Note-Taker Orientation Thank you for volunteering to be a note taker. This program is designed to inform you of useful information and our expectations.

Note-Taker Orientation Thank you for volunteering to be a note taker. This program is designed to inform you of useful information and our expectations of note takers. The Note Taker Orientation consists of 3 modules and at the end of each module you will answer questions to assess your understanding of the material covered. Please use the green buttons in the bottom right corner to move through this orientation. This orientation session will take 20 minutes to complete. Module One Why Provide Note- Taker Services? Module One Why Provide Note- Taker Services? Module Two Note-Taker Code of Ethics Module Two Note-Taker Code of Ethics Module Three Taking Effective Notes Module Three Taking Effective Notes Click here to begin Module One Click here to begin Module One

Module One: Why Note Takers are needed In this module you will cover: 1.The Americans with Disabilities Act 2.Why note takers are needed. 3.At the end of this module you will take a brief quiz to assess your understanding of the material covered. Module One: Why Note Takers are needed In this module you will cover: 1.The Americans with Disabilities Act 2.Why note takers are needed. 3.At the end of this module you will take a brief quiz to assess your understanding of the material covered. Click here to learn about the Americans with Disabilities Act Click here to learn about the Americans with Disabilities Act

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 The Americans with Disabilities Act of 1990 (amended 2008) and the Rehabilitation Act of 1973 mandate equal access to education, employment, and public services for individuals who qualify as having a disability. In an educational setting, note taking services may be considered a reasonable accommodation based on the person’s documented disability. Reasonable accommodations are provided to level the playing field and to provide equal access for individuals with disabilities, not to give an unfair advantage over their peers. The Americans with Disabilities Act of 1990 (amended 2008) and the Rehabilitation Act of 1973 mandate equal access to education, employment, and public services for individuals who qualify as having a disability. In an educational setting, note taking services may be considered a reasonable accommodation based on the person’s documented disability. Reasonable accommodations are provided to level the playing field and to provide equal access for individuals with disabilities, not to give an unfair advantage over their peers. Click here to learn why note takers are needed Click here to learn why note takers are needed

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 There are many different disabilities that impact a person’s ability to take notes and therefore require the accommodation of note taking assistance. Here you will learn about three different students and how their disability affects their ability to take class notes. Learn how having a learning disability impacts Susan’s ability to take notes. Learn how being Deaf or Hard of Hearing impacts Michael’s ability to take notes. Learn how having a physical disability affects John’s ability to take notes. There are many different disabilities that impact a person’s ability to take notes and therefore require the accommodation of note taking assistance. Here you will learn about three different students and how their disability affects their ability to take class notes. Learn how having a learning disability impacts Susan’s ability to take notes. Learn how being Deaf or Hard of Hearing impacts Michael’s ability to take notes. Learn how having a physical disability affects John’s ability to take notes. Begin by learning more about Susan Begin by learning more about Susan

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 Susan is a student with a learning disability. For her this disability makes it very difficult to listen to the lecture, process the information being presented and write notes simultaneously. Click here to learn about Michael Click here to learn about Michael

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 Michael is a student who is deaf or hard of hearing. For him this disability requires that he use a sign language interpreter or read lips. The need to focus on the sign language interpreter or read the instructor’s lips makes it very difficult for him to take notes. Click here to learn about John Click here to learn about John

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 John is a student with a physical disability. His disability makes it physically difficult for him to take notes. Click here to assess your understanding of Module 1 Click here to assess your understanding of Module 1

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 There are 2 questions on the Module 1 quiz. (True or False) 1.The Americans with Disabilities Act of 1990 (amended 2008) and the Rehabilitation Act of 1973 mandate equal access to education. This means that based on a student’s documented disability, note taking services may be considered a reasonable accommodation. Please click on your answer to see if you are correct. A. True B. False There are 2 questions on the Module 1 quiz. (True or False) 1.The Americans with Disabilities Act of 1990 (amended 2008) and the Rehabilitation Act of 1973 mandate equal access to education. This means that based on a student’s documented disability, note taking services may be considered a reasonable accommodation. Please click on your answer to see if you are correct. A. True B. False

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 Correct!!!! Go to question #2

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 Sorry that answer is wrong. Go back to question #1 and try again Go back to question #1 and try again

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 (True or False) 2. Students with disabilities sometimes have trouble with listening, processing, and writing, this makes it difficult for students with disabilities to develop an adequate and complete set of class notes. A. True B. False (True or False) 2. Students with disabilities sometimes have trouble with listening, processing, and writing, this makes it difficult for students with disabilities to develop an adequate and complete set of class notes. A. True B. False

