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University of Louisville Disability Resource Center Note Taker Training: Taking Notes Using Critical Thinking.

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Presentation on theme: "University of Louisville Disability Resource Center Note Taker Training: Taking Notes Using Critical Thinking."— Presentation transcript:

1 University of Louisville Disability Resource Center Note Taker Training: Taking Notes Using Critical Thinking

2 Thanks for your interest! The following steps must be completed in order to become a note taker: –Express your interest in being a note taker. You may have done this by submitting your class schedule to the Note Taker Coordinator, responding to an email, or responding to an in- class announcement. –Review this Note Taker Training presentation. –Review the Note Taker Handbook. –Take a short quiz over the note taking policies and procedures. Note: If you answer fewer questions correctly than is required, you may still become a note taker by going through a brief training with the Note Taker Coordinator.

3 Why do we need your help? The Disability Resource Center (DRC) is the office which ensures that individuals with disabilities have equal access to take full advantage of the university's educational, social, and cultural opportunities. As a part of their academic accommodations, students with disabilities may request supplemental notes for their classes. To learn more about the laws that protect the civil rights of students with disabilities, you may visit the following sites: –Americans with Disabilities Act (ADA) 1990.Americans with Disabilities Act (ADA) 1990 –Section 504 of the Rehabilitation Act of 1973.Section 504 of the Rehabilitation Act of 1973

4 How are you helping? Providing supplemental notes for a student with a disability helps a student to have the information necessary to be successful in the class. Having supplemental notes allows a student to focus on what the professor is saying. Having supplemental notes allows students to participate in class discussion. Students can use supplemental notes as a guide on how to improve their own notes.

5 Who are you helping? The DRC serves students with a variety of disabilities. Some examples of students with disabilities that might utilize a note taker are: –Students who are hard of hearing or deaf. –Students with limited dexterity or mobility of their hands. –Students with learning disabilities. –Students with ADHD. –Students with low vision or who are blind.

6 How will this benefit you? For being a volunteer note taker, you will receive 5 service hours for every credit hour of the course. –Example: HIST 101 = 3 credit hours x 5 service hours = 15 service hours –If service hours are required of you by an organization, academic program, etc., be sure to check with that entity first to make sure note taking will meet their requirement. Volunteer note taking is an excellent addition to your resume and can be entered on your Student Engagement Record.Student Engagement Record Many note takers say they take better notes and do better in the course because they know their classmate is depending on them!

7 How will this work? The DRC can provide you with a carbon-like paper which makes a copy of your notes as you write. –Please give the top copy to the student and keep the bottom copy for yourself. (If the bottom copy is harder to read, you are more likely to know what you wrote.) If you take notes with a laptop, you may simply email the notes to the student at the end of each class. If you are taking handwritten notes for multiple students in a class, you may take notes on whatever paper you wish, and make copies of the notes for free at DRC (119 Stevenson Hall). –If you need mailboxes set up at the DRC in which to place these notes, please let the Note Taker Coordinator know. We don’t know that you need a mailbox unless you inform us.

8 Critical Thinking Serving as a note taker involves critical thinking. The following elements of the Paul-Elder Critical Thinking Model can be applied to note taking. –Intellectual Standards Clarity Precision Relevance –Elements of Reasoning Questions Point of View –Intellectual Traits Fair-mindedness Integrity Perseverance

9 Clarity Write neatly, and make notes complete and clear enough to understand when you come back to them. Take fast and complete notes, but do not sacrifice your writing’s legibility. Leave blanks for words, phrases or ideas you miss. Leave plenty of white space for later additions. Skip lines. Leave space between main ideas. Number each page of your paper notes in case they get out of order. Record the date, place, topic/title and presenter on your notes A ballpoint pen works best on carbonless note taking paper. Make sure to cross out any mistakes completely and to use dark ink. Use shorthand ('Fe' for iron, '=' for equals, '@' for at, etc.) and abbreviations. –Feel free to develop your own set of abbreviations, but please put a key on the page so your notes can be understood.

10 Precision Be sure to record all the information, lists, or examples written on the board. If the instructor refers to the text, mark the page number in notes for reference. Bring attention to important points with: –Asterisks (*) –Circles or boxes –Underlines –Different colors (this will only appear on the student’s handwritten notes, not on your copy)

11 Relevance It may be difficult to listen to the lecture if you are trying to write down everything on each slide. –Ask your professor if the class presentations will be posted online for each class. If they are, avoid copying information directly from the PowerPoint to allow yourself time to record all of the additional information your professor communicates. Instructors will often give clues about what is most important by repeating the same material multiple times, or saying things like “this is important…”, “you should remember that…”, or even “this will be on the exam.”

12 Questions Talk to the student. –Ask them if your notes contain enough information for them. –Ask them if there is a format that would work better for them. When you cannot keep up with the speaker, jot down key nouns and verbs so that you can return to them later and ask questions/fill in gaps. Ask the instructor to repeat any missed information before he/she moves to the next topic or after the lecture.

13 Point of View As a note taker for your classmate, you should record everything, not just information that is new to you. –You cannot assume that any information given in class is common knowledge. You do not know the student’s prior knowledge of the subject matter. Take notes objectively and avoid adding your own bias. Include questions/comments the class makes and the professor’s response. Learning others’ points of view from class discussion can be just as important as the lecture.

14 Fair-mindedness Note taking accommodations are in place to give students with disabilities the same opportunities as students without disabilities. Accommodations are not meant to give students an advantage over their classmates. –To keep this from happening, please do not add additional information from the text or other sources to your in-class notes. –You are not responsible for providing the student with copies of material that is posted to Blackboard. –Note takers are only expected to take notes. You are not expected to tutor the student.

15 Integrity A person’s disability may be a highly sensitive subject and they may be uncomfortable discussing the nature of their disability with others. Demonstrate your integrity by neither sharing the student’s identity or disability with others nor asking the student about it yourself. Remember, not all disabilities can be seen.

16 Perseverance Attend all lectures. If you miss a class or know you will be missing a class, contact the student right away so they know what is going on. –Arrange to get a copy of the class notes from a classmate and a copy to the student the next day. If you experience any difficulty with the student, please do not stop taking notes. Ask the Note Taker Coordinator for assistance resolving any problems you cannot work out yourselves.

17 Disability Etiquette All Students with Disabilities –Students with disabilities are not required to share their disability with you, so please do not ask them to share this information. If they do decide to share that information with you, be sure to keep that information confidential. –Do not spend too much time worrying over your words or behavior, just interact and be friendly and helpful. Students Who Are Deaf or Hard of Hearing –When communicating with these students through an interpreter, look directly at the student when speaking to them, not at the interpreter. –To get the attention of these students, wave your hand or lightly tap them on the shoulder. Students with Physical Disabilities –Do not lean on a person’s wheelchair; their chairs are treated as extensions of their bodies. –When possible, place yourself at eye level when speaking with someone in a wheelchair. Students Who Are Blind or Have Low Vision –Identify yourself when meeting with one of these students, and introduce anyone that might be with you.

18 What do you need to do next? After you have thoroughly reviewed this material along with the Note Taker Handbook… Take the Note Taker Policies and Procedures Quiz –Go to: http://louisville.edu/disability/service-opportunity http://louisville.edu/disability/service-opportunity –Click on: “Take the Note Taker Policies and Procedures Quiz” –After you submit, the Note Taker Coordinator will review your answers and contact you by email to let you know your score. Note: If you answer fewer questions correctly than is required, you may still become a note taker by completing a brief training session with the Note Taker Coordinator.


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