Pacific Lutheran University Notetaker Training

Why does PLU Disability Services provide notetaking accommodations? The Americans with Disabilities Act and the Rehabilitation Act mandate equal access to education, employment and public services for qualified individuals with disabilities. In an educational setting, notetaking services may be deemed a reasonable accommodation. Accommodations are provided to level the playing field for individuals with disabilities and provide equal access, not to give individuals with disabilities an unfair advantage.

Examples include, but are not limited to: There are many different reasons why a student might receive notetaking accommodations Examples include, but are not limited to: Students who are Deaf or Hard of Hearing might need to focus on a sign language interpreter or, if lip reading, need to focus on the instructor. Students who are blind or have visual, cognitive, or physical impairments. (Note: If taking notes for students who are blind or have visual impairments, notes must be taken on a laptop or computer so they can later use a screen reader to listen to the lecture or increase the font size large enough for them to identify and read the notes). Students who have physical disabilities which impact their ability to take notes.

There are many benefits for the notetaker as well Being chosen as a volunteer notetaker is a valuable experience, which could be included in a resume. Notetakers benefit from taking notes for someone else by improving the quality and organization of class notes and it encourages regular class attendance. It is a rewarding experience to help out a fellow classmate that otherwise might not have access to the information you are helping to provide for them. Notetaking services are very important to PLU, therefore there is an hourly wage that notetakers will earn for their participation in the notetaking PLU program.

Quiz Directions You must answer every question Click the correct answer Once you answer a slide will appear that states whether you are correct or incorrect When the response slide appears, read the explanation and click the arrow key in the lower, right hand corner when finished If you answered incorrectly the quiz will go back to the original question and you can try again There are three quizzes in the training, one at the end of each module

Module 1 Quiz: Why provide notetaking services? 1. The laws that require post-secondary institutions to provide equal access and accommodations, such as note-taking services, are The American Deaf Acts and the College Rehabilitation Act (1973). TRUE FALSE

Module 1 Quiz: Why provide notetaking services? 1. The laws that require post-secondary institutions to provide equal access and accommodations, such as note-taking services, are The American Deaf Acts and the College Rehabilitation Act of 1973. INCORRECT! The applicable laws are The Americans with Disabilities Act and Section 504 of the Rehabilitation Act. These laws require, among other things, notetaking services to eligible students with disabilities. TRUE FALSE

Module 1 Quiz: Why provide notetaking services? 1. The laws that require post-secondary institutions to provide equal access and accommodations, such as notetaking services, are The American Deaf Acts and the College Rehabilitation Act of 1973. CORRECT!! The applicable laws are The Americans with Disabilities Act and Section 504 of the Rehabilitation Act. These laws require, among other things, notetaking services to eligible students with disabilities. TRUE FALSE

Module 1 Quiz: Why provide notetaking services? 2. A student is provided with notetaking services when English is the student’s second-language. TRUE FALSE

Module 1 Quiz: Why provide notetaking services? 2. A student is provided with notetaking services when English is the students second-language. Incorrect:   Note taking services are provided to students with disabilities, when needed, to provide them with equal access to classroom communication. TRUE FALSE

Module 1 Quiz: Why provide notetaking services? 2. A student is provided with notetaking services when English is the student’s second-language. Correct:   Note taking services are provided to students with disabilities, when needed, to provide them with equal access to classroom communication. TRUE FALSE

Module 1 Quiz: Why provide notetaking services? 3. Students who take notes for other students will receive better grades from the professor and receive a tuition reduction. TRUE FALSE

Module 1 Quiz: Why provide notetaking services? 3. Students who take notes for other students will receive better grades from the professor and receive a tuition reduction. Incorrect: The notetaker does not receive any special treatment from the professor. TRUE FALSE

Module 1 Quiz: Why provide notetaking services? 3. Students who take notes for other students will receive better grades from the professor and receive a tuition reduction. Correct: The benefits include developing better notetaking skills, a work experience that can be added to a resume, and payment for the notetaking services. TRUE FALSE

You have successfully completed Module 1 You will now move on to Module 2: Code of Ethics