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 Correct!!!! Move on to Module 2 Move on to Module 2

Module 1: The Americans with Disabilities Act Why note takers are needed? Assess your understanding of Module 1 Sorry that answer is wrong. Go back to question #2 and try again Go back to question #2 and try again

Module Two Module Two: The Note Taker Code of Ethics This module will cover: 1.The role of the note taker 2.Class attendance 3.Confidentiality 4.At the end of this module there will be a brief quiz to assess your understanding of this module. Module Two: The Note Taker Code of Ethics This module will cover: 1.The role of the note taker 2.Class attendance 3.Confidentiality 4.At the end of this module there will be a brief quiz to assess your understanding of this module. Click here to begin Module 2 Click here to begin Module 2

Module 2: The Note Taker Code of Ethics The role of the note taker The Note Taker Code of Ethics states that as a note taker you agree to: Take adequate notes Attend all classes or find a back up if you will miss a class Provide copies of notes in a timely manner Communicate with the Learning Assistance Center if a problem arises. The Note Taker Code of Ethics states that as a note taker you agree to: Take adequate notes Attend all classes or find a back up if you will miss a class Provide copies of notes in a timely manner Communicate with the Learning Assistance Center if a problem arises. Learn more about your role as a note taker Learn more about your role as a note taker Assess your knowledge of Module 2 Class attendance Confidentiality

Module 2: The Note Taker Code of Ethics The role of the note taker Your role as a note taker is: 1.To convey the professor’s ideas and opinions in notes. Notes should reflect the professor’s meaning and intent. 2.To provide a copy of your class notes at the conclusion of the class or e-mail the notes to the student within 24 hours. You will be provided with a copy card that you can use to make a copy of your notes. Words of advice: If you are speaking with a student and he/she uses an interpreter, always speak directly to the student, not the interpreter. Your role as a note taker is: 1.To convey the professor’s ideas and opinions in notes. Notes should reflect the professor’s meaning and intent. 2.To provide a copy of your class notes at the conclusion of the class or e-mail the notes to the student within 24 hours. You will be provided with a copy card that you can use to make a copy of your notes. Words of advice: If you are speaking with a student and he/she uses an interpreter, always speak directly to the student, not the interpreter. Find out what you are not responsible for as a note taker Find out what you are not responsible for as a note taker Assess your knowledge of Module 2 Class attendance Confidentiality

Module 2: The Note Taker Code of Ethics The role of the note taker Your role as a note taker is not: 1. To be the student’s tutor, advisor or counselor. 2. To insert your opinions or commentary in the notes. Do not interject personal opinions or advice in your notes. Words of Advice If you encounter a difficult issue, please contact Cassandra Jones, Assistant Director of Disability Services, Learning Assistance Center at (513) 745-3003 or at jonesc20@xavier.edu If Your role as a note taker is not: 1. To be the student’s tutor, advisor or counselor. 2. To insert your opinions or commentary in the notes. Do not interject personal opinions or advice in your notes. Words of Advice If you encounter a difficult issue, please contact Cassandra Jones, Assistant Director of Disability Services, Learning Assistance Center at (513) 745-3003 or at jonesc20@xavier.edu If Learn about class attendance Learn about class attendance Assess your knowledge of Module 2 Class attendance Confidentiality

Module 2: The Note Taker Code of Ethics The role of the note taker Class Attendance Note takers are expected to attend every class and arrive to class on time. Class Attendance Note takers are expected to attend every class and arrive to class on time. What if I need to miss a class? What if I need to miss a class? Assess your knowledge of Module 2 Class attendance Confidentiality

Module 2: The Note Taker Code of Ethics The role of the note taker Missing class If you know you are going to miss a class then you are required to recruit a back-up note taker in advance and provide your back up with instructions regarding the delivery of notes to the student. You should get your back up note taker’s phone number and on the day you are going to be absent from class, call your back-up note taker. Missing class If you know you are going to miss a class then you are required to recruit a back-up note taker in advance and provide your back up with instructions regarding the delivery of notes to the student. You should get your back up note taker’s phone number and on the day you are going to be absent from class, call your back-up note taker. Confidentiality Assess your knowledge of Module 2 Class attendance Confidentiality

Module 2: The Note Taker Code of Ethics The role of the note taker Confidentiality Note takers must keep all information strictly confidential and cannot share information about the student with whom he/she is sharing notes. This includes: The name of the student receiving class notes If known, the nature of the student’s disability Confidentiality Note takers must keep all information strictly confidential and cannot share information about the student with whom he/she is sharing notes. This includes: The name of the student receiving class notes If known, the nature of the student’s disability Assess your understanding of Module 2 Assess your understanding of Module 2 Assess your knowledge of Module 2 Class attendance Confidentiality

