| Taking effective notes can certainly improve | | | | note-taking format is not the best approach. Use |
| comprehension of the information presented in class | | | | different formats for different organizational patterns |
| and help organize for test study. However, many | | | | and purposes. |
| students have never learned how to take notes | | | | Note-taking Formats |
| effectively. Indeed, many teachers seem to think that | | | | All note-taking formats order information summaries |
| note-taking is a skill learned only by osmosis, and not | | | | into main ideas, major details, and support details. Each |
| by direct instruction. A few note-taking strategies will | | | | format has advantages and disadvantages depending |
| help remedy this problem. | | | | upon its application and organizational pattern. It is |
| Notes are summaries of the main ideas and key | | | | important to know how to use all three of the formats |
| details that the teacher wants you to understand and | | | | and when each is appropriate. The three most |
| remember. Effective note-taking organizes these | | | | common note-taking formats include formal outline, |
| summaries so that they can easily be reviewed and | | | | webbing, and Cornell notes. |
| practiced. Here are a few key ingredients to effective | | | | Formal Outline notes use Roman numerals for main |
| note-taking: | | | | ideas, capital letters for major details, Arabic numerals |
| 1. Listen to or read the complete thought. Don't write | | | | (1,2,3) for minor details, and even lower case letters for |
| something down until you understand it. | | | | examples. This style of note-taking is well-organized |
| 2. Learn the signals that your teacher and textbook | | | | for test study and works well with linear organizational |
| use to stress main ideas and key details. Some of | | | | patterns such as chronological, cause-effect, and |
| these signals may be the following: | | | | reasons-for presentations. This style does not fit |
| -repeating key points | | | | spatial organizational patterns such as |
| -raising the voice to emphasize key points | | | | comparison-contrast, relational hierarchies, or recursive |
| -spelling key terms | | | | (cyclical) patterns. |
| -speaking slowly | | | | Webbing is a note-taking style that uses labeled |
| -writing key points down | | | | geometric shapes to show relationships between main |
| -using phrases such as "key to" "most importantly" | | | | ideas, major details, and minor details. Usually, the main |
| "main idea" "in conclusion" | | | | idea begins the webbing process as a geometric |
| -using transition words such as "first" "next" "finally" | | | | shape in the middle of the notepaper and webs off |
| 3. Don't write down everything that the teacher or | | | | into different directions for different ideas. Different |
| textbook says. Be selective. If you already know it, | | | | ideas in outlying webs can be connected to other |
| don't write it down. | | | | webs to show relationships. This style of note-taking is |
| 4. Use your own "shorthand" symbols and | | | | not conducive to test study because it is messy. |
| abbreviations. Think text messaging! | | | | However, it does show spatial relationships such as |
| 5. Ask questions about main ideas and key details that | | | | comparison-contrast, relational hierarchies, or recursive |
| you don't understand. | | | | (cyclical) patterns that the Formal Outline method can |
| 6. Use a note-taking organizational pattern that fits with | | | | not. Webbing is a wonderful form of brainstorming for |
| the information being presented. A one-size-fits-all | | | | essays and narratives. |