1. TIGHTENING THE NUTS & BOLTS

2. Identifying the Parts of a Lecture When your professor lectures, he or she has important information to convey, and it is your job to continuously to ask yourself, “What am I supposed to learn from this lecture? What’s the professor’s purpose?” Let those questions guide you as you take tour lecture notes.

3. Identifying the Parts of a Lecture There are usually three main parts to a class lecture: 1.Opening remarks can include information about assignments, review of previous material, questions about the previous lecture, or announcements of community events that are pertinent to the class.

4. Identifying the Parts of a Lecture 2.The body of the lecture develops the information. It accomplishes this in a numbers of ways, depending on the subject matter, usually by using some or all of the followings on the next slide:

5. Identifying the Parts of a Lecture Definitions – The lecture may be an extended definition of one concept – for example, culture, or a series of important, but shorter definitions. Examples and facts – The lecture may provide you with facts and examples in order to clarify a complex topic, such as a photosynthesis. Explanations of theories – This could be a presentation of competing or complementary theories. Chronology and/or lists – The lecture might provide some historical perspective or lists of components parts.

6. Identifying the Parts of a Lecture 3.The wrap-up is the final part of the lecture, usually very brief; it may include questions, discussion, and last-minute assignments. Important information may be relayed during these final minutes, so don’t close your notebook to soon. Professors who run out of time may cram a great deal of information into those final five minutes.

7. Learning Abbreviated Note-Taking One of the gravest errors you can make, while you’re taking lecture notes is to function as a secretary, writing down everything the professor says, word for word, in complete sentences. Not only is this very difficult to do, but is also requires you to put your full attention on the words rather than the ideas presented in the lecture.

8. Learning Abbreviated Note-Taking Here are some techniques to avoid this trap and to become a better and more efficient note-taker: 1.Use abbreviations and symbols whenever possible. In next slide are some common abbreviations and symbols. Add your own to this list as you learn them throughout this unit.

9. Learning Abbreviated Note-Taking and& betweenbetw concerningre for examplee.g. importantimpt informationinfo internationalint’l saidsd therefore ∴ withw/ withoutw/o wouldwd yearsyrs

10. Learning Abbreviated Note-Taking 2.Arrange information on the page to represent the relationships among ideas and information in visual way. Here are some common ways in which lecture material can be arranged on the next slide other than in paragraph form. Note that in all cases the main topic of the lecture is clearly written at the top of the page.

11. Learning Abbreviated Note-Taking a.Use bullets ( ● ) and stars ( ＊ ) to outline key point. Stars are a good way to show that a point is especially important. Note how each bulleted item is indented under a more general heading. (next slide)

12. Learning Abbreviated Note-Taking Underlying assumptions of value systems based on science: life is problem solving problem solving requires good managmt, self-improvmt these demand realism studying facts = secrets of nature we can have power and control experts have access to the knowledge new techniques are the best these are complex change is healthy technical knowledge can transform world *** essential to 20th century American values

13. Learning Abbreviated Note-Taking b.Chains: chains can be used to show the position of things in time or in relation to causes and effects. Stages of adjustment for foreign students: spectatoradaptivecoming to termpredeparture

14. Learning Abbreviated Note-Taking c.Maps: Maps are good way to link details with general topics. Since they are not liner on a page, maps allow the note-taker to add information as the lecturer presents it, which may not always be given sequentially. (next slide)

15. Learning Abbreviated Note-Taking Stages of adjustment for foreign students: exciting timeculture shock reassess of own beliefs, trends, etc put Americ culture in perspective spectatoradaptivecoming to termspredeparture is detached beliefs & values not threatened uses defenses to deal w/ balanced prepares for home

16. Learning Abbreviated Note-Taking d.Trees: Use tree to show liner relationships, divisions, classifications. The Competent Communicator FriendlyAssertiveTrustworthy reliable expresses opinionskeeps word animatedsmilesgestures social socializedhonest

17. Learning Abbreviated Note-Taking e.Columns and Charts: Use columns and charts to compare and contrast and to show parts of a general topic. Monochronic Time dose one thg at a time keeps to schedule values punctual. Time = system for order Polychronic Time does many thgs at a time involves people appts. often broken emphas. complet. transactions