Module 2: The Note Taker Code of Ethics The role of the note taker There are two questions in the Module 2 quiz. (True or False) 1.Students should receive their notes immediately following class OR within the next 24 hours. a.TrueTrue b.FalseFalse There are two questions in the Module 2 quiz. (True or False) 1.Students should receive their notes immediately following class OR within the next 24 hours. a.TrueTrue b.FalseFalse Assess your knowledge of Module 2 Class attendance Confidentiality

Module 2: The Note Taker Code of Ethics The role of the note taker Correct!!!! Assess your knowledge of Module 2 Class attendance Confidentiality Go to question #2

Module 2: The Note Taker Code of Ethics The role of the note taker Sorry that answer is wrong. Go back and try again. Assess your knowledge of Module 2 Class attendance Confidentiality Go back to question #1 Go back to question #1

Module 2: The Note Taker Code of Ethics The role of the note taker (True or False) 2. As the note taker, you are also acting as the tutor to help with understanding the material. a.TrueTrue b.FalseFalse (True or False) 2. As the note taker, you are also acting as the tutor to help with understanding the material. a.TrueTrue b.FalseFalse Assess your knowledge of Module 2 Class attendance Confidentiality

Module 2: The Note Taker Code of Ethics The role of the note taker Correct!!!! Assess your knowledge of Module 2 Class attendance Confidentiality Proceed to Module 3 Proceed to Module 3

Module 2: The Note Taker Code of Ethics The role of the note taker Sorry that answer is wrong. Go back and try again. Assess your knowledge of Module 2 Class attendance Confidentiality Go back to question #2 Go back to question #2

Module Three Module 3 Taking Effective Notes Module 3 will cover: 1.Key aspects of taking effective notes 2.Note taking formats 3.Taking notes for another student 4.This module is the final module. At the end of this module you will complete a brief assessment of the information covered in Module 3. Once you have successfully completed this module you will be directed to complete a brief form. Your submission of this form will let us know that you completed this orientation. Module 3 Taking Effective Notes Module 3 will cover: 1.Key aspects of taking effective notes 2.Note taking formats 3.Taking notes for another student 4.This module is the final module. At the end of this module you will complete a brief assessment of the information covered in Module 3. Once you have successfully completed this module you will be directed to complete a brief form. Your submission of this form will let us know that you completed this orientation. Click here to begin Module 3 Click here to begin Module 3

Module 3: Taking effective notes Key aspects of taking effective notes Key aspects of taking effective notes include: 1.Providing a thorough set of notes that the student can use to study and complete assignments. This requires that you as the note taker have a good understanding of the course material. 2.Transcribing the course material in a complete, legible and organized manner. Make sure to sit near the front of the classroom, copy all information from the board and overheads and remember that transcribing does not mean a word for word record of everything the professor says. Key aspects of taking effective notes include: 1.Providing a thorough set of notes that the student can use to study and complete assignments. This requires that you as the note taker have a good understanding of the course material. 2.Transcribing the course material in a complete, legible and organized manner. Make sure to sit near the front of the classroom, copy all information from the board and overheads and remember that transcribing does not mean a word for word record of everything the professor says. Assess your understanding of Module 3 Note taking formats Taking notes for another student Learn more key aspects of effective notes Learn more key aspects of effective notes

Module 3: Taking effective notes Key aspects of taking effective notes Key aspects of taking effective notes continued: 3.Include the following in your notes: Major topics or themes Basic concepts New or difficult vocabulary When you know that someone else will be using your notes, it is important that you are careful to record all vital information. Even if the professor shares information that you already know, you should include this information in your notes. Key aspects of taking effective notes continued: 3.Include the following in your notes: Major topics or themes Basic concepts New or difficult vocabulary When you know that someone else will be using your notes, it is important that you are careful to record all vital information. Even if the professor shares information that you already know, you should include this information in your notes. Assess your understanding of Module 3 Note taking formats Taking notes for another student Learn about note taking formats Learn about note taking formats

