|
News |
|
 |
|
Note-taking integral to success
The Advocate
When it comes to lectures, there’s always value in taking notes, Learning Services Coordinator Lawrence Gilius said Tuesday at a “Learning from Lectures” seminar.
Gilius asked the students at the beginning of the seminar how and when they take notes. One student said, “I’m writing a lot but it doesn’t help.” The students said they have experienced lower grades due to poor note taking.
Gilius instructed the students on the Cornell Method of note-taking. Walter Pauk developed the Cornell Method over four decades ago while he was an instructor at Cornell University.
“It asks you to divide your paper in three sections,” Gilius said.
The first section, on the left of the paper, is for writing the main points of the lecture, while the second section on the right is for writing the supplementary points and examples. The third section, on the bottom, is for summarizing the entire lecture.
Gilius then asked the students to take notes on his lecture using the Cornell Method.
Gilius recommended students “experiment with color” while taking notes.
“Some students can learn very well if they write in a certain color,” he said.
But Gilius said one of the important things is being engaged in the learning process during lectures.
“See if you can formulate questions before a lecture; that will help you focus your mind,” Gilius said. “That will boost your interest.”
Another part of getting engaged is how students act during lectures. Gilius recommends students “arrive early and get settled” and “sit up front.” He added, “It helps to get close to all the sensory stimuli.”
Gilius described different ways to stay active during lectures, with the primary one being note-taking.
“Your brains are operating four times faster than I’m speaking,” Gilius said. Notes are a way for students to stay involved in the lecture.
“All of us learn better when we incorporate more modes of learning,” Gilius said.
Various modes of learning include not just note-taking, but listening attentively as well. Gilius suggested that students “note obstacles inside yourself” that make it difficult to listen. These include becoming angry with some of the speaker’s ideas or calling the subject dull.
“It’s your job to get meaning out of this,” Gilius said of lectures.
Listening at key points is also important, according to Gilius. He said students should “avoid listening only for facts” and focus on main ideas and principles as well.
“Things at the beginning (of lectures) introduce a concept,” Gilius said. “And at the end there’s a lot of summary.”
If students have questions, Gilius said they shouldn’t wait to ask.
“Right after a lecture is a great time to get clear on things,” Gilius said. “Look over your own notes and clear up errors, clear up the illegibility and fill in facts. Don’t run out the door.”
Another way of cleaning up notes, according to Gilius, is to rewrite them if necessary. This can include going through and outlining in a way similar to the Cornell Method, mapping (or “creating a visual map”) or by making a chart of the main points and filling in supporting points.
With tests and final exams, Gilius said reviewing the notes is very important, not just before the test but within 24 hours of the lecture and periodically throughout the term.
For more information about the Cornell Method or learning from lectures, contact Gilius at 503-491-7507.
The Advocate reserves the right to not publish comments based on their appropriateness.