Engaging, Listening, and Note-Taking in Class Menu Options: Lecture/ Discussion Chapter Exercises Audio Chapter Summary Other © 2012 Wadsworth, Cengage Learning

You’re About to Discover… How to get engaged in class How to listen with focus How to vary your listening styles according to lecture styles How to ask questions in class How to vary your note-taking system and why How to take good notes How to use your notes to achieve the best results © 2012 Wadsworth, Cengage Learning

Rachel White p. 156-157

Note Taking Step 1: What is your present situation? In your journal, describe the note taking challenges you are having (or can forsee having) in your courses. Ex..Most of my classes are boring lectures. My mind wanders and I start thinking about other things. I get distracted by students whispering (and sometimes I join in). I take some notes but I always have huge gaps where I wasn’t paying attention. Step 2: How would you like your situation to be? Identify your desired outcomes and experiences for note-taking and state them in the present tense as if they already exist… Ex. I sit in the front near the instructor to best engage in the lecture. I attend every class and actively listen for key concepts and supporting details. I ask relevant questions to fill in any gaps.

THERE WILL BE A QUIZ AT THE END. WILL ONE METHOD DOMINATE? FOCUSED MULTITASKING DIRECTIONS: FOR THE REMAINDER OF THE CLASS, YOU WILL TAKE NOTES USING THE NOTE-TAKING SYSTEM YOU WERE ASSIGNED. MIND-MAP AND POWERPOINT MINITURE SUPPLIES WILL BE PROVIDED. FOR CORNELL NOTES, USE THE TEMPLATE PROVIDED OR DRAW THE LINES FOR THE APPROPRIATE SIZE COLUMNS AND SUMMARY SECTION IN YOUR OWN NOTE-PAPER. FOR OUTLINE,USE YOUR OWN NOTE PAPER AND REMEMBER TO INDENT CONSISTANTLY AND STICK WITH MAIN POINTS /SUB-POINTS STRUCTURE THERE WILL BE A QUIZ AT THE END. WILL ONE METHOD DOMINATE?

Note-Taking By System and Subject The Cornell System: Uses a two column system. Take notes on the right, then fill in questions or keywords on the left for later review. Mind Maps: Bridge the logical and creative sides of the brain. Use graphical representations to link concepts and ideas.

Note Taking By System and Subject Outline This traditional method includes main ideas and sub points.

Note-Taking By System and Subject PowerPoint Miniatures: Some instructors may provide lecture notes or PowerPoint minis. These can be very valuable tools, but it still helps you learn if you take your own notes. Parallel Note-Taking: Since many instructors provide e- support for lectures, it may be possible to have two separate sources for notes. Use provided material along with your own in-class notes to create a comprehensive record of the lecture.

Note-Taking By System and Subject Timeline Notes: Timelines are particularly useful for history classes or other subjects where specific dates and chronology of events is important Math Classes: 3 Column notes can be used in any subject where you have specific topic headings. For math it is very useful to show problems, solutions and their explanation.

Using Lecture Notes Manipulating involves working with your notes by typing them out later. Paraphrasing is the process of putting your notes into your own words. Summarizing is a process of writing a brief overview of all of your notes from one lecture. Exercise 7.4: Note-Taking 4M

Get Engaged in Class “ ” What actually correlates with success are not grades, but ‘engagement’—genuine involvement in courses and campus activities. Engagement leads to ‘deep learning,’ or learning for understanding. That’s very different from just memorizing stuff for an exam, then forgetting it. John Merrow, reporter, USA Today

Dare to Prepare 1. Look ahead. 2. Do the assigned reading. 3. Show up physically. 4. Show up mentally. 5. Choose your seat strategically. 6. Bring your tools. 7. Don’t sit by your best friend. 8. Posture counts! 9. Maintain your health. 10. Focus.

The Rules of Engagement 1. Be aware that gab is not a gift. In class, talking while others are speaking is inappropriate. 2. Control Your Hunger. Get in the habit of eating before or after class and not during. 3. Turn off your cell phone, please! Yes, we can hear your phone vibrating, too. And texting in class shows where your attention really is. 4. Better late than never? Arriving late and leaving early disturbs students and instructors. 5. Actively choose to engage, not disengage. You must make a conscious decision to become engaged.

SOFT Listening Skills: Soft vs. Hard Listening SOFT Listening Skills: -- Used in emotionally charged situations. -- You must be accepting, sensitive, and nonjudgmental. -- You don’t have to assess, analyze, or conclude. HARD Listening Skills: -- Used in classroom/educational situations. -- Pay close attention and think critically. -- Evaluate, analyze, and make decisions about new information.

“ ” Listening with Focus Calm yourself. Be open. Don’t make snap judgments. Assume responsibility. Watch for gestures that say “Here comes something important!” Listen for speech patterns that subtly communicate “Make sure you include this in your notes!” Uncover general themes or roadmaps for each lecture. Appreciate your instructor’s prep time. “ ” You cannot truly listen to anyone and do anything else at the same time. M. Scott Peck, American author Exercise 7.1: Listening

Adapt to a Variety of Lecture Styles The Rapid-Fire Lecturer The Slow-Go Lecturer The All-Over-the- Map Lecturer The Content- Intensive Lecturer The Review-the-Text Lecturer The Active-Learning Lecturer The Go-Beyond-the- Text Lecturer Exercise 7.2: Multitasking

Ask and You Shall Receive Have you ever decided NOT to ask a question in class because you thought: I don’t want to look stupid. I must be slow. Everyone else seems to be understanding. I’m too shy. I’ll get the answer later from the text. I don’t think my question is important. I don’t want to interrupt the lecture; the instructor’s on a roll. I’m sure the instructor knows what he’s talking about. He must be right. The next time you find yourself in a situation where you don’t understand something, consider these points: Remember that you’re not in this alone. Ask academically relevant questions when the time is right. Save personally relevant questions for later. Build on others’ questions.

QUIZ TIME!

Note Taking Step 3: Consider your choices. WHILE TAKING NOTES (Reference handout for these choices) BEFORE TAKING NOTES Assemble supplies Complete homework Go over notes from previous class sessions Prepare a list of questions Eliminate distractions Attend every class Arrive early to select a good seat Be organized (Label, date, etc) WHILE TAKING NOTES Listen for key concepts, main ideas and supporting material Ask and answer questions Listen for verbal ques Watch for visual ques Stay Focused Speed up note taking (abbreviate, leave white space, main ideas) Record the class Take Notes….(Next slide) AFTER TAKING NOTES Polish notes within 24 hours Compare notes

Note Taking Step 4 Which choices will I commit to doing? List five or more note taking and listening strategies discussed today that you will use to achieve your goals stated in Step 2 in your journals.

Chapter 7: Exercises and Activities How Well Do You Listen? Chapter Exercise p. 179 Focused Multitasking Chapter Exercise p. 182 Note-Taking 4-M Audio Chapter Summary Audio Summary of Chapter 7 Back to Menu © 2012 Wadsworth, Cengage Learning

How Well Do You Listen? Exercise 7.1, p. 168

Focused Multitasking Exercise 7.2, p. 179

Note-Taking 4-M Exercise 7.4, p. 182

Chapter 7 Audio Summary

FOCUS on Community College Success F CUSPoints An Interactive Teaching Tool FOCUS on COMMUNITY COLLEGE SUCCESS Second Edition Chapter 7 Constance Staley and Aren Moore