 15 minute college class lecture 2 week interval Quiz –Individual –Collaborative (benefits of note processing) Teach Cornell Notetaking ( recall column for test questions and learning objectives ) Post-test - practice to mastery (85%)

Resources The Real Thing - 15 lectures More The Real Thing -15 lectures and 1 student presentation Cornell notetaking paper - Hard backed “knee pad” Letter size Dual-Pad, Law Ruled