1. THE CRITICAL NOTE TAKER Student Resource Centre

2. HABITS OF THE CRITICAL NOTE- TAKER Critical note takers have a pre-lecture routine Critical note takers have on-going rapport with instructors Critical note takers have a pre-determined system for organizing notes Critical note takers have a strategy for processing lecture content Critical note takers write down questions that are raised by instructors, and peers

3. PRE-LECTURE ROUTINE: HOW TO BECOME A CRITICAL NOTE- TAKER Attend lectures with some understanding of the assigned content Complete all assignments before lecture Meet with your instructor ahead of lecture to get suggestions or clues on identifying important information Write down questions that come to mind while you are completing your assigned readings Summarize important concepts in your own words

4. CONT. Explain what you have read to a friend, family member, or study buddy shortly after completing your reading assignments.

5. WHY IS A PRE-LECTURE ROUTINE IMPORTANT? It refines your ability to distinguish between important and non-essential information during lectures

6. RAPPORT WITH INSTRUCTORS Set-up bi-weekly meetings with instructors Regular meetings with instructors give you the opportunity: To get important feedback on your notes To ask important questions To suggest content delivery techniques that might enhance your ability to absorb the content For example, lecture outlines, lecture summaries, instructor lecture notes, class discussions, debates, or more visual representation of content

7. LECTURE PREPARATION Pens Pencils Paper Water bottle Computer Digital recorder (Make-sure you to get the instructor’s permission)

8. NOTE-TAKING GOALS Strive to have legible notes at the end of lecture Date all of your notes Write down important questions Link recent information to past notes Summarize notes in your own words Explain notes to a friend, family member, or study buddy

9. NOTE-TAKING SKILLS Paraphrase Abbreviate Use headers and subheadings to organize your notes Leave space for adding more information to your notes

10. POST-LECTURE INFORMATION PROCESSING History Who developed the idea? Where was the idea developed? How did it get to this point? Conditions: for example, was it developed in reaction to some other idea? Did it improve upon a different idea? When was it developed?

11. CONT. Purpose Why was it presented to you in your course? Critique What did you like about the information? Why? What you disliked about the information? Why? What was missing? Limitations? Why?

12. CONT. Compare & contrast How is it similar to other ideas you have learned? Different?

13. Organization Create a map of the idea, outlining links between ideas. Use text, and imagery to represent the idea Make it personal (link the content to something in your life) Practice Review what you have learned. Discuss the content with friends, a family member, or a study buddy

14. DEALING WITH LECTURE ANXIETY Focus on your breathing, and find something in the present moment to focus on when experiencing an anxiety attach Practice proper breathing techniques outside of class Visualize your self participating in class successfully

15. QUESTIONS? Dr. Abu Kamara Coordinator, Accessible Learning Services Abu.kamara@acadiau.ca http://accessiblelearning.acadiau.ca/Welcome.html

16. RESOURCES/REFERENCES http://bsc.harvard.edu/ http://www.ucc.vt.edu/academic_support_students/study_skills_information/ note_taking_and_in-class_skills/index.html http://www.ucc.vt.edu/academic_support_students/study_skills_information/ note_taking_and_in-class_skills/index.html http://web.mit.edu/uaap/learning/