1. NOTES What if… Why How What Chapter 5
To help you remember information and do better on tests.
Skim this chapter for three techniques you’d like to try this week.
Power Process: I Create it All
The note-taking process flows
Taking notes while reading
“Smart” note-taking
Master Student Maps that introduce each chapter and each chapter’s PowerPoint show guide the student through the chapter overview while reinforcing the four key questions of the Kolb Learning Style Inventory – Why? What? How? and What If? You may wish to highlight key articles as you walk students through this slide, or ask if there are any questions about any of the articles.
What if…
My notes could remain useful for weeks or even years?

2. I CREATE IT ALL Video: Right click to pause, rewind, and play.
This slide introduces the powerful process “I Create It All.” The movie clip gives an example of a situation that one could either view from the position of victim or responsible person.
Video: Right click to pause, rewind, and play.

3. I CREATE IT ALL
A victim of circumstances is controlled by outside forces.
In contrast, we can take responsibility.
“Response-ability”: the ability to choose a response to any event
The next time you get a good grade, or a poor grade, on an assignment, test, or quiz.... ask yourself, “What did I do to create this?”
Write a list of answers to this question.
Keep it to change behaviors that don’t work, and to keep behaviors that do!
The key to I Create It All is choosing to not embrace the victim mentality. When students are victims they have no control of the situation. By assuming responsibility for their actions, admittedly a huge step, students can become empowered to change their future. The text defines this as “response-ability.”
If time permits, ask students to write down an event (at school preferably, but this always works at home and at work) in the last week that was successful, and then write down six specific ways they created that success. This can become a list of strategies that work for each individual student. If you have time, students can also write down an event in the last week that did not go well for them, and then write six ways they created that situation. This can become a list of strategies that interfere or do not promote success for each individual student.

4. Power Up Now I CREATE IT ALL Paint your own canvas:
Choose one of the negative life situations below (or other that you have experienced) for this activity:
Car wreck
Low grade in a class or on an assignment
Family or friend conflict
Financial trouble
Job loss/lack of job
Poor health or fitness
Difficulties with boss or coworker
Think of three specific ways you could have avoided the life situations selected.
Think of three ways you can improve your life situation selected.
Partner with a classmate and discuss, as you feel comfortable, life issues you have in common and how, with the above methods, you can work to avoid them in the future.

5. OBSERVE Set the Stage Be Here Now Watch for Clues
Complete outside assignments
Bring the right materials
Sit front and center
Conduct a preclass review
Clarify your intentions
Be Here Now
Accept wandering mind
Notice your writing
Be with the instructor
Notice your environment
Postpone debate
Let go of judgments
Participate
Relate class to your goals
Think critically
Watch for Clues
Be alert to repetition
Listen for introductory, concluding, and transition words
Watch the board or PowerPoint
Watch instructor’s eyes
Highlight obvious clues
Notice instructor’s interest level
This slide facilitates a conversation about ways to increase student observation skills during notetaking. Students can practice implementing these skills right now as you lecture about the three phases of notetaking: Observe, Record, and Review.

6. RECORD key words pictures and diagrams paragraphs copy from board or
PowerPoint
three-ring binder
one side of paper only
3 x 5 cards
“I’m lost” signal
Consider putting students into groups and dividing up the many note-recording tools on Slides #6 - #8 among them. Then give a practice lecture, after which students can chat in groups about how a first try at various notetaking strategies worked. Tell students upfront that you will provide them with a handout of your lecture so they can feel safe trying new notetaking tools. 6

7. RECORD label, number and date notes standard abbreviations blank space
different colored pens
graphic signals
recording devices 7

8. RECORD
Outlining
Combining Formats:
Mind Mapping
Cornell Method 8

9. REVIEW Review within 24 hours Edit notes Cornell key words
Recite with key words
Short, weekly reviews
Consider typing notes
Create summaries
Evaluate
One of the most important reasons for students to take notes is to create useful review tools. Discuss these eight suggestions for more effectively reviewing notes in class. Ask for testimonials of tools students have already tried successfully. 9

10. TALKS QUICKLY WHEN YOUR INSTRUCTOR
Video: Right click to pause, rewind, and play.
Video: Right click to pause, rewind, and play.
Video: Right click to pause, rewind, and play.
This one-minute movie clip talks about strategies when instructors talk fast. Ask students which of the many notetaking strategies in the book might be most useful for fast-talking professors.
Video: Right click to pause, rewind, and play.

11. WHILE READING Strategies TAKING NOTES REVIEW NOTES
Condense into key quotes
Condense by paraphrasing
Table of Contents
RESEARCH NOTES
Use index cards
Use a computer
Include your sources
Special tools apply when taking notes on reading. These are divided into two categories: Review Notes, and Research Notes. Ask students how the strategies for each type of notes can enhance understanding and retention when reading.

12. ONLINE COURSEWORK TAKING NOTES FOR Contact students Get feedback Focus
Use specialized
help tools
Manage time and tasks carefully
Ask for help
Take responsibility
Folders and files
Take notes
Get Active
Contingency Plan
Trial Run
Taking notes in online classes is also unique. There are ways to organize, get active, and focus in an online class. Ask who has taken an online class. Often 50% of the students will like such classes and the others greatly dislike them. Which of these tools might enhance an online class? Students will learn from their peers’ experiences. 12 12

13. “SMART”
NOTE-TAKING
Create plain text documents with basic programs like Window’s NotePad.
Store notes in the “cloud” with sites like DropBox (dropbox.com).
Use online outliners and mind mappers like Workflowy (workflowy.com).
Try dedicated note-taking software like SimpleNote (simplenote.com).

14. Use the Four “A’s” in Meetings
TAKE IT TO WORK
Use the Four “A’s” in Meetings
 Observe and Record:
Attendance
Agenda
Agreements
Actions