Notetaking

I don’t think that I had thought so extensively about the science of notetaking prior to reading this chapter. There are so many ways just to do one thing. I always thought of notetaking as something that was the student’s responsibility, but as the chapter highlights, teachers have a considerable responsibility in the process as well. If teachers fail to present the information in a clear and concise manner, then students cannot possibly take organized notes that will help them study later. The teacher should organize the lecture in such a way that creates an easy note-taking atmosphere. How can we do that? One thing I think we can do is present a piece of information, and encourage students to look at you and listen first. If they are writing, they may miss something. Say it, pause and let them listen, then say it again, and this time allow students to take their notes on the information. I had an algebra teacher who used this method and it really made sense to me. He said that if we were writing down the problem, we were not paying as much attention to the process, or we were not listening, so he had us just watch and listen first. After he gave us time to copy down the notes and the problem.

“Detailed information, including technical vocabulary, names, dates, and formulas, should be presented visually as well as verbally…” I absolutely agree with this statement. I think that teachers should use every mode of presenting the information that they can, in order to reach all learners. This also serves ELL students, as they need to experience new words in different ways. The author also suggests saying something like, “This is important,” to ensure that students take note of the right things.

On “Notetaking in English:” Although I do not think that it is appropriate for teachers to legitimize “artists” who say things like “I f-ed your wife” and “F the peace,” but I think Mr. Herrera does have the right idea about bringing the interests of students into the classroom. I do think that it is an excellent plan to bring in lyrics of popular artists, as long as it is appropriate. That is a great way to get students involved in read alouds, poetry reading, and maybe even writing some of their own. Not sure why the book refers to Tupac’s music as “work,” when it is actually violent rhetoric-trash, but I digress. I like the idea of using real music in the classroom.

The bottom line of this chapter is that notetaking is a necessary skill and students who know how to take effective notes will do better and understand more. Students who do not master this skill will not be as successful. Notetaking is a life skill because you will always use it, even if you do not decide to go to college. Teachers should help students figure out their own method of effective notetaking and teach them how to take notes that will enhance their learning. I think that taking a little bit of extra time to teach students how to take notes will yield a great investment down the road. With that being said, I am not sure that I have ever been taught how to take notes effectively. I thought I was good at it because I usually just write everything a teacher says, but perhaps that is not the best way. Hopefully I can improve on my own notetaking skills.

Questions: What are some ways of helping students to find out which notetaking strategy is best for them? Is your notetaking strategy directly a reflection of what type of learner you are? For example, if you are a linear thinker, could you also benefit from seeing a concept map or a matrix with lots of pictures, or would this learner be better off with using an outline method? Should teachers hand out guided notes for students to study, or would it benefit the learner more to actually write themselves?