Note-taking Skills

Parents Corner
1

<p>My son, a high school sophomore, has admitted to me that he just doesn't
"get it" when it comes to taking good notes in class. He's always been the type of student who can just suck in information like a sponge, but as he gets into more advanced classes, he's discovering that doesn't work as well any more. Yet, he thinks that if he takes notes he will miss something being said in the class. I asked him to show me his notebooks, and basically they were pretty awful -- he scribbles down a word or two, maybe copies a few things off the board when the teacher makes a point of telling the kids to, but basically he is relying on his instant memory skills.</p>

<p>So, any thoughts, tips, suggestions for how to help him develop better note-taking skills? Any summer programs of value? Books that might help? Pure unadulterated "here's what helped my kid or me" ideas welcomed too. Thanks!</p>

2

<p>Here are some of my favorite study skills websites:</p>

<p><a href="http://www.muskingum.edu/%7Ecal/database/%5B/url%5D"&gt;http://www.muskingum.edu/%7Ecal/database/&lt;/a&gt;&lt;/p>

<p><a href="http://www.ucc.vt.edu/stdysk/stdyhlp.html%5B/url%5D"&gt;http://www.ucc.vt.edu/stdysk/stdyhlp.html&lt;/a&gt;&lt;/p>

<p><a href="http://www.dartmouth.edu/%7Eacskills/success/index.html%5B/url%5D"&gt;http://www.dartmouth.edu/~acskills/success/index.html&lt;/a&gt;&lt;/p>

<p>And one that lists everyone else's:</p>

<p><a href="http://www.stthomas.edu/academicsupport/new_page_5.htm%5B/url%5D"&gt;http://www.stthomas.edu/academicsupport/new_page_5.htm&lt;/a&gt;&lt;/p>

3

<p>I am struggling with the same thing with my ninth-grade D. Looked on the Internet and the best thing I've seen is the Cornell System of taking and using notes. D is reluctantly trying this out now, but I sure wish there was a program to teach how to do prepare for, take, and use classroom notes.</p>

4

<p>Here is an inexpensive series designed to be used in schools that is highly regarded and quite effective. Since it has sections to be used by a teacher, the teacher role can be "played" by a parent or friend. Module 4 specifically addresses note taking. I have advocated the elementary schools be used in all educational settings, including gifted schools, for a number of years.</p>

<p><a href="http://www.curriculumassociates.com/products/detail.asp?title=AdvSSS&single=1&Type=SCH&CustId=307858055402231600253%5B/url%5D"&gt;http://www.curriculumassociates.com/products/detail.asp?title=AdvSSS&single=1&Type=SCH&CustId=307858055402231600253&lt;/a&gt;&lt;/p>

5

<p>I agree with your son's approach. Many students spend lecture time trying to take notes. They are so busy trying to write down what is said that they do not pay attention and do not learn. It is often then necessary to decipher and then re-write the notes. In many cases, the great note takers end up with a written record of what is already in course textbook. Students often spend the majority of their time with this note taking and editing process. It may help a little bit when trying to memorize vocabulary and basic facts but it is a very inefficient process. When it comes to learning and understanding difficult concepts, the note taking can be a serious detriment. I believe absolutely no note taking would be better than what most students do. There is a better way for most courses. If the course at least approximately follows a basic text, then it is important to read ahead. Then note taking can be used sparingly to highlight and supplement and the classroom time can be used to understand and learn.</p>

6

<p>I agree with edad. When I'm in class, I write down only as much as I need in order to jog my memory later, usually a word, a short phrase, or a diagram. When I get back to the dorm at night, I transcribe my notes into a spiral notebook, elaborating and adding details. Not only does it help me study and review what I learned that day, but it also enables me to stop and understand what the professor says rather than trying to write everything down and not really taking anything in. Math, however, is the exception to this.</p>

7

<p>Carolyn,
DS, the senior, has similar note-taking skills: NONE. He relies purely on memory and reading ahead. Now this is disgusting when we are talking about Def EQ, Ap Euro and cancer research. But he does have a fabulous memory and can remember exact text from years before. His teachers use him as a reference tool in class. So he is of no use to us in the note-taking arena.</p>

<p>On the other hand, his older sisters, are both great note-takers. but they both always read ahead in the text and have questions/confusion/not-getting it written down BEFORE they get to class. Both set it up in outline form and fill-it-in during the lecture. That way the main idea of the lecture is already written so they can pay attention and ask questions as they need to. Both girls have great handwriting so they are often the ones contacted when notes are needed by others. If they have time, they do type them up and use those same notes/outlines and questions for exams.</p>

