Note-taking
Content
01 Introduction
02 Think about the bigger picture
03 Have a quick brainstorm
04 Avoid linear note-taking
05 Try the two-column note-taking exercise
06 Identify the characteristics of well-taken notes
07 Re-read your notes ASAP
08 Discuss the lecture
09 Further Reading
- 01 Introduction
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There are two main reasons for note-taking. The first is to record key pieces of information. The second reason, which is perhaps even more important, is that note-taking is a way of actively engaging with information.
'Our notes become the arena wherein we work to select and then understand data.' (Burns and Sinfield, 2004: 107)
This section includes advice and guidance on how to improve your note-taking. There is also the option of a printable checklist.
Source: Burns, T. and Sinfield, S. (2004) Teaching, Learning and Study Skills. London: Sage Publications.
[Back to top] - 02 Think about the bigger picture
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Having a frame of reference for the lecture is important. Look at the course description. What are the main aims of the course? What are the intended outcomes? How does this particular lecture fit into that context? Being mindful of the ultimate aims of the course will help you to focus your note-taking. Your notes will also be far more useful when it comes to exam revision.
[Back to top] - 03 Have a quick brainstorm
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If nothing is explicitly required of you prior to the lecture, such as preparatory reading, then it is a good idea to brainstorm for a few minutes beforehand. Think about the course aims and try to pool what you know about the subject or topic already. Think about the important questions. Questions are excellent for converting data into knowledge; having them constantly in mind will help you to develop opinions and ideas, rather than just record the information.
[Back to top] - 04 Avoid linear note-taking
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For many people, taking linear (line-by-line) notes is not the most effective form of note-taking, though it can be comforting in the short-term, and make you feel as though you've listened and been actively involved in the lecture.
However, the sheer volume of information recorded can be overwhelming, not to mention demotivating when it comes to re-reading it for revision. Taking down every detail may seem like the right thing to do, but when it comes to revising, the advantages will be less evident.
Unless you are an extremely fast writer, you will probably lose your place at one point, and might not regain it before the end of the lecture. Leaving things out can also make you feel like a failure. Even if you manage to take down detailed notes you will find that when everything on the page looks the same - when there is nothing but dense text - it is difficult to focus on specific points.
Verbatim notes can also trap you into the lecturer's way of thinking. In other words, although it may feel like you are being active, linear note-taking is actually a very passive act - you don't have to think in order to take down what you hear.
Source: Burns, T. and Sinfield, S. (2004) Teaching, Learning and Study Skills. London: Sage Publications. pp.102-3.
[Back to top] - 05 Try the two-column note-taking exercise
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At Cornell University in the USA, students are encouraged to take their notes in a prescribed way: they divide their pages into two columns, the first has the heading 'notes', the second, 'course aims'. Notes are only taken in the first column during the lecture, then, once the lecture has finished, the student goes back to the notes and considers each piece of information in relation to the aims and outcomes of the course. This process helps students to take a more structured, in-depth and contextualised approach to their learning.
Source: Burns, T. and Sinfield, S. (2004) Teaching, Learning and Study Skills. London: Sage Publications. p.103.
[Back to top] - 06 Identify the characteristics of well-taken notes
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Notes should always include source information: the date, the name of the lecturer and the name of the lecture itself. Preferably, you should use headings to try to capture and organise key sections. Key words, examples, quotes, phrases, names and dates are all crucial. A navigable structure is also important. Ideally, this might include reference to the course aims. Memory aids and mnemonic triggers help a lot of students.
Source: Burns, T. and Sinfield, S. (2004) Teaching, Learning and Study Skills. London: Sage Publications. p.104.
[Back to top] - 07 Re-read your notes ASAP
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Come on, this only takes a couple of minutes, at most. Preferably, you should spend ten minutes redrafting your notes ten minutes after the lecture, but this is often not possible because of back-to-back lectures, lunch engagements, etc. It is widely believed that the average person forgets 98% of what they have heard within three weeks, unless the material is revisited. You should re-read notes on the same day they were taken, then a few days later, then a few months later. In this way, you are engaging with the material and transferring it from your short-term to your long-term memory.
Source: Burns, T. and Sinfield, S. (2004) Teaching, Learning and Study Skills. London: Sage Publications. pp.109.
[Back to top] - 08 Discuss the lecture
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One of the best things you can do to get the most out of your lectures is to have a study partner. With a partner, you can discuss the lecture afterwards (preferably sooner rather than later):
'Talking about your learning is the simplest and most enjoyable way of promoting understanding and actively revising material.' (Burns and Sinfield 2004: 109).
It is also easier to relax and follow your own thoughts in a lecture if you know there is someone else making notes that you can refer to at some point. In addition, it is a great way to clear up any problems in understanding that either of you might have.
Source: Burns, T. and Sinfield, S. (2004) Teaching, Learning and Study Skills. London: Sage Publications.
[Back to top] - 09 Further Reading
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Burns, T. and Sinfield, S. (2004) Teaching, Learning and Study Skills. London: Sage Publications.
Cottrell, S. (1999), The Study Skills Handbook. Basingstoke: Palgrave Study Guides. pp.115-20, 126-7.
Northedge, A. (1990), The Good Study Guide. Milton Keynes: Open University Press. pp.64-72.
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Before the lecture
During the lecture
After the lecture
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