What are the Notetaker’s Responsibilities? Agreeing to take notes for another student requires the notetaker to: Take adequate notes of each class and attend all classes Provide copies of notes in a timely manner. The notetaker should drop off a hardcopy of the notes in the student’s assigned Library Drop Box in the Library Access Center within 24 hours of the conclusion of class Communicate effectively with Disability Services if a problem arises If you are going to be absent from class, you must do the following: Recruit a back-up notetaker in advance and provide instructions regarding effective notetaking and the delivery of the class notes to the student Remember to always get your back-up notetaker’s phone number and remind them of the dates and times they are to fill in for you

The Notetaker must ALWAYS: Keep all information strictly confidential and cannot share information about the student she/he works with. This includes: If known, the name of student receiving class notes The nature of the student’s disability Anything else regarding your notetaking work that might compromise the student’s confidentiality Convey the professor’s ideas and opinions. The notes should reflect the meaning and intent of the professor, without added Commentary or opinion Personal experiences, thoughts, or advice in your notes Remember, a notetaker is not a tutor, advisor, or counselor

Notetaker must NEVER: Reveal any information regarding the student receiving their notetaking services Miss a class without finding a replacement notetaker Turn in partial, sloppy, or incomplete notes Email or turn notes in later than a 24 hour turn around Forget to communicate with Disability Services important information (such as if the professor speaks too quickly or softly so that you have difficulty taking proper notes) Include any personal opinions, advice, or interpretations of the professors words or lessons Allow a third party to copy notes (although, CAN allow students to use for assignment-related projects, group discussion, and/or a class project.

Module 2 Quiz: Notetaking Code of Ethics 1) Notetakers can not allow a third party to make copy of class notes. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 1) Notetakers can not allow a third party to make copy of class notes. Incorrect: The notetaker cannot share class notes with third party for assignment-related, group discussion, or a class project but can not allow third party to make copy of class notes. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 1) Notetakers can not allow a third party to make a copy of class notes. Correct: The notetaker can share class notes with a third party for assignment-related, group discussion, or a class project, but can not allow a third party to make a copy of class notes. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 2) Notetakers cannot share information about the student she/he works with. If known, including the name of the student and the nature of their disability. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 2) Notetakers cannot share information about the student she/he works with. If known, including the name of the student and the nature of their disability. Incorrect: As a notetaker, you must keep all information you know about the student strictly confidential. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 2) Notetakers cannot share information about the student she/he works with. If known, including the name of the student and the nature of their disability. Correct: As a notetaker, you must keep all information you know about the student strictly confidential. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 3. Notetakers are required to drop off class notes to the assigned Library drop box at the conclusion of each class. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 3. Notetakers are required to deliver class notes to the assigned Library drop box. Incorrect: Notetakers should provide class notes to the student’s Library drop box after the conclusion of each class period. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 3. Notetakers are required to provide class notes to the student at the conclusion of each class period. Correct: Notetakers should provide class notes to the student’s assigned Library drop box after the conclusion of each class period. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 4. Notetakers should provide additional help to students by providing studying tips, opinions, and observations within their notes. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 4. Notetakers should provide additional help to students by providing studying tips, opinions, and observations within their notes. Incorrect:   The notetaker’s role is only to provide a record of information presented by the instructor (and classmates, if relevant), including the professor’s ideas and opinions. Class notes should reflect the professor’s meaning and intent, without added commentary or opinion. TRUE FALSE

Module 2 Quiz: Notetaking Code of Ethics 4. Notetakers should provide additional help to students by providing studying tips, opinions, and observations within their notes. Correct:   The notetaker’s role is only to provide a record of information presented by the instructor (and classmates, if relevant), including the professor’s ideas and opinions. Class notes should reflect the professor’s meaning and intent, without added commentary or opinion. TRUE FALSE

You have successfully completed Module 2 You will now move on to Module 3: Taking Effective Notes

Three aspects of taking effective notes: Having a good understanding of the information being taught in class and providing a thorough set of class notes the student can use to study and complete assignments. Effectively transcribing course information in a complete, legible, and organized manner. Copy all information from the board and overheads.  “Transcribing” does not necessarily mean a word-for-word record of everything the instructor says. 3. Attending class regularly and, if possible, sitting near the front of the classroom.