<p>Oldest daughter will be graduating college in May and this technique has served her well especially as a science major. Other dd used this method and her grades were similar to her younger brother's in high school when all was said and done, he just took no notes and rarely studied as hard as she did.</p>

<p>Hope this helps.</p>

<p>Kat</p>

8

<p>Again, I think this might be a boy/girl difference. </p>

<p>We were laughing just the other day about a girl who is taking the same class (at a different school) as my son. She is the daughter of a friend of mine. Her notes were AMAZING. Two HUGE notebooks, neat as pin, illustrated and highlighted. My son's notes take up, oh, maybe 40 pages. He has a 93 average in the class, she has 87.</p>

<p>Her dad gets disgusted because he thinks she should stop writing and start listening. I know I needed to take notes as a student! But my boys take notes minimally but still seem to do well. Although, I admit I think they should take more notes.</p>

9

<p>My D is not a note taker, but she is also taking math/science courses so that may be part of the difference.</p>

10

<p>What edad and warblersrule86 said.</p>

<p>Here's a link to more info than anyone could possibly want, from my S's school:
<a href="http://www.hmc.edu/acad/Learning/strategies.html%5B/url%5D"&gt;http://www.hmc.edu/acad/Learning/strategies.html&lt;/a&gt;&lt;/p>

<p>Some links include the Cornell note system reasonabledad mentioned and other sources from Garland's post (Va Tech and Dartmouth are great links!) as well as info about learning styles, study skills, and the all-important time management. Info pertinent to high school students can be found through the "student survival guide" link. I particularly like the "left-hand, right-hand, colored-pens" note-taking suggestion at that link.</p>

11

<p>I think there are four key factors --</p>

<ol>
<li>Organization -- I always found that when I put notes in outline form, it was much easier. Such notes were also easier to study from. At least, I always thought so! When I undertook to teach my daughter how to take notes, I did a lot of internet research. I didn't find anything that worked better for her than the old stand-by.</li>
</ol>

<p>-- A side comment here -- I always found that taking notes helped me concentrate during lectures, remember the material better, and gave me something solid to study for exams. If I don't take notes, I find that my mind wanders or that I may miss important points. In other words, taking notes allowed me NOT to miss what is being said -- I have to concentrate on what is being said and how it all fits together.</p>

<ol>
<li><p>Listening carefully -- So many people seem to write down things at random. A good teacher will give lots of indications as to what is going to be covered, what their organization is, and what is important. </p></li>
<li><p>Brevity -- People who have problem taking notes are those who try to write everything down or use entire sentences. Develop abbreviations for common words in a subject, leave out unimportant words, use symbols, write as little as possible while still getting the basic idea down. If students miss things by taking notes, they are writing down too much. If you know material is in the text, you can simply write down the subject. It is useful to know what a teacher mentions during classes -- this is probably what's going to be on the exam. </p></li>
<li><p>Practice -- Students only learn to take better notes by taking notes. I homeschooled my daughter and so didn't give lectures. We used a number of Teaching Company courses as supplements, however, that do have lectures by college professors. I had her practice notetaking this way -- and afterwards, she could compare her notes to the course outline. Of course, the latter is in complete sentences, but she could see if she got the main points. Now, she is in college and has had no difficulty taking notes.</p></li>
</ol>

12

<p>OK, I'm going to get on my soapbox here. I agree with what's been said above, but also:</p>

<p>What is the purpose of taking notes? Well, it's not to remember exactly what was said in class, it's not to be able to recreate the lecture, it's not to reference what was in the textbook.</p>

<p>Taking notes is the physical part of the Big Three of Memory/Learning:
visual (reading), aural (listening to verbal input) and physical (writing).</p>

<p>The problem with lecture classes is that you are trying to do 2 of these tasks at once, so how do you do all 3 effectively?</p>

<p>First, other posters are correct, read ahead. That way you have the visual stimulus entered into your computer, uh, I mean brain. :) Just having seen the vocabulary of the topic can be a HUGE advantage. One will recognize the language and know which parts need explanation or elaboration.</p>

<p>Then second, listen. Diane is right, most half-way decent lecturers will start off with a statement of what is going to be covered today. Just writing that down will give notes some organization.</p>

