NoteTaking NoteMaking

1
Note-Taking - Note-Making

• Knowing The Tools for
• Becoming An Insightful Note-Taker
• Becoming A Thoughtful Note-Maker

2
Literacy is cognition.

• Listening process as thinking
• Speaking process as thinking
• Viewing process as thinking
• Reading process as thinking
• Writing process as thinking

3
Are WE Change Agents?

• Without modeling students will continue to do
  what they have been doing.
• Society bombards the student with visual,
  auditory and print messages while the school
  ignores showing the student what the brain should
  do with these messages.

4
Purpose Begin with end in mind

• What is essential learning?
• What is final task What will student do?
• What is most effective/efficient tool to fulfill
  the purpose
• How can learning best be scaffolded?

5
Taking Notes

• Responsive
• Exact information is purpose
• Cognation is negligible
• Hand the students teacher generated notes
• Copying information does not generate learning

6
Making Notes

• Generative
• Thinking is purpose
• Model process and appropriate recording system
  to achieve purpose
• Outline Harvard Hierarchical
• Column Notes Cornell, Double-Entry
• Graphic organizer

7
The Journey

• In the end a note-maker will replicate thought
  processes (ideas, insights, inquiries) in words,
  phrases, images,, symbols to accomplish or
  satisfy purpose
• In the beginning a note-maker needs a framework,
  scaffolds, to maintain focus and define purpose

8
Remember Learning Styles

• Different texts and different individuals call
  for different techniques. Strong
• Remember Modeling
• Show students how you think your way through the
  process. Strong

9
Cornell Notes

• Double entry format
• Left column can be questions, topics, terms
• Right column response
• Creates effective study guide
• May replicate text format titles (topics),
  subtitles (as questions), details
• Aids text summary

10
Concept Mapping

• Relational structure between central ideas,
  topics, concepts or essential questions and
  supporting details
• Creates visual of relationship information
• Facilitates interrelating/connecting details
• Organizes concepts and details for application
  tasks evaluation and synthesis

11
The Possibilities Are Endless

• Split-screen Notes
• Adds opportunity for visual (circulatory system,
  cell parts, word problem in math)
• Aids summarizing
• Useful when the final purpose is a product
  diagram, chart, poster
• Compare-contrast charts
• Cause-effect charts
• Problem-solution charts

12
Note-making requires process

• Activate prior knowledge
• Practice active listening, viewing or reading
• Purpose, Preview, Plan - before
• Visualize, Connect, Question during
• Reflect, Revisit/Reread, Use - after

13
Note-making Requires Instruction

• Departments should look at purposes and select
  appropriate tools
• Teams should look at common purposes could the
  ELA teacher model and practice common tools for
  content teachers to require application
• Teams can regroup (ELA and math in double rooms)
  to attack tools unique to that discipline