2.  Students cannot:  Read the chapter and comprehend what it says  Take effective notes during classroom lecture  Take effective notes during PowerPoint presentations  Use their notes to study

3.  Consider how students are asked to study in college, and prepare them for the kinds of skills needed to be successful.  20% retained from oral instruction  10% retained from reading alone  85% of students are bodily kinesthetic learners— need to do something while reading or lecturing

4.  Importance of Comprehension  Need a purpose for reading—bookmark checklists  GIST exercise—20 words or less  Importance of Effective Summaries  “Boil Down” Exercise by folding paper

5.  Teaching Students to Outline  Handout at the front of the room  Basic principles: teach the format, model the format, practice outlining, require students to use the outline in class  Teaching Students to Take Notes While Reading  Post-It Notes?

6.  Abbreviations/ short hand = texting  Cornell Notes based on a basic teacher outline

7.  Modified Cloze Activities  More than fill in the blank  Include spaces for synthesizing, summarizing, something the student cannot “just copy”  Cornell Notes Outlines  PowerPoints that are lecture “outlines” instead of lectures in and of themselves  Should ENHANCE what the speaker is saying

9.  Highlighting  Reorganizing notes  Condensing notes/creating study outlines  Creating sample questions  “Flashcards” or manipulatives  For students to actually use these methods for studying, we have to make them required—give them a grade somehow  “It’s a lot of funnels and a lot of water poured down the spout and out the bottom.”