1. Engaging, Listening, and Note-Taking in Class
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© 2012 Wadsworth, Cengage Learning

2. 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

3. Rachel White p

4. 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.

5. 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?

6. 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.

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

8. 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.

9. 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.

10. 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

11. 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

12. 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.

13. 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.

14. 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.

15. “ ” 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

16. 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

17. 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.

18. QUIZ TIME!

19. 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

20. 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.

21. 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
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© 2012 Wadsworth, Cengage Learning

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

23. Focused Multitasking
Exercise 7.2, p. 179

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

25. Chapter 7 Audio Summary

26. 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