2. Use this Master Student Map to ask yourself,
WHY?
To help you remember information and do better on tests
WHAT?
Power Process: I Create it All
The note-taking process flows
Observe
Record
Review
Create more value from your notes
Turn PowerPoints into powerful notes
When your instructor talks quickly
Taking notes while reading
Concept maps
Effective notes for online coursework
Master Student Profile: Faye Wattleton
HOW?
to experiment with several formats for note taking
to create a note-taking format that works for you
to take effective notes in special situations
WHAT IF?
...you could take notes that remain informative and useful for weeks, months, or years?
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.

3. I Create it All
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: In Show Mode click image above

4. 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.

5. The Note-Taking Process flows
Review
Observe
Notes
This introduction to note-taking provides an overview of the process to impress on students it is more than just taking notes.
Record

6. 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.

7. 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.

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

9. Record
Mind Mapping
Outlining
Cornell Method
Combining Formats

10. 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.

11. Create more VALUE from your NOTES
Edit to reduce, organize, and understand
Recreate in a new format
Expand on notes with a personal journal
Ask students to consider the value of their education beyond passing courses and earning a degree. Master students are engaged in their learning and find new and creative ways to relate the material to other courses or areas of life through the passage of time. Create notes that are clear enough for you to understand for weeks, months or years to come. Experiment with these strategies that will help you process your notes in a way that creates more meaning and usefulness for the lifelong learner inside all of us.

12. Turn POWERPOINTS into POWERFUL NOTES
It is important to take notes (Continue to observe, record, and review) and listen to the lecture/class discussion for information that go beyond the contents of the power point. If the instructor provides copies of the power points to students, this article provides some tips to use them effectively.

13. When your instructor talks Quickly
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: In Show Mode click image above

14. Taking notes while reading
REVIEW NOTES
Set priorities
Vary formats
Condense to key quotes
Condense by paraphrasing
Table of contents
Special cases
Key concepts in math/science
RESEARCH NOTES
Include your sources
Avoid plagiarism
Reflect
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.

15. Get to the BONES of your BOOK with CONCEPT MAPS
Concept maps are a tool to reduce information to bare bones. They can also display the organization of material. Ask students to take one article from the textbook and create a concept map using concepts and links as described in this article. Four steps described in this article are: list key concepts, rank from general to specific, connect with lines and review for unnecessary repetition.