Note-taking Skills Louise Livesey Academic Skills Adviser −Provide some guidelines for taking effective notes in lectures and from reading −Explore strategies.

Note-taking Skills

Louise Livesey

Academic Skills Adviser

− Provide some guidelines for taking effective notes in lectures and from reading

− Explore strategies for taking traditional notes

− Introduce less-traditional methods of note-taking

The Plan…

1. Why take notes?

2. Note-taking dos and don’ts

3. Strategies for traditional note-taking

4. Strategies for less traditional note-taking

Activity 1: In at the deep end.

• Listen to the brief practice lecture

• Take notes exactly as you would normally do in a lecture

• Debrief your strategies with the person next to you.

SummaryAn overview of a topic.

MemoryAids retention by double processing RevisionThe basis of revision or a guide for further readingConcentrationIs active, rather than passive. If you are not actively engaged you can be easily distracted

ACTIVE Listening = Active LEARNING

1.Why Take Notes?

WHAT the notes will be used for:

? A supplement to detailed lecture materials? The basis of a revision ‘pack’ that must be learnt for

an exam? To fuel critical thinking when researching assignments

or essay questions? As evidence to back up arguments in assignments or

essays?? An aide-mémoire when on a work placement? Purely a process to maintain concentration during

learning activities

1.Why Take Notes?

Do…• prepare• be brief and selective• listen/look for keywords & ‘signposts’• follow up • keep glossaries

2.Note-taking dos & don’ts

Don’t…

• Try to take a note of everything

• Take notes of material already available e.g. handout, textbook

• Rely on the hand-out/BlackBoard materials.

2.Note-taking dos & don’ts

Most common styleDon’t just make a listOrganise:

– Use indentations/ subsections

– Use bullet points or numbering

– Underline, circle etc.Leave good marginsX “Wordy”

3.Strategies for traditional note-taking

• Use abbreviations

• New terms written in full

• Notes for follow-up

• Questions arising

• Diagrams: do they need to be accurate or representative?

• Decent margins for annotation later

Cornell Note-taking Template

3.Strategies for traditional note-taking

1. Use the top section for lecture details

2. Use the right hand side for notes

3. Use the left hand column to add ‘cues’

4. Use the lower part to summarise

3.Strategies for traditional note-taking

Activity 2: Shallow end

• Listen to the brief practice lecture again

• Take notes using the Cornell template

• Group discussion about how useful it was to you

3.Strategies for traditional note-taking

Alternatives to Linear Notes

• Appeals to more visual learners

• Colours and size• Plain paper• Doodles and sketches• Text turns into

diagrams and charts• E.g. Mind-mapping

4.Strategies for less traditional note-taking

© 2007 Expanding Paradigms

Uses pre-existing material and working on or around it.Colours important:• Black = original jottings during the session• Red = questions arising or understanding to be

checked.• Green = answers to the questions or additional

detail after…– Talking to a lecturer– Reading a key text/researching to increase depth.

4.Strategies for less traditional note-taking

Annotation is a form of note-taking.

Academic Skills Advice Service

• Where are we? Chesham Building B0.23• What do we do? Support undergraduate students with

their study skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice.

• Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops

• When can you come for help? Everyday both face to face and on-line

• How do I get in touch? Email: academic-skills@brad.ac.uk or website www.brad.ac.uk/academic-skills

Any questions?