1. Note Taking Dr. Albie Sautter

2. Objectives

3. Draw a penny.

4. Take notes on what you find

5. Effective Summaries Delete unimportant material Delete redundant material Substitute more general terms. Select a topic sentence or invent one if its missing.

6. A. Summarizing using Rules Delete trivial material Delete redundant material Substitute general for specific terms Select a topic sentence or invent one How Big is the Teacher Level Effect. Most of the research on school level effects sums over the effect of teachers within a specific school. The effect of an individual teacher, then, is lost in the average for the school. Unless the teacher effect is separated from the school effect, the impact of school leadership, organization, culture, climate, policies and practices is overestimated since the importance of the classroom is ignored. In general, ignoring the intermediate classroom effects levels leads to an overestimate of school effects. This overestimate amounts to the variance in achievement between classes within schools divided by the number of classes. Teachers make the difference as we all know. school XXX effect

7. Which gives us: Most of the research on school level effects sums over the effect of teachers within a specific school. Unless the teacher effect is separated from the school effect, school effect is overestimated. This amounts to the variance in achievement between classes within schools divided by number of classes.

8. Summary Frames Narrative of Story Topic restriction illustration (TRI) Definition Argumentation Problem of solution Conversation

9. What does research say about Note Taking? Verbatim note taking is very ineffective. Notes should be considered a work in progress Notes should be used as study guides for tests. The more notes that are taken the better. No correct way to take notes

10. Recommendations for Classroom Practice Teach/ demonstrate a variety of note taking formats.  Informal Outline  Web  Combination  Cornell System Give Students teacher prepared notes Remind students to review their notes.

11. Informal Outline Informal Outline uses indentations to separate major ideas from details

12. Jazz Origins  Multiple influences Banjo Music of minstrel shows Black influenced Latin American Music Light Classical Music Ragtime Blues  Turn of the 20 th century New Orleans jazz Trumpet or cornet melody Improvisation focused on ensemble sound

13. Webbing Notes Web Notes--Uses relative size of circles to show the relative importance of ideas and arrows or lines to show the relation between these ideas. It gives students a visual representation of the ideas.

14. Use Concept Mapping Shows relation of central ideas to each other and to details.

15. Number Theory Factors Multiples Divisibility Odd Numbers Composite Numbers Prime Numbers Even Numbers

16. Goals Curriculum Content Areas Literacy Units Lesson Plans Technology Evaluation Rubrics Lifelong Learning Standards Objectives Show Me Standards NCATE INTASC ISTE

17. Cornell System  Questions, Details and Main idea  Harnesses the power of using questions to filter information.  Excellent review tool

18. Cornell Method Read the material, list main topics Turn Topics into questions about main ideas. Separate paper into 3 columns:  Questions  Details  Main Ideas

19. Cornell Method QuestionsDetailsMain Idea X I know this. ? I have a question. *Need Review

20. Split Screen Notes Images Concepts, Ideas, details explained

21. Cornell System  I know this. ?I have a question about this. * I need to review this more. QuestionsDetailsMain Idea

22. Teacher Prepared Notes Helps to focus students. They give a clear picture of what the teacher considers important. Gives students an example of how notes could be taken and how they could organize content Leave information out for students to fill in.

23. Combination Notes Combination or Split Screen Notes  Outline on left, Graphic Webbing on right and summary sentence on the bottom.

24. Combination Notes Inflation  Increases with the money supply is greater than the value of out put of goods and services  Decreases when money supply is smaller than the value of the nations output. Money Supply Money G&S Output of Goods and Services < $1.10 $.90 > Summary: Inflation results from the relationship between the money supply and the value of output of goods and services.

25. More than just study skills Comparing, classifying, analogies and metaphors provide students with the tools to identify, discover and understand what they are learning.