Module 3: Taking effective notes Key aspects of taking effective notes Note taking formats We recommend you use one of the following formats: Outline Format Two-Column Format Text/Paragraph Format We recommend that you use a consistent format for note taking. Select your note taking format based upon what works best with the format of the class. Occasionally, a student using your notes may request that you take notes using a particular format. Note taking formats We recommend you use one of the following formats: Outline Format Two-Column Format Text/Paragraph Format We recommend that you use a consistent format for note taking. Select your note taking format based upon what works best with the format of the class. Occasionally, a student using your notes may request that you take notes using a particular format. Assess your understanding of Module 3 Note taking formats Taking notes for another student Learn about the Outline Format Learn about the Outline Format

Module 3: Taking effective notes Key aspects of taking effective notes The Outline Note Taking format Assess your understanding of Module 3 Note taking formats Taking notes for another student Learn about the Two- Column note taking format Learn about the Two- Column note taking format I.OUTLINE FORMAT A.Use short phrases or single words. B.Leave space to go back to an earlier topic. C.Use Roman Numerals to identify major subjects or themes and write those themes in capital letters. I.OUTLINE FORMAT A.Use short phrases or single words. B.Leave space to go back to an earlier topic. C.Use Roman Numerals to identify major subjects or themes and write those themes in capital letters.

Module 3: Taking effective notes Key aspects of taking effective notes Two Column Note Taking Format: This format is also known as the Cornell Note Taking Method 1.Divide each page into 2 side by side columns. The left column should only be a few inches wide. 2.The right column will be wider and will be used to record topical information and all relevant details. 3.The left column is used to identify the main subject and key words. Two Column Note Taking Format: This format is also known as the Cornell Note Taking Method 1.Divide each page into 2 side by side columns. The left column should only be a few inches wide. 2.The right column will be wider and will be used to record topical information and all relevant details. 3.The left column is used to identify the main subject and key words. Assess your understanding of Module 3 Note taking formats Taking notes for another student See an example of the two column format See an example of the two column format

Module 3: Taking effective notes Key aspects of taking effective notes Two Column Note Taking Format: This format is also known as the Cornell Note Taking Method Two Column Note Taking Format: This format is also known as the Cornell Note Taking Method Assess your understanding of Module 3 Note taking formats Taking notes for another student Learn about the text or paragraph format Learn about the text or paragraph format Use this column to record the main subject and key words. Use this column to record topical information and relevant details.

Module 3: Taking effective notes Key aspects of taking effective notes Text or Paragraph Format: 1.Uses complete sentences to express a complete thought. 2.Uses paragraphs to distinguish different points or topics. Leaves space between each paragraph so you can add information if the instructor returns to that “theme” or point later. This format is particularly useful when the information presented in class doesn’t have a clearly organized pattern. Text or Paragraph Format: 1.Uses complete sentences to express a complete thought. 2.Uses paragraphs to distinguish different points or topics. Leaves space between each paragraph so you can add information if the instructor returns to that “theme” or point later. This format is particularly useful when the information presented in class doesn’t have a clearly organized pattern. Assess your understanding of Module 3 Note taking formats Taking notes for another student Continue on to “Taking notes for another student” Continue on to “Taking notes for another student”

Module 3: Taking effective notes Key aspects of taking effective notes Taking notes for another student When taking notes for another student it is helpful if you do the following: Use symbols such as an asterisk * or star to mark important information such as key formulas and concepts or class announcements such as assignment due dates, cancellations or room changes. Record all formulas, diagrams, dates, numbers and any information written on the board. Include a brief description of classroom activities such as labs or demos. For example, lighting a Bunsen burner-check the connection, position the lighter before turning on the gas, etc. Taking notes for another student When taking notes for another student it is helpful if you do the following: Use symbols such as an asterisk * or star to mark important information such as key formulas and concepts or class announcements such as assignment due dates, cancellations or room changes. Record all formulas, diagrams, dates, numbers and any information written on the board. Include a brief description of classroom activities such as labs or demos. For example, lighting a Bunsen burner-check the connection, position the lighter before turning on the gas, etc. Assess your understanding of Module 3 Note taking formats Taking notes for another student Learn more about “Taking notes for another student” Learn more about “Taking notes for another student”

Module 3: Taking effective notes Key aspects of taking effective notes Taking notes for another student (continued) When taking notes for another student it is helpful if you do the following: If important, include comments from other people in your notes. Notate that the information or question came from someone other than the professor. Write a key to identify what abbreviations mean and be consistent in your use of abbreviations. On every page of notes, include the course title or course number, date of the class and page numbers. Taking notes for another student (continued) When taking notes for another student it is helpful if you do the following: If important, include comments from other people in your notes. Notate that the information or question came from someone other than the professor. Write a key to identify what abbreviations mean and be consistent in your use of abbreviations. On every page of notes, include the course title or course number, date of the class and page numbers. Assess your understanding of Module 3 Note taking formats Taking notes for another student What you should do before you hand your notes off to another student. What you should do before you hand your notes off to another student.