<p>As you listen, combine with the reading and write down the connections and intersections, those phrases that you read before. These are the items that will be of most importance. When there is a phrase that you recognize from the textbook, i.e. "Newton's 3rd law" or "underground railroad," write that down--it's a subheading for your notes.</p>

<p>Continue to listen carefully. Write down those phrases and points that are clearly emphasized or prompt a memory/question. Otherwise, listen. This is how you will absorb the nuance of the topic, which you will recall later.</p>

<p>If you have read ahead, and there is a phrase or topic you do not recognize, write it down with question marks, and look it up later.</p>

<p>BTW, if anyone is interested, this is the one (almost) foolproof way for anyone to learn to spell. Read, speak, write--the impact of this sequence is so incredibly effective! I have even taught my husband how to spell, using this method.</p>

13

<p>I hate to sound like a shill for a book, but there is a book I think every student should own called "What Smart Students Know" by a founder of the Princeton Review Prep service. It really explains how to study for different materials, take notes, etc.</p>

<p>What the previous posters have pointed out is very useful. What hasn't been mentioned so far (but might be in the links) is the importance of preparation. The lecture should not be the introduction to the material, but too many kids treat it that way. Its fine when the material is not too difficult, but as the concepts get more abstract and the information delivers goes up, this becomes untenable as your son is discovering. Lucky for him he's finding it out in HS and not college.</p>

<p>Even in HS most classes have a syllabus, and if not its not too hard to figure out the next material that will be covered. And you could always flat-out ask the teacher ;) Tell your son that he needs to read this material in advance so that the lecture is explaining the material and perhaps delving more into some areas the teacher thinks are important. Approached this way, there will already be a framework in his mind of what the material involves and how things link together, which will aid effective notetaking. This begs, of course, the issue of how best to study a text but thats food for another post (and is covered in the book I mentioned above).</p>

14

<p>it's not a boy/girl thing.</p>

<p>i absolutely hate taking notes. i'm one of those people who will remember what's said.. unless im busy trying to write it down... in which case i then miss what is said.. i'll write down a word here and there, or if a prof. says "write this down".. other than that i don't write anything. when it's time to study for a test i just review the book and then when it's actually time to take the test i have the book info fresh in my mind, and the lectures are still in there as well. i only used one notebook my entire last year of college.. and it probably still has extra pages in it... and i got 3.7+ both semesters.. </p>

<p>i'm probably one of the only people who doesn't take a notebook or something with to our meetings at work, because I don't need to... i always remember what is said.</p>

15

<p>Thanks to everyone. I especially appreciate the comments from edad, fendergirl and Warblerrules about why they don't take notes. That is a useful perspective and very similar to what my son told me.</p>

<p>I am like Diane - I need to take notes in order to concentrate and process what is being said. I suspect my daughter is the same. She and I also are similar in that we have a very visual memory - we memorize easier if we write things down again and again and find drawing diagrams very useful. Something about seeing the information on the page and the process of putting it there helps cement it in our brains. </p>

<p>My son is more of an audio memorizer - if he hears it, he can generally recall it, and he is also good about reading something and recalling what he read days (or years) later. He is also a very active participant in class - likes to ask a lot of questions, likes to participate in discussions, loves to do his own research/reading out of class on different subjects.</p>

<p>So, this is very interesting input. Since he has expressed concern about note-taking, I still think that my son could benefit from some basic information about taking effective notes - thanks for all of those great resources - but perhaps he and I also need to consider other factors as well in determining a system that works best for him.</p>

16

<p>Just stumbled onto this thread, and wanted to say thanks too! My son has some trouble deciding what's worth jotting down and what isn't so he will benefit from all your wonderful ideas and links!</p>

17

<p>Carolyn, on a more general note, and for more students than just your S, it is not uncommon for students to at some point "hit a wall" and find that what has worked well all their short academic lives no longer works. Your S is fortunate to discover it in high school...I discovered it in college, alas. Now, I proved after my undergrad that I could do just fine against major league pitching, thank you very much, but at the time, the writing-intensive classes were a crapshoot for me, mostly because I hadn't a clue as to what they were looking for on essays in the blue books. A humbling experience for someone who had always been hot ***** and made "Ace" while flying with the Lafayette Escadrille.</p>

