NoteTaking Strategy

1
Note-Taking Strategy

• Independence High School
• September 12, 2007

2
Think-Pair Share

• What is the point of taking notes?
• What skills and cognitive processes are involved
  in note-taking?

• Think-Pair Share
• Take a moment to think about the questions.
• Turn to your partner and share your thoughts.

3
What does the RESEARCH say about note-taking?

• began in the 1920s
• organizing notes effectively contributes to
  improved performance (Crawford, 1925)
• the process of taking notes in its self does
  little to enhance recallreviewing notes clearly
  results in superior recall. (Henk and Stahl,
  1985)
• reorganizing notes while reviewing led to
  higher test achievement. (Kiewra, 1983)
• notes should be considered a work in progress
  - students should be constantly revisiting and
  revising their notes. (Marzano, 2001)

4
So what PROCESS works?

• Students need to
• take the notes (record)
• identify main ideas, vocabulary, questions,
  prompts, etc. regarding their notes
  (reduce/review)
• clarify/revise notes (reflect/revise/review)
• do something with their notes (summarize, concept
  map, etc.) (reflect/review/apply)

5
What note-taking strategies incorporate these
critical skills?

• Record, Reduce, Reflect
• Taking/Making Notes
• Cornell Notes
• A sheep by any other name is still a sheep
• for learning, the NAME is irrelevantits the
  PROCESS that matters!!!!!
• Key get students to go BEYOND merely copying
  the notes!!

6
Plan for Implementation

• Today lesson plan
• Department Discussion
• How will you teach the PROCESS?
• How will you get student buy-in?
• How will you evaluate the effectiveness?
• What strategy(ies) will you use to implement the
  process for note-taking?
• With what content/medium?
• When?
• How will you hold the students accountable for
  completing the process?
• 9/13 9/25 try out 1, 2, or all 3 strategies
  (or your own creation)
• keep student samples
• 9/26 Reflect, Analyze, Evaluate
• Dept
• Look at student samples
• Howd it work?