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WISH Note taking

The document outlines effective note-taking strategies and the SQ3R method for better comprehension. It emphasizes the importance of organizing notes, actively listening during lectures, and processing information shortly after class to enhance retention. Additionally, it introduces the Cornell Note Taking System and provides steps for using textbooks as study guides.

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JeanFabiano
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10 views

WISH Note taking

The document outlines effective note-taking strategies and the SQ3R method for better comprehension. It emphasizes the importance of organizing notes, actively listening during lectures, and processing information shortly after class to enhance retention. Additionally, it introduces the Cornell Note Taking System and provides steps for using textbooks as study guides.

Uploaded by

JeanFabiano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Southern Maine Community

College

WISH Workshop on Note taking


and
SQ3R
Notetaking goals:
(1) memorizing essential facts
(2) creating a study tool

• Write to assist in memorizing


• Recording lectures helps some learners and
makes good use of commute time
• Processing notes turns them into a study
tool
It may seem obvious, but….
• Have a separate notebook for each course.
• Use dividers to separate topics for efficient
studying.
• File class handouts and related reading with your
notes on a topic.
• Think, “I’m creating a study resource for this
course.”
• Start each lecture on a new page: date, lecture
topic, key words and assignments from the board.
Listen actively

Always preview reading and


Power points before lecture
Listen Actively
Check syllabus often—know
where the course is and where
it’s going
Listen Actively

How is material presented-


Theory? Case study?
Experiential learning?
Listen Actively

Is the information in the lecture different


from the text?
Listen Actively

Listen for important cue words


Can you identify some cue words?
Use Graphic Organizers

• Use the mental framework you gained from


previewing the text to recognize what’s
important and listen for details. (More detail when
we cover SQ3R)

• Use outline format, abbreviations,


shorthand, sketches to save time.
• Leave lots of space for information you
missed.
Process your notes
Percentage of new learning retained as time goes by, without
review and relearning. Learning retention

120

100%
100

80%80
percent retained

60%60

40%40

20
20%

0
0 min
immediate 20min
20 min 40 min
40 min 60 min
1 hr 93hrs
hr 2 da
2 days 6 da
6 days 31days
31 da
tim e elapsed
Processing (II)
Process the same day:
• Fill in gaps. Ask someone for the info you missed.
• Read your notes and underline, highlight, or “star”
sparingly, to help you locate information.
• Write self-test questions and statements in the left-
hand column next to your notes.
• Summarize information on the page at the bottom.
• Don’t waste time rewriting—use the time self-
testing or making study notes.
The Cornell Note Taking System
Recall Column Notes Column

A great ------2 1/2”--------

Reduce ideas and facts to


----------------6”--------------------

way to concise jottings and


summaries as cues for
Reciting, Reviewing,
Record the lecture as fully and as
meaningfully as possible.
and Reflecting.

format
your
notetaking The format provides the perfect opportunity for following through with the 5 R's of note-taking. Here they
are:

pages. 1. Record. During the lecture, record in the main column as many meaningful facts and ideas as you can.
Write legibly.

2. Reduce. As soon after as possible, summarize these ideas and facts concisely in the Recall Column.
Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it
is a way of preparing for examinations gradually and well ahead of time.

3. Recite. Now cover the column, using only your jottings in the Recall Column as cues or "flags" to help
you recall, say over facts and ideas of the lecture as fully as you can, not mechanically, but in your own
words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what
you have said. This procedure helps to transfer the facts and ideas of your long term memory.

4. Reflect. Reflective students distill their opinions from their notes. They make such opinions the starting
point for their own musings upon the subjects they are studying. Such musings aid them in making sense
out of their courses and academic experiences by finding relationships among them. Reflective students
continually label and index their experiences and ideas, put them into structures, outlines, summaries, and
frames of reference. They rearrange and file them. Best of all, they have an eye for the vital-for the
essential. Unless ideas are placed in categories, unless they are taken up from time to time for re-
examination, they will become inert and soon forgotten.

5. Review. If you will spend 10 minutes every week or so in a quick review of these notes, you will retain
most of what you have learned, and you will be able to use your knowledge currently to greater and
greater effectiveness.
______________________________________________
Summary Column
2 inches tall

©Academic Skills Center, Dartmouth College 2001


Then review
• After processing your notes and writing your
summaries, go over them one more time.
• Cover up the notes column and use questions and
cues in the recall column to recite the information
on that page.
• Reflect—connections, insights
• Review previous class notes starting a week or so
after the class. Make it part of your study time.
Textbooks as Study Guides

• Front Matter
• Back Matter
• Chapter Organization
Headings
Boldface & italicized words
Textbooks as Study Guides

Graphs, Charts, Visual Aids


Chapter Summary
Sample Questions
SQ3R :5 steps to better comprehension

• Survey
• Question
• Read
• Recite
• Review
Survey

Skim chapter- read headings, highlighted


Sections, chapter objectives, italicized words,
charts, etc
WHY? Consider it a warm for you brain to
receive and retain the information you are
about to read
Question

Turn each heading into a question before


you read. Then read section with question in
mind.
WHY? Helps you organize the information
and relate it to what you already know.
Read

Read the section to answer the question you


just asked.
Ask yourself “What is the main idea?” in each
paragraph.
WHY? The active involvement in your
reading keeps your concentration level high.
You read for the answers.
Recite

In your own words, recite what you have


read.
Assess if you can fully answer the question
posed. Be honest! If not, do over.
WHY? Reciting the new information helps
move it from short term to long term
memory, available for future recall.
Review

Review chapter after reading. Can you


answer the questions? Review chapter
periodically.
WHY? More complete retention of material –
makes for easier review for tests.

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