Student note-taking related to university examination performance. Higher Education, 13 1 , Rahmani, M. Effects of note-taking training on reading comprehension and recall. The Reading Matrix, 11 2. Reynolds, S. A novel approach to skeleton-note instruction in large engineering courses: Unified and concise handouts that are fun and colorful. Robin, A. Teaching note-taking skills to underachieving college students. The Journal of Educational Research, 71 2 , Wammes, J.
The drawing effect: Evidence for reliable and robust memory benefits in free recall. The Quarterly Journal of Experimental Psychology, 69 9. Wu, J. Using time pressure and note-taking to prevent digital distraction behavior and enhance online search performance: Perspectives from the load theory of attention and cognitive control.
Computers in Human Behavior, 88, Categories: Instruction , Learning Theory , Podcast. I have the same question. I teach gr 3 and am trying to think of ways to incorporate this into our class. This website is my go-to source for research-backed, teaching best-practice info. For example, we watched a video and I asked them to jot down what they noticed. Then I asked them to share what they had noticed and we made a mind map together, with students adding anything they had missed wherever they felt it fit best.
Hi, Joyous! What about 1st grade? Kids love to write and doodle, right? As a former 1st grade teacher, all throughout the day, I provided tons of opportunities for kids to record their thinking. They were writing, doodling, drawing arrows, labeling, captioning … doing all that stuff that we want them to do when showing understanding.
Of course, this came with a lot of scaffolding, modeling, and direct teaching. I think sketchnoting is perhaps the most natural way to get kids started. I say it was all that and more. My real intention was to teach a learning process: 1. Listen to just get familiar with the content. Listen again, this time really visualizing the content. Draw, write, label what you understand.
Listen again and fix or change. The tool we used was a Scholastic News issue that happened to coincide with our weather unit. I read it aloud, one section at a time. Several note-taking strategies were part of this lesson: sketchnoting, revision, pausing, scaffolding, and shout-outs, which I considered a form of collaboration.
Not only could they do it, but they enjoyed it…and the learning really did stick. Hope this helps! If there is time in elementary school then good. Does vocabulary count as note taking. I mean remembering how to spell is important. I think there is definitely power in taking notes but does this actually look at deep understanding of a concept and application or retention and regurgitation?
Would love to know your thoughts. On the other hand, without consuming actual information and ideas that have been put out into the world by others, students will be limited in how far their application can go. When I wanted to create a podcast, I watched a lot of YouTube videos and read a lot of articles that taught me how to do it. I took notes. Lots of them. Messy at first, but then I rewrote and reorganized them so they were more useful to me later. I watched some of the videos more than once and revised my notes.
Then, as I practiced with all the technical elements of audio recording and editing, I referred back to those notes. The learning was an interplay between intake, processing note-taking , and application. If any of those parts were missing, I think the learning would suffer.
Loved this. This is just amazing. I saw Daniel Willingham, a widely respected educational researcher, present on this topic a year or so ago. Enjoy, everyone! A very important issue in note taking is the distinction learning from taking notes and using notes to learn. These processes are distinct and very different issues can be important with each. If notes are not used for review, some learners would be better off note taking notes. Note review does not necessarily depend on the learner taking notes.
What a great resource on how to make note-taking an integral part of our classroom. I am planning on using a few TED talk videos in my 9th and 11th grade English classes, and this has helped me think about how to have the students taking notes in a much more scaffolded way for their learning. Thank you, Jennifer, for such a useful and thoughtful post. Your writings have already inspired my teaching so many times! Thank you for that wonderful summary.
I was looking for ways to introduce note-taking for my fourth graders. This gave me tons of info. Great post! I bought that one and love it! Thanks for all of your hard work and your honesty. It shines through in your podcasts. Great info. The age-old tradition of note-taking with a few more research based findings made this podcast truly interesting, and for that, Jenn needs to be complimented for preparing and sharing such an important part of learning at all academic levels.
I do give them ideas on how to be a great note-taker! I kept my hand-written notes for years depending on my need for them in high school, undergraduate, and then graduate school I even have years of notes as a teacher and I always feel that adding or editing newer versions has been fun and has brought new meaning to teaching. With changes coming along with 21st-century learning, it is always good to blend the old and the new… thank you Jenn for bringing new light to this tradition.
Thank you so much for sharing your finds. I provide the students with visuals and specific phrases in context for comprehension purposes. I have strayed away from traditional practices in the language classroom, and therefore having the students sit for minutes taking notes is not a reality in my classroom.
If you could explain the process a bit more, that would help. In your class, do students take in any information that they might remember better by writing it down? I love the information on scaffolding and guided notes! I see so much value and potential in that to help kids get the value of note taking even if thier natural aptitude is poor in this area. Do you have any suggestions on how students who struggle with note taking like my daughter who is dyslexic, as well as been diagnosed with DCD developmental coordination disorder can modify note taking so they can gain the benefit of the process without using all available focus and attention on it, and losing out on the greater information because they are struggling with writing and spelling?
Then the notes could be copied or shared digitally for your daughter to use in her own studies. Using something like a Livescribe Pen would even tie her written notes in with specific parts of the audio. This collection looks like it would have some more in-depth suggestions. Thanks so much for this, already shared with all my HS classes with appropriate emphasis of course.
Just an update for you. Applying that model to note taking, looks like this :. Notes that are situated: read, update, edit from anywhere, any device, any time, any place that suits you. Very difficult to lose notes this way as well. Notes that leverage internet access: links to web resources, clarify information, add quotes, definition of terms.
Notes are searchable, this alone is a game changer. Notes shared with a teacher facilitate accountability, but also the possibility of feedback by the teacher. This has been amazing, I learn as much from the content of their notes, as I do from any assignment they do, probably more… BTW I do grade these just to indicate level of engagement, based on this article in fact, eg more detail, more personal! Hey Sean, Thanks for taking the time to share this strategy-it seems to be making an impact!