26. Practical Hints for Students 1. Read the text before the lecture. Learn how the concept is organized. 2. Listen actively - if possible think before you write - but don't get behind. 3. Raise questions if appropriate. Don't let arguing interfere with your note-taking. 4. Develop and use a standard method of note-taking including punctuation, abbreviations, margins, etc.

27. More Practical Points Take and keep notes in a large notebook. A large notebook allows you to adequately indent and use an outline form. Leave a few spaces blank as you move from one point to the next so that you can fill in additional points later if necessary. Your objective is to take helpful notes, not to save paper.

28. Practicalities Listen for cues as to important points, transition form one point to the next, repetition of points for emphasis, changes in voice inflections, enumeration of a series of points, etc. Try to see the main points and do not get lost in a barrage of minor points which do not seem related to each other. Be alert to cues about what the instructor thinks is important.

29. Neatness Make your original notes legible enough for your own reading, but use abbreviations of your own invention when possible. The effort required to recopy notes can be better spent in rereading them and thinking about them.

30. Distractions Sit as close to the front of the class, there are fewer distractions and it is easier to hear, see and attend to important material. Get assignments and suggestions precisely - ask questions if you're not sure.

31. Note Taking Problems What can happen and how to help.

32. Watch the Size of your text! This is what a type written sheet looks like when placed on an overhead. How do you think your students would respond to your request to read this and make notes on your reading? What do you think the levels of intrinsic and extraneous cognitive load will be when you ask them to do this? Do you think they will feel frustrated? How much time do you think it would take them to read this as opposed to having it on a separate sheet for them to read. On a PowerPoint this paragraph should probably use at least three slides. What else would make this easy to read? Separation into multiple paragraphs would also help. Some suggest that there is a five by seven rule. There should be no more that five lines of seven words on each slide.

33. Newspapers Public transportation: Where do we go from here? Monday, October 31, 2005 Jennifer Freeze ~ Southeast Missourian Where do we public transportation in Cape Girardeau County will make their lives a little easier. At three public meetings go from here? Nathan and Sara Cromwell haven't met Frank Spielberg yet but the couple hopes Spielberg's suggestions on how to improve to be held Nov. 8 to 10, Spielberg, a public transportation consultant, will present his findings from a year-long study of Cape Girardeau County's problem of inadequate public transportation. The meetings will be held from 3 p.m. to 7 p.m. each day at the Salvation Army in Cape Girardeau, the Missouri Extension Center in Jackson and have public transportation to and from work.".

34. Demonstration 1 Here are some notes for you to take.

35. Note taking Simulation For this next exercise you will need a pen, a piece of paper and a watch. Please copy down the following text using the opposite hand to which you usually write with. You should complete the task within two minutes.

36. Addysgu Mae gwaith yr Uned Dyslecsia yn ymestyn dros ardal eang Gogledd-Orllewin Cymru, a'r rhan helaethaf ohoni'n wledig. O ganlyniad, nid yw'r Uned yn cynnal canolfan addysgu. Mae ganddi swyddfeydd ac ystafelloedd at ddefnydd athrawon, ond addysgir yn bennaf mewn ysgolion neu leoedd eraill.

37. Dyslexia, Low Vision & Ability Students with dyslexia find taking notes in lectures difficult because of a similar list of problems. Many have handwriting difficulties, have problems listening and writing at the same time and have difficulties spelling (especially unfamiliar words that often crop up in academic lectures).

38. Reflection What would make note taking easier for these students?

39. Suggestions for Low Ability Students write down main points and terminology for students provide handouts, summaries or copies of notes and OHTs be sympathetic to students using tape recorders in classes avoid dictation provide guided/structured lectures, indicate changes in topics and key points allow students time to absorb information

40. Suggestions for Low Vision Students Use a large font or handwriting provide handouts, summaries or copies of notes. be sympathetic to students using tape recorders in classes Verbalize all Notes provide guided/structured lectures, indicate changes in topics and key points allow students time to absorb information

41. Note Taking Skills Dr. Albie Sautter