google: note taking methods. * how does organized note-taking help the learning process?
TRANSCRIPT
*Essential Question
*How does organized note-taking help the learning process?
• Developed in 1949 at Cornell University by Walter Pauk.
• Designed in response to frustration over student test scores.
• Meant to be easily used as a test study guide.
• Adopted by most major law schools as the preferred note taking method.
• stimulate critical thinking skills
• retain what is said in class
• helps students work on assignments AND prepare for tests outside of the classroom.
• allows students to help each other problem solve.
• helps to organize and process information.
• helps with recall when recited, reflected upon, and reviewed.
*Dr. Walter Pauk
“One learns through the processing of information by the brain. Words very, very seldom imprint themselves on the brain; but ones thinking does.”
Writing isthe single most integral skill required for college readiness.
From College Readiness by Conley
*What does the research say?
*Robert Marzano, Debra Pickering, Jane Pollock – researchers and authors of:*Classroom Instruction That Works
*The Handbook for Classroom Instruction that Works
*They identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels
Instructional Strategies that Affect Student Achievement the MOST
Category Ave EffectiveSize (ES)
PercentileGain
No. ofESs
StandardDeviation (SD)
Identifying similarities and differences 1.61 45 31 .31
Summarizing and note taking 1.00 34 179 .50
Reinforcing effort and providing recognition .80 29 21 .35
Homework and practice .77 28 134 .36
Nonlinguistic representations .75 27 246 .40
Cooperative learning .73 27 122 .40
Setting objectives and providing feedback .61 23 408 .28
Generating and testing hypotheses .61 23 63 .79
Questions, cues, and advance organizers .59 22 1.251 .26
Source: Continuous Improvement/Larry Lezotte
*Top 3 of the Essential NineCategories Of Instructional Strategies
That Affect Student Achievement
Category PercentileGain
Identifying similarities and differences
45
Summarizing and note taking 34
Reinforcing effort and providing recognition
29
*Summarizing and Note Taking
Summarizing and note taking are high leverage strategies because they:
- encourage powerful learning
- lead to deeper understanding
- endure long-term recall
*Summarizing and Note Taking
Note taking and summarizing are closely related. Both require students to identify what is most important about the
knowledge they are learning and then state that knowledge in their own words.
*What Students Usually Do
*Write down everything
*Write down next to nothing
*Write way too much
*Don’t write enough
*Copy word for word
*Writing to Knowing
*Note taking is an act of translation.
*Students write new ideas/concepts in their own words — an exercise in understanding.
*Generating questions afterward forces students to think about the connections and implications of new concepts.
*Writing to Knowing
*Notes should be considered a work in progress.
*Notes should be used as study guides for tests.
*Verbatim note-taking is the least effective way to take notes.
*The Curve of Forgetting
The Curve of Forgetting describes how we retain or get rid of information that we take in. It's based on a one-hour lecture.
On Day 1, you go in knowing nothing, or 0%. At the end of the lecture you know 100% of the information, however well you know it (where the curve rises to its highest point).
*The Curve of Forgetting
*By Day 2, if you have done nothing with the information you learned in that lecture, didn't think about it again, read it again, etc… you will lose 50%-80% of what you learned.
*Our brains are constantly recording information on a temporary basis. Because the information isn't necessary, and it doesn't come up again, our brains dump it all off, along with what was learned in the lecture that you actually do want to hold on to!
potentially lost learning
*The Curve of Forgetting
*By Day 7, we remember even less, and by Day 30 we retain only about 2%-3% of the original hour! This may account for feeling as if you've never seen this before in your life when you're studying for exams - you may need to actually re-learn it from scratch.
potentially lost learning
*The Curve of Forgetting
*Good news - You can change the shape of the curve! A big signal to your brain to hold onto a specific chunk of information is if that information comes up again. When the same thing is repeated, your brain says, "Oh-there it is again, I better keep that.”
*When you are exposed to the same information repeatedly, it takes less and less time to "activate" the information in your long term memory and it becomes easier for you to retrieve the information when you need it.
*The Curve of Forgetting
*Students often feel they can't possibly make time for a review session every day in their schedules. However, this review is an excellent investment of time.
* If they don't review, they will need to spend 40-50 minutes re-learning each hour of material later – do they have that kind of time?
* Cramming rarely plants the information into long term memory where they can access it to do assignments throughout the term as well as be ready for exams.
*The Curve of Forgetting
*Depending on the course load, the general recommendation is to spend about 30 minutes every weekday (10 minutes per subject, and 1.5 - 2 hours every weekend) in review activity.
*Maybe you only have time to review 4 or 5 days of the week, and the curve stays in the middle. That's OK, it's a lot better than the 2%-3% you would have retained if you hadn’t reviewed at all.
*Many students are amazed at the difference reviewing regularly makes in how much they understand and how well they retain material. It's worth experimenting for a couple weeks, just to see what a difference it makes!
*The Solution: Cornell Notes
•When you write down even brief notes about what you are hearing/ experiencing, you keep 60% of what you hear/learn.
•When you take thorough, organized notes and review them, you keep 90-100% of what you hear/learn.
*Steps for Cornell Notes
• 1. Record
• 2. Reduce
• 3. Recite/Retell
• 4. Reflect
• 5. Review
• 6. Recapitulate
*The Curveof Forgetting
10 24 7In the 10 minutes right after note-taking, fill in the left column with the following:
Questions your notes can answer
VocabularyMain ideasConnectionsReminders for the test
*Steps for Cornell Notes +
24 hours after note-taking, review your notes for 10 minutes
7 days later, review your notes again
*California State University Fullerton
http://distance-ed.fullerton.edu/titanium/video/cornell/cornell.html
http://distance-ed.fullerton.edu/bb/Flash/cornell/cornell.html
*Be an efficient learner!
efficiency = biggest bang for your buck
Get the most out of your education and your time!