1. Note taking and note making

2. By the end of this session, you should: Be aware of how to take notes in lectures Understand how to take notes when reading Be able to distinguish between note taking, annotation and note making Be aware of a variety of note-taking and note-making techniques Be aware of strategies for processing your notes

3. Why write notes? Process – note taking as a learning tool –Clarify your thinking –Forces you to be selective –Organises your ideas –Helps you to remember Preparation for written assignments Preparation for a seminar For review and revision before exams

4. Note-taking in Lectures

5. Making notes from lectures Historical tradition of students listening to, engaging with and reflecting on words of wise leader to develop their own knowledge Lectures: give you access to the work of a researcher, a leader in the field, which gives you a shortcut to intense and significant information seed your thinking and research on a particular topic enable you to become familiar with the discourse of the subject – the language, the arguments and the evidence that apply in the subject If you engage actively with lectures they can be powerful learning experiences in which you learn how to think, how to construct arguments and how to use evidence within your particular discipline. Burns and Sinfield (2004)

6. Before lectures Be aware of what is coming up –Read course documentation and module outline Do some preparatory reading –Familiarise yourself with new terms or language –Look at the reading list Review notes from previous lecture(s) Make a note of any questions you have

7. During lectures Actively listen –The beginning is important –Listen out for cues: “There are three main causes of…” “For example…” “On the other hand…” “Generally accepted…” or “a controversial view…” References to other sources Make effective notes “..people who were cue conscious tended to get upper seconds… those who were cue deaf got lower seconds” (Miller & Parlett, 1974)

8. What do you need to take away from a lecture? A summary Main ideas/concepts Line of argument Some illustrative detail Information about other sources of information/ ideas Poor notes can confuse or mislead

9. Note-taking when Reading

10. What are you reading for? Background reading, setting context Ideas to develop or inform an argument Ideas to support an argument Ideas to challenge an argument What do you need notes for?

11. What you are looking for Reading technique Notes Facts and specificsScanning Searching text looking for key words and phrases, moving your eye fast and not attempting to take in whole sentences, like using a telephone directory Highlight the desired information. Note the source. To gain, consolidate or revise overview, background knowledge, or broad understanding a) Skimming b) Ladder reading a)Moving your eye quickly over the text, not necessarily from top left to bottom right, perhaps with a pointer to keep your eye moving at speed; b) Reading subheadings, beginnings and endings of paragraphs and/or sections Forming mental images of the main issues and ‘big picture’, which you might draw, mindmap or otherwise summarise in notes. To develop a full understanding of principles and details, assessing and evaluating evidence and ideas Critical in- depth reading Reading carefully, slowly, and possibly repetitively while raising questions to analyse and interrogate the text; make detailed notes; think critically; requires a high level of concentration Reading and making notes

12. Before, during and after Before –What do you already know? –What do you need to know? Whilst –Skim for the gist –Scan for key points –Read in more detail – annotate? –Write notes After –Organise – include bibliographical details –Review

13. Techniques for Note-taking & Note-Making

14. Speed note-taking if u cn rd ths, u cn lrn spdwrtg Abbreviations – see handout Use colour, CAPITALS, Ask yourself questions

15. DO Write key words or phrases in the margins Note related ideas and contrasts with other texts Read a paragraph first, then go back to highlight ‘Less is more ’ DON’T Highlight or underline everything Highlight or underline nothing Only highlight or underline Highlight as you read Highlight or underline in library books Annotation

16. Note-making Write your own summary or interpretation of what you have read Don’t copy chunks of text Distinguish quotes, summaries, your ideas in your notes Set up a system to record complete bibliographic details, so you know for sure where your notes have come from

17. Note-taking techniques Methods –Linear –Pattern notes, such as mindmapping –Cornell or 3-column note-taking

18. Linear Use indentations/subsections Use bullet points or numbering Don’t just make a list Leave good margins

19. Pattern notes, mind-mapping

20. Cornell or Three Column Note-taking 5 Rs – Record, Reduce, Recite, Reflect, Review Use the right hand side for notes - Record Use the left hand column for ‘cues’ - Reduce and Recite and any questions you have Use the lower part to summarise - Reflect and review

21. Other ways of representing content http://www.visual-literacy.org/periodic_table/periodic_table.html#

22. Using your notes Build an overview to make your reading effective Survey and preview, then: PUT YOUR PEN DOWN AFTERWARDS make notes quickly to build an overview Ask yourself: –Which parts answer my assignment question? –Which questions are relevant for the seminar? –What will I need for the exam?

23. Using your notes: Read, Review, Respond What is the line of reasoning? Evaluate line of reasoning: Relevant? Sufficient reasons? Logical progression? False premises? Flawed reasoning? Identify evidence Evaluate evidence Identify writer’s conclusion Evaluate whether evidence supports writer’s conclusion Adapted from Cottrell (1999)

24. Processing your notes Label and file your notes Cross reference with any handouts Read through your notes. Fill in any details from your additional reading or research Link new information to what you already know Discuss with others, compare notes, fill in gaps

25. Bad notes filing

26. Good notes filing

27. Review of objectives. Are you ……… Aware of how to take notes in lectures Aware of what to think about when taking notes when reading Able to distinguish between note taking, annotation and note making Aware of a variety of note-taking and note-making techniques Aware of strategies for processing your notes

28. References Burns, T. & Sinfield, S. (2004) Teaching, learning and study skills: a guide for tutors. London: Sage Cottrell, S. (1999) The study skills handbook. Hampshire: Palgrave Macmillan Miller, C.M.I. & Parlett, M. (1974) Up to the mark: a study of the examination game. Guildford: Society for Research into Higher Education