Module 3: Taking effective notes Key aspects of taking effective notes Before handing off the class notes: Check that the notes are clear and complete. Check spelling. Make sure diagrams are labeled and important information is clearly delineated. Make sure the copies are readable. Cross out any material to be ignored. Make sure headings and page numbers are included Before handing off the class notes: Check that the notes are clear and complete. Check spelling. Make sure diagrams are labeled and important information is clearly delineated. Make sure the copies are readable. Cross out any material to be ignored. Make sure headings and page numbers are included Assess your understanding of Module 3 Note taking formats Taking notes for another student Assess your understanding of Module 3 Assess your understanding of Module 3

Module 3: Taking effective notes Key aspects of taking effective notes There are 5 questions in the Module 3 Assessment. This is the final section of this orientation program. There are 5 questions in the Module 3 Assessment. This is the final section of this orientation program. Assess your understanding of Module 3 Note taking formats Taking notes for another student Begin the Module 3 assessment Begin the Module 3 assessment

Module 3: Taking effective notes Key aspects of taking effective notes (True or False) 1. Two aspects of taking effective notes include: having a good understanding of the information being taught in class AND providing a thorough set of class notes the student can use to study and complete assignments. a. TrueTrue b. FalseFalse (True or False) 1. Two aspects of taking effective notes include: having a good understanding of the information being taught in class AND providing a thorough set of class notes the student can use to study and complete assignments. a. TrueTrue b. FalseFalse Assess your understanding of Module 3 Note taking formats Taking notes for another student

Module 3: Taking effective notes Key aspects of taking effective notes Correct!!! Correct!!! Assess your understanding of Module 3 Note taking formats Taking notes for another student Continue to question #2 Continue to question #2

Module 3: Taking effective notes Key aspects of taking effective notes Sorry-that is not correct. Please try again. Sorry-that is not correct. Please try again. Assess your understanding of Module 3 Note taking formats Taking notes for another student Return to question #1 Return to question #1

Module 3: Taking effective notes Key aspects of taking effective notes (True or False) 2. Course title or number, class date and page numbers should be included on each page of notes. a. TrueTrue b. FalseFalse (True or False) 2. Course title or number, class date and page numbers should be included on each page of notes. a. TrueTrue b. FalseFalse Assess your understanding of Module 3 Note taking formats Taking notes for another student

Module 3: Taking effective notes Key aspects of taking effective notes (True or False) 3.Two-column (Cornell note taking), text/paragraph or outline are note taking formats. a. TrueTrue b. FalseFalse (True or False) 3.Two-column (Cornell note taking), text/paragraph or outline are note taking formats. a. TrueTrue b. FalseFalse Assess your understanding of Module 3 Note taking formats Taking notes for another student

Module 3: Taking effective notes Key aspects of taking effective notes (True or False) 4.As a note taker, if you are already familiar with a topic, you don’t have to take notes on it. a. TrueTrue b. FalseFalse (True or False) 4.As a note taker, if you are already familiar with a topic, you don’t have to take notes on it. a. TrueTrue b. FalseFalse Assess your understanding of Module 3 Note taking formats Taking notes for another student

Module 3: Taking effective notes Key aspects of taking effective notes (True or False) 5.It is acceptable to use abbreviations if they are being used consistently, and a “key” to identify what the abbreviations mean is provided. a. TrueTrue b. FalseFalse (True or False) 5.It is acceptable to use abbreviations if they are being used consistently, and a “key” to identify what the abbreviations mean is provided. a. TrueTrue b. FalseFalse Assess your understanding of Module 3 Note taking formats Taking notes for another student

Congratulations! You have completed the note taker orientation. Please click on the link below to submit your information. This will let us know that you completed this orientation. http://www.xavier.edu/lac/Note-Taker- Form.cfm Congratulations! You have completed the note taker orientation. Please click on the link below to submit your information. This will let us know that you completed this orientation. http://www.xavier.edu/lac/Note-Taker- Form.cfm

Note-Taker Orientation Thank you for volunteering to be a note taker. This program is designed to inform you of useful information and our expectations.

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Note-Taker Orientation Thank you for volunteering to be a note taker. This program is designed to inform you of useful information and our expectations.

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Presentation on theme: "Note-Taker Orientation Thank you for volunteering to be a note taker. This program is designed to inform you of useful information and our expectations."— Presentation transcript:

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