Notetaking styles/formatting Commonly used notetaking style: Cornell/Two Column Example of Cornell/Two Column Notes: Cornell is one commonly used format for notetaking: Fold Paper or use ruler to make dividing line Take notes as usual in the larger column Fill in key points in column with words or phrases to alert you to main idea Other possible notetaking formats, depending on the class format and student requests are: Paragraph format Outline format For more information on different notetaking styles go to: http://www.muskingum.edu/~cal/database/general/notetaking3.html

Important tips when taking notes: 1.   Identify important information using symbols, such as an asterix (*), or a text box, stars, or other indicators consistently to mark important information, such as: Key formulas or concepts Assignments and due dates Class announcements (such as cancellations or room changes) 2.   If the professor refers to a textbook, video, or other resource, identify it so the student can refer to that material if necessary. 3.   Record all formulas, diagrams, dates, numbers, and any information written on the board. 4.   Try to include a description of classroom activities (labs, demos, etc.) when appropriate. This might include: Describing the sequence of a demonstration, (ex., lighting a Bunsen burner – check the connection, position the lighter before turning on the gas, etc.) Describe the visual setting for videos, films or other media shown during class (this is particularly important if you are taking notes for a student who is blind or has a visual impairment)

Important tips when taking notes continued: 9.   Include comments by other people in your notes, if important, and be sure to identify that the information or question came from someone other than the professor. 10.  Use abbreviations consistently. If writing the same name or term many times and you are using abbreviations, write a “key” to identify what the abbreviations mean. 11.   Every page of notes must include: Course title and/or course number Date Page numbers 12.   Before handing off the class notes, check to see that they are complete and clear, including: Spelling Diagrams are labeled and important information is clearly delineated Legible (if using carbonless paper, make sure the copies are readable) Any false starts or material to be ignored is completely crossed out Headings or number lists are added to provide additional structure

Module 3 Quiz: Taking effective notes 1. In order to conserve paper, it is important to put as much information on one page as possible. TRUE FALSE

Module 3 Quiz: Taking effective notes 1. In order to conserve paper, it is important to put as much information on one page as possible. Incorrect:   It is important to leave space in the notes so additional information can be added later, if necessary.  It is also easier to read. TRUE FALSE

Module 3 Quiz: Taking effective notes 1. In order to conserve paper, it is important to put as much information on one page as possible. Correct:  It is important to leave space in the notes so additional information can be added later, if necessary.  It is also easier to read. TRUE FALSE

Module 3 Quiz: Taking effective notes 2. The notetaker is not responsible for labeling charts, diagrams, and drawings or any other information that is written on the board. It is the student’s responsibility to copy that information. TRUE FALSE

Module 3 Quiz: Taking effective notes 2. The notetaker is not responsible for labeling charts, diagrams, and drawings or any other information that is written on the board. It is the student’s responsibility to copy that information. Incorrect:   The notetaker is responsible for including any information that is posted on the board and to label charts, diagrams, and/or drawings that are shown in class. TRUE FALSE

Module 3 Quiz: Taking effective notes 2. The notetaker is not responsible for labeling charts, diagrams, and drawings or any other information that is written on the board. It is the student’s responsibility to copy that information. Correct:   The notetaker is responsible for including any information that is posted on the board and to label charts, diagrams, and/or drawings that are shown in class. TRUE FALSE

Module 3 Quiz: Taking effective notes 3.  Two aspects of taking good class notes include, having a good understanding of the information being taught in class and providing a thorough set of class notes the student can use to study and complete assignments. Notes must be complete, legible, and organized. TRUE FALSE

Module 3 Quiz: Taking effective notes 3.  Two aspects of taking good class notes include, having a good understanding of the information being taught in class and providing a thorough set of class notes the student can use to study and complete assignments. Notes must be complete, legible, and organized. Incorrect:   Two aspects of taking good class notes include, having a good understanding of the information being taught in class and providing a thorough set class notes the student can use to study and complete assignments. Notes must be complete, legible and organized. TRUE FALSE

Module 3 Quiz: Taking effective notes 3.  Two aspects of taking good class notes include, having a good understanding of the information being taught in class and providing a thorough set of class notes the student can use to study and complete assignments. Notes must be complete, legible, and organized. Correct:   Two aspects of taking good class notes include, having a good understanding of the information being taught in class and providing a thorough set class notes the student can use to study and complete assignments. Notes must be complete, legible, and organized. TRUE FALSE

