Case Study
Case Study 1
Richard is determined to do well in school "this time around." He tried school several years ago, but he didn't take the time to learn how to study or how to be prepared. In frustration, he quit. Richard is a strong reader, so he wasn't bothered by the fact that this time most of his classes have considerable amounts of reading. The method he decided would work best would be to take notes and to spend most of his time studying from the notes. He would copy as much of the information as he could straight from the textbook and then highlight the information in his notes that he thought was important. He would read and reread his notes numerous times. This took many hours since he would often take thirty or forty pages of notes for each chapter. Richard knew that you were a successful student, so he showed you his system and wanted your honest opinion. What suggestions would you give Richard?
Case Study 2
Warren has never had problems taking notes from his textbooks. He likes the Cornell format because it less complicated than outlining and he is able to state ideas clearly. Warren decided to shorten the Cornell system by eliminating the steps he thought were unnecessary. He made notes as he read and then he highlighted the important information. He would look away from his notes and review silently. He would turn his notes over and write summaries to show how much he remembered. He started getting frustrated with his process because his summaries lacked accurate details and he had problems expressing the ideas clearly. Which steps should Warren learn to use more consistently and efficiently to reduce his frustration and bring better results?
Case Study 3
Allison is very limited in her approaches to taking notes from her textbooks. She only uses the Cornell notetaking system for several reasons. First, if used textbooks are available, she buys those textbooks. Usually they are so marked up that she finds it impossible to do her
Richard is determined to do well in school "this time around." He tried school several years ago, but he didn't take the time to learn how to study or how to be prepared. In frustration, he quit. Richard is a strong reader, so he wasn't bothered by the fact that this time most of his classes have considerable amounts of reading. The method he decided would work best would be to take notes and to spend most of his time studying from the notes. He would copy as much of the information as he could straight from the textbook and then highlight the information in his notes that he thought was important. He would read and reread his notes numerous times. This took many hours since he would often take thirty or forty pages of notes for each chapter. Richard knew that you were a successful student, so he showed you his system and wanted your honest opinion. What suggestions would you give Richard?
Case Study 2
Warren has never had problems taking notes from his textbooks. He likes the Cornell format because it less complicated than outlining and he is able to state ideas clearly. Warren decided to shorten the Cornell system by eliminating the steps he thought were unnecessary. He made notes as he read and then he highlighted the important information. He would look away from his notes and review silently. He would turn his notes over and write summaries to show how much he remembered. He started getting frustrated with his process because his summaries lacked accurate details and he had problems expressing the ideas clearly. Which steps should Warren learn to use more consistently and efficiently to reduce his frustration and bring better results?
Case Study 3
Allison is very limited in her approaches to taking notes from her textbooks. She only uses the Cornell notetaking system for several reasons. First, if used textbooks are available, she buys those textbooks. Usually they are so marked up that she finds it impossible to do her