Strategies for Note-taking
Study Skills: Strategies for Taking Notes and for Learning Content
Coll 100
American Military University
Strategies for Taking Notes and for Learning Content
There are two environments which are conducive for note-taking; lecture and written lessons. There are several different note-taking methods which are beneficial to the specific need of the student (Boch & Piolat, 2005). These methods are Cornell, charting, mind mapping, outlining and highlighting (All Kinds of Minds, 2013). With these methods students will overcome the obstacles of successful understanding (Jones & Mort, 1994). Nwokoreze (1990) believes that "it is during the note-taking stage that students reach the highest level of comprehension" (p. 42). Effective note-taking skills promotes increased learning and memorization ability (Jones & Mort,1994).
Basic note taking skills are taught starting in elementary school ( All kinds of Minds, 2013). Students are taught how to transcribe notes placed on the board, this simple technique is referred to as “sentence writing” (All kinds Of Minds, 2013). It isn’t until Middle or Junior High School that students are taught actual note-taking techniques (Bosh & Piolat , 2005). In High School students learn the importance of good note-taking, and how note taking promotes a better understanding of material and improves grades (Rahmani & Sadeghi, 2011). Effective note-taking from lectures and readings is an essential skill for university students as well (Jones & Mort, 1994). It allows students to gather information from lectures, books, or any other situation that they will later have to memorize or use in order to successfully complete their academic program (Boch & Piolat, 2005).
Good note taking allows a permanent record for revision and a register of relevant points that you can integrate with your own writing and speaking (Jones & Mort, 1994). It is a useful technique in studying content, developing language
Coll 100
American Military University
Strategies for Taking Notes and for Learning Content
There are two environments which are conducive for note-taking; lecture and written lessons. There are several different note-taking methods which are beneficial to the specific need of the student (Boch & Piolat, 2005). These methods are Cornell, charting, mind mapping, outlining and highlighting (All Kinds of Minds, 2013). With these methods students will overcome the obstacles of successful understanding (Jones & Mort, 1994). Nwokoreze (1990) believes that "it is during the note-taking stage that students reach the highest level of comprehension" (p. 42). Effective note-taking skills promotes increased learning and memorization ability (Jones & Mort,1994).
Basic note taking skills are taught starting in elementary school ( All kinds of Minds, 2013). Students are taught how to transcribe notes placed on the board, this simple technique is referred to as “sentence writing” (All kinds Of Minds, 2013). It isn’t until Middle or Junior High School that students are taught actual note-taking techniques (Bosh & Piolat , 2005). In High School students learn the importance of good note-taking, and how note taking promotes a better understanding of material and improves grades (Rahmani & Sadeghi, 2011). Effective note-taking from lectures and readings is an essential skill for university students as well (Jones & Mort, 1994). It allows students to gather information from lectures, books, or any other situation that they will later have to memorize or use in order to successfully complete their academic program (Boch & Piolat, 2005).
Good note taking allows a permanent record for revision and a register of relevant points that you can integrate with your own writing and speaking (Jones & Mort, 1994). It is a useful technique in studying content, developing language
References: All Kinds of Minds. (1999-2013). Taking Good Notes: Impact of Attention, Memory, Language, Spatial and Sequential Ordering, Motor Functions and Higher Order Cognition. Retrieved from http://allkindsofminds.org/discover-all-kindsof-minds. Boch, P., Piolat, A. (2005). Note Taking and Learning: A Summary of Research. The WAC Journal, 16 Jones, G., & Mort, P. (1994). Note-Taking Skills: An Introduction. Retrieved from http://www.lc.unswedu.au Massey University. (2012). Retrieved from http://owll.massey.ac.nz/study-skills/note-taking-methods.php Nwokoreze, U.N.D (1990). Note-taking. English Teaching Forum, 33(2), 39-40 Kennedy. (2000). California Polytechnic University. Retrieved from http://www.sas.calpoly.edu/asc/ssl/notetaking.systems.html Rahmani, M., & Sadeghi, K. (2011). Effects of Note-Taking on Reading Comprehension and Recall. Reading Matrix, 9(2), 116-128. White, C.J. (1996). Note-Taking and Traces of Cognition in Language Learning. RELC Journal, 27, 89-102.