Module 3 Quiz: Taking effective notes 4.  Cornell/two column notetaking format is one of the most common. Different formats of taking class notes are: text/paragraph format and outline format. TRUE FALSE

Module 3 Quiz: Taking effective notes 4.  Cornell/two column notetaking format is one of the most common. Different formats of taking class notes are: text/paragraph format and outline format. Incorrect: Cornell/two column notetaking format is one of the most common, but a student might request a different format or the class curriculum and instruction might make better sense in a different format, such as paragraph or outline.   TRUE FALSE

Module 3 Quiz: Taking effective notes 4.  Cornell/two column notetaking format. Different formats of taking class notes are: text/paragraph format and outline format. Correct: Cornell/two column notetaking is one of the most common, but a student might request a different format or the class curriculum might make better sense formatted differently, such as paragraph or outline. TRUE FALSE

Module 3 Quiz: Taking effective notes 5. Never use abbreviations, symbols, or any special system to identify information. TRUE FALSE

Module 3 Quiz: Taking effective notes 5. Never use abbreviations, symbols, or any special system to identify information. Incorrect:   You may use abbreviations for names and terms that are repeated many times but be sure to be consistent and provide a key for the student. TRUE FALSE

Module 3 Quiz: Taking effective notes 5. Never use abbreviations, symbols, or any special system to identify information. Correct:  You may use abbreviations for names and terms that are repeated many times but be sure to be consistent and provide a key for the student. TRUE FALSE

Module 3 Quiz: Taking effective notes 6. Every page of notes must include the course name and/or course number, date, and page number. TRUE FALSE

Module 3 Quiz: Taking effective notes 6. Every page of notes must include the course name and/or course number, date, and page number. Incorrect:  Every page of notes must include the course name and/or course number, date, and page number. TRUE FALSE

Module 3 Quiz: Taking effective notes 6. Every page of notes must include the course name and/or course number, date, and page number. Correct:  Every page of notes must include the course name and/or course number, date, and page number. TRUE FALSE

CONGRATULATIONS!!! You have officially completed all sections of the Notetaker Training!!! You may print out the Notetaker Training certificate in the next screen to keep for your own records(slide 54). You might want to consider printing the notes section of the PowerPoint slide 54, this will give you some commonly used abbreviations and other tools that you can use to ensure you are providing effective notetaking services. Please send an email to dss@plu.edu that you have completed the notetaker training. Include in the email three things you learned in the training. Please explain how and why these are important to taking good notes. You will be contacted by the Disability Support Services office shortly for further information.

Notetaker Training Certificate of Completion Common Abbreviations and Symbols Use mathematical symbols, such as: Use common characters and symbols, such as: >< represents “greater than or less than” - ? “I don’t understand” = “equal to” - @ “at” # “number” - * or ! “important” - ~ “approximately” - “linked to or causes” - + “and Use beginning letters of Use the beginning and end of words, such as: Words or phrases, such as: - cont’d “continued” anthro “anthropology” - add’l “additional demo “demonstration” approx “approximately” Remove Vowels, such as: Remember to always provide a key or glossary for any abbreviations you think they may not know explsn “explosion” - chck “check” notebk “notebook” Instructors Cues and Signals Instructors signals, phrases that can clue you into important upcoming information: “Now this is important…….” “Remember that……….” “The basic concept is…..” “You’ll need to remember this……..” “This will be on the test…..” “For example, ……………” “In addition…….” “On the other hand…………………” “However……………..” “In contrast……………….” “In summary” or “In conclusion” Instructor’s Cues, these are signals to you of important information and key points that will most likely show up on a test: - writes on the chalkboard - describes a sequence - repeats information - refers to information as a test item - speaks more slowly - changes tone of voice - gives a definition - uses body language - lists a number of points/steps - uses visual aids - explains why or how things happen - refers to specific text pages Pacific Lutheran University and Disability Support Services presents Notetaker Training Certificate of Completion to _________ Please print full name Has officially completed all modules in the Notetaker Online Training Sign / Date