I was just needing to add formal textbook kind of learning to what students learned in a hands-on lab. Using some of your points, I hand-drew an interactive notetaking guide to the chapter that might have resembled a treasure hunt more than note-taking. After using it with 8th graders the past 2 days, I can tell you that it was more effective. I had them do that and then collected and redistributed all the papers.
They read thru the paper and concentrated on their recap summaries. They wrote a note for improvement on the paper and briefly explained it. And then each person got their original paper back…decided how much of the suggested improvement was valid and I gave them time to make an improvement. Especially encouraging them to make a judgment about whether the suggestion was worthy of doing or if they could customize it even better. I will tell you that between the highlighters, colored pencils, recaps, suggestions for improvements and class pauses which I call Hey Wait a Minutes ….
I teach ESL to international students at a university. My hope is that this will create buy-in and accountability, while also helping them by successful in their other class. Thank you for all you do. It ticks all my boxes.
Hi Jennifer. Thank you so much for this episode. I needed to get a clear idea of research on note taking. That being said I must express that I am frustrated at the results. Obviously, the results of these studies are in no way a fault of yours. I feel like how many of the students I tutor in math must feel when they tell me they are bad at math.
In most cases, I use Socratic method to teach them and they prove to me that they are not bad at math at all. I feel a similar disappointment that they feel for being bad at taking notes. With that said, I can think of a few scenarios where I would be happy regardless of note taking being a necessary part of a class.
The first scenario that comes to mind is in line with what you mentioned on this episode where teachers give their own notes. The idea that I have to be paying attention at exactly the right moment to hear that one piece of information or else lose it forever is too much pressure.
The second scenario that comes to mind is is what I think could be ideal. Those are the real sorts of things that have helped me in my studies. Rather than being spoken at, I benefit from having an open dialogue where I can have a back and forth of asking questions until I understand what the teacher is trying to communicate. Most of my professors and teachers have felt too busy or too rushed to be able to handle the questions that I have.
Steve, it sounds like you are a unique learner — but also that you understand what works best for you. So, you if know that next week the lecture is on Chapter 20, read it and send those questions beforehand to the teacher. Hopefully they can address those questions during their lecture, or they can reply to you via email. I do hope you find what works for you — keep at it! On the subject of digital note taking, I have found that I can take notes as fast as my classmates if they are text only.
One option that sometimes worked is taking pictures in class. I had the OneNote app linking to my notes on it but the software would often lag and be too slow to trust in the moment. This is quite interesting. I have done this in time past but not intentionally. I understand now how helpful this will be to the learning process.
This was my major focus before now but I would rather have my students put down their understanding first so that misconceptions can be addressed while right concepts are strengthened through collaboration before giving my own notes. When discussing note taking, I find it useful to consider purpose. The classic distinction is the immediate goal of more active process and the long term goal of external storage for study. This distinction is a great way to analyze issues such as access to distraction and the role of expert notes.
Hi Jennifer, Thanks for sharing your research on note-taking. I am a secondary teacher in Ontario. I have been doing most of your proposed strategies in my class and you reaffirmed the important need based on research. My students are also in other subject classes and some have an accommodation often related to grapho motor, processing, attention, or memory issues for note-taking assistance or to be provided with copies of notes.
Even with guided notes, the use of a computer, and copies of slides provided before or after the lesson many students struggle or resist trying to take notes. Nevermind revising notes, but the idea of doing it in class is important. Do you have any ideas articles, contacts, strategies that might be good for myself and my students to review? I suspect this is also a problem for post-secondary students.
Do you or any of your readers know of workshops or conferences, or classes, etc. Thank you in advance for any helpful suggestions you or others share. Sylvia Duckworth offers some workshops and classes you might want to check out. I think that more workshops and classes should be added because we all can learn something from deeper learning and note taking skills.
For years I have been using student centered notes in my class. Students are given a choice of note-taking methods. Examples are guided notes, cornell notes, sketch-notes and digital note-taking. Concept maps are also helpful tools. Thank you for pointing out that there are multiple studies about notetaking that need to be considered. Students with disabilities or poor working memory may still need computer access just to take effective notes.
How does banning computers in a lecture help students that are differently abled? I agree with what John said about note taking. I usually do cloze notes but started doing electronic notes this year. Scaffolding is extremely important for special education students to effectively access the general education curriculum.
I believe the same practice for this group of students should be implemented universally for all students. As a first year teacher, reading about the benefits of guided notes was very reassuring. I teach 8th grade English and have a high percentage of students with special needs and who are English Language Learners. So I started out using guided notes for nearly every time they need to take notes. I adopted the practice with my other students as well, because they seem to benefit as well.
Thank you again for this research and for all of the wonderful resources you provide! Thank you so much fo all that you do. Now for some other thoughts. Some of the studies you cited are several decades old. This we now know is true of a LOT of key research in my discipline, psychology.
The lack of replication especially with different populations has called into question what we think we KNOW about human nature or behavior and mental processes. Thanks again for the work you put in and the products you produce. Perfecting note taking as an art is essential to me. I find myself writing verbose digital journal entries and porting them over to Anki as a deck is ok but having to modify, break down, refactor the cards takes up half my revision time. I know this is part of encoding but I find my clunky note taking summarisation skills miss the mark and burn productivity time.
My goal is to be able to summarise points I read similar to using the Feynman technique, to be able to convey more with the minimal amount of concise info. The quality of all custom papers written by our team is important to us; that is why we are so attentive to the application process and employ only those writers who can produce great essays and other kinds of written assignments.
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