WHY? HOW? WHAT?

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§ What are the most effective ways of taking, making and using notes?

§ Unravelling Reading

§ Reading techniques

§ Note-making and Note-taking

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We need a range of reading styles for different courses, and
different tasks.

What reading styles do you use?

My reading style survey:

https://forms.gle/V9cMLrqXSS2hA5Br8

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Methods:
-Cross referencing

-SQ3R

- 3R

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When reading a text, keep Lecture notes
relevant materials to hand to Journal articles
help your understanding. Subject dictionary
You may try to find out more Encyclopedias
about the issue using another Electronic resources (discretion)
source such as:

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• Survey
• Question
• Read
• Recall
• Review

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Reciting before re-reading.

Read a passage of text, set the text aside and recite (aloud)
all that you can remember, and then read the text a second
time.

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Ask yourself the following questions as you read:
• Why am I reading this/for what purpose?
• What is the topic?
• What issues are addressed?
• What conclusions/arguments does the author puts forward
about the issue(s)?
• What are the author's reasons for this argument/conclusion?
• How do these reasons relate to what I already know about the issues?

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§ Instructors share information not available in textbooks and then make connections.
§ Notes serve as a “file” of information. They become a storehouse of information for later use
i.e. preparing for an exam, writing a paper and/or for use in a more advanced course.
§ Taking notes helps you become an “active listener” and a “critical thinker”.
§ “Active” listening is when you listen carefully to make sure you understand and learn the
information that is being conveyed.
§ Taking notes facilitates learning, by allowing you to become an effective learner.

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Choose an effective note taking system i.e.

1. Cornell Method
2. KWL
3. Outline
4. Mapping
5. Charting
6. Sentences or Paragraphs

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KWL involves creating a chart with three columns:

K – What I *know*
W – What I *want* to know
L – What I *learned*

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A systematic format of condensing and organizing notes without need for laborious recopying,
by dividing paper into specific sections.

Method: (R7 – Record, Recall, Reduce, Recapitulate, Recite, Review, Reflect)

— Divide paper into three sections (2-inch column on left - for “cues”; 6.5 inch “main space” on
right – to make notes; 2-inch column on bottom to summarize.)
— Keep notes during class in “main space”/Each time instructor moves to a new point, skip a
few lines
— After class, complete phrases and sentences as much as possible/write “cues” in left hand
column
— To review – cover “main section” with card; say “cue” out loud and then say as much you can;
move card and see if it matches what you wrote.
— If you can say it, you know it!!
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1. RECORD (during class): (1) write down facts and ideas
in phrases(after class) (2) use abbreviations when
possible

2. RECALL (after class): (1) read through your notes(2) fill

in blanks and make “scribbles” more legible

3. REDUCE: (1) key words, phrases or questions that

serve as cues(2) cue phrases and questions should be
in your own words

4. RECAPITULATION (after class): (1) summarize each

main idea

5. RECITE: (1) with classroom notes covered, read each

keyword or question (2) recite the fact or idea that
comes to mind by the keyword or question

6. REVIEW and 7. REFLECT: review your notes

periodically (2) think about what you have learned

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When to use:
In ANY lecture situation
Advantages:
§ Provides an organized and systematic means for recording and reviewing
notes
§ Easy format for pulling out major concepts and ideas
§ Simple and efficient
§ Saves time and effort
§ A “Do-it-right-in-the-first-place” method
Disadvantages:
None

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— Starting with general information at the left, with more specific facts and clarifications
indented to the right

Method:
— Listen and then write down points in organized pattern, based on space indentation

— Place major points farthest to the left and indent each more specific point to the right
— Levels of importance will be indicated by distance away from major point
— Indentation can be simple (no marking, just space relationships or more complex, by using
Roman numerals, letters and/or decimals

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When to use:
§ When lecture is organized and sequential
§ There is enough time in lecture to think about and make organizational decisions

Advantages:
§ Well organized system, if done correctly
§ Reduces need to edit
§ Easy to turn main points into questions

Disadvantages:
§ Requires more thought in class for accurate organization
§ May not show relationships by sequence when needed

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A graphic means of representing information, which relates each fact/idea to every other fact or idea.

Method:
§ Determine the “subject/topic”. Write this title in the center of page with a circle around it.
§ As you major facts (subheadings) are presented that relate to the subject/topic, draw lines out from
the circle and label.
§ As additional facts are presented that relate to each subheading, draw these lines, linked to
appropriate major fact and label.
§ Continue process as more defining facts or ideas are presented.

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When to use:
§ When lecture content is well organized
§ Often effective with guest lecturer and have no idea how lecture will be presented
§ Effective if you are mainly a “visual” learner

Advantages:
§ Helps keep visual track of lecture
§ Relationships easy to see
§ Can cover lines for memory review and relationships

Disadvantages:
§ Can be visually overwhelming

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— A use of columns with appropriate heading labels in a table format i.e. material offered in chronological
order

Method:
— Determine categories to be covered in lecture

— Set paper up ahead of time by drawing columns with determined categories as headings for each

— Place information in appropriate columns

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Charting Method
When to use:
§ When test will focus on both facts and relationships
§ When you want an overview on one piece of paper in sequence

Advantages:
§ Reduces amount of writing needed
§ Provides easy review mechanism
§ Facilitates both memorization and compare/relate

Disadvantages:
§ Need to learn how to develop effective categories
§ Must be fully engaged in lecture

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Sentence/Paragraph

Record of complete thoughts/concepts.

Method:
— Write every new thought, fact or topic presented
— Use a “new” line for each new thought/fact
— Number lines as you progress

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Sentence/Paragraph
When to use:
§ When lecture is somewhat organized
§ Heavy content which comes very fast
§ Instructor presents in point fashion, but not in list i.e. “three related points”

Advantages:
§ Gets more or ALL of information

Disadvantages:
§ Can’t determine major vs minor points from numbered sequence
§ Difficult to edit without having to totally rewrite

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 FINALLY:

Act critically; always be clear on:

• Why you are reading something /making notes
• What you want to get out of it
• How it fits together with what you already know and the
course as a whole

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Callender A.A., and McDaniel M.A. 2009. The limited benefits of rereading educational texts. Contemporary
Educational Psychology, 34, 30–41.

Makany, T., Kemp, J., and Dror, I.E., 2009. Optimising the use of note-taking as an External Cognitive Aid for
Increasing Learning. The British Journal of Educational Technology. Vol 40, No 4, pp 631-634

McDaniel, M. A., Howard, D.C. and Einstein, G.O., 2009. The Read-Recite- Review Study Strategy: Effective
and Portable Psychological Science April 2009 20: 516-522

Sinfield, S., Holley, D., Burn, T., Hoskins, K., Smith, C., Connor, J., and Haynes, R., 2009. Attaching information
to space: the development of a notemaking tool to enable students to reconceptualise ideas anywhere,
anyplace, anytime. 6th LDHEN Symposium Bournemouth University 6/7 April 2009

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