18

<p>Note taking is essential for college success. In many college classes the notes trump text books. It isn't about getting down everything said. A very fast writer can get down about 30 words per minute, a moderately fast speaker produces about 150 words per minute. Recognizing, categorizing, and organizing on the fly are the skills that develop from note taking. An effective way of shaping the skill (and a method quite useful for studying) is to draw a line down the page which leaves about three inches on the left side. Take the notes on the right side of the line. Once the notes have been taken, go back and write a series of questions, the answers to which are in the notes. What happens is that in the search for what to question, themes are noted, and patterns recognized. As this process continues the notes begin to be automatically categorized and often out of chaos comes order. Another advantage is that the students develop a study guide for themselves. Once there is some comfort in the process, students can write one question that contains the essential points of all the questions. This is the question answered by the lecture. The relation between the lectures then becomes much more apparent. There are many other additional practices for identifying and seeing relations, etc. Once mastered, and used for studying they can usually eliminate most cramming and cut study time by a third. Unfortunately these are not typically taught in schools. </p>

<p>A couple of useful links: </p>

<p><a href="http://www.learningtolearn.com/Order.html%5B/url%5D"&gt;http://www.learningtolearn.com/Order.html&lt;/a>
<a href="http://www.amazon.com/gp/product/0805832742/sr=8-1/qid=1140767954/ref=pd_bbs_1/102-7503656-2477715?%5Fencoding=UTF8%5B/url%5D"&gt;http://www.amazon.com/gp/product/0805832742/sr=8-1/qid=1140767954/ref=pd_bbs_1/102-7503656-2477715?%5Fencoding=UTF8&lt;/a>
<a href="http://www.amazon.com/gp/product/0898597420/sr=8-1/qid=1140768083/ref=sr_1_1/102-7503656-2477715?%5Fencoding=UTF8%5B/url%5D"&gt;http://www.amazon.com/gp/product/0898597420/sr=8-1/qid=1140768083/ref=sr_1_1/102-7503656-2477715?%5Fencoding=UTF8&lt;/a&gt;&lt;/p>

19

<p>I fall into the non-notetaking camp. Like Fendergirl, I realized that if I was taking notes, I wasn't understanding what was being said. I also have always been a doodler -- so basically I end up with notebooks full of sketches and scribbles. </p>

<p>I do think it is essential to take a notebook to class -- as it is necessary to write down the pages that need to read, or the date that a quiz is scheduled. Also, I found it helpful to write down the general topic covered in class and maybe a few key words. Somewhere along the line in college I also figured out that professors seemed to have their favorite words -- terms that they used over and over again -- so it was useful to write down those words and remember them. I remember one poli sci prof who kept saying "salient" in all his lectures -- I made sure to use that word a lot in my answers on the final exam. Got an A of course. </p>

<p>I have found it useful to write down my ideas during a lecture. That is, if the prof says something and that gives me an aha! moment, or I make a connection or think of a question... then it is useful to write down my thought at the time. Or sometimes just a word or two. </p>

<p>Mind-mapping works well for me, too -- lots of words with circles around them and arrows pointing at other circled words. </p>

<p>I have also found it useful to have other people take notes for me. Unfortunately, this is an idea that only caught on when I was in a study group in law school. </p>

<p>The best advice I think I can give... in hindsight .. is for your son do try to be self-observant and get a sense of what his dominant learning style is and what techniques are most effective for him... and NOT to try to do anything simply because he is expected to do it. The problem with note-taking for us non-notetakers is that it causes us to miss information the first time around -- and if our handwriting is poor and our notes are not well organized, they tend to be useless in terms of studying as well.</p>

20

<p>TheDad made an interesting point about hitting the wall. Being able to learn in class is extremely important. For some bright students, this may work even for difficult college courses. For most mortals, additional study techniques become important. I used two techniques which, for want of better terms, I will call cue cards and outlining. My cue cards were the equivalent of 3x5 cards which contained all the information I needed to memorize. For many courses, this list was primarily vocabulary but it could also include basic concepts or formulae. Periodically and before exams I would review the lists to make sure I knew everything on them. My "outline" technique came from a PChem course. The prof allowed us to bring one sheet of notes to exams. By the end of the course I had both sides of the sheet filled with really small formulae, derivations and a basic distillation of everything covered in the course. Preparing this cheatsheet or outline became an important part of learning and preparing for exams. I rarely needed to actually refer to the sheet during exams. I used these techniques differently for different courses. For most liberal arts, philosophy, and some science courses like biology, my cue card lists were most important. For some math and sciences courses my outline distillations were much more important.</p>