Notetaking
Instructor's Guide

Skills Students Need

This module addresses academic survival skills, and requires active use of writing, speaking, and other forms of self-expression as well as providing opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking.

Students should have the following skills prior to using this module:

• ability to send and receive e-mail
• ability to access and use the Penn State Course Management System, ANGEL
• ability to use a network browser and access to the Internet

The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:

• computer labs
• seminars
• periodic training sessions
• peer tutoring

Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.

ANGEL

The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction.   Provide students with the following information:

• Computer resources available, including any constraints such as lab hours, number of computers, etc.
• Who will assist students with technical help (Learning Center tutors, lab attendants, etc.).
• Who will assist students with subject matter help (in most cases this is the instructor).
• A definite completion date, keeping in mind the constraints students must operate under to access the module in ANGEL.
• Lab hours when the instructor will be available to serve as a facilitator.

Quizzes, Reflective Questions and Activities

Each module contains activities designed to help students learn and practice the concepts presented.   Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts.   Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice.   Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.

The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.

To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.

Open the first file in the module folder to begin the lesson.

This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)

The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used.   Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials.   Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.

Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.

Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.

In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.

As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments.   Including this information in your course syllabus will make it readily available to students.

Following are the assignments embedded in the Notetaking module:

Activity 1:   Reflective question - what are your concerns when starting a new course?

Activity 2:   Notetaking Survey

Activity 3:   Reflective question - how will you benefit from improved note taking skills?

Activity 4:   Quiz

Activity 5:   Activity - choose the layout you will use for taking notes

Activity 6:   Quiz

Activity 7:   Clue Words

Activity 8:   Quiz

Activity 9:   Quiz

Activity 10:   Note taking activity

Activity 11:   Reflective question - ideas and strategies for good note taking

Activity 12:   Reflective question - going to lecture prepared vs. unprepared

Activity 13:   Reflective question - how can you improve your note taking skills?

Activity 14:   Activity - create a quiz in ANGEL

Activity 15:   Handout - note taking checklist

 

Relationship to Other iStudy Modules

This module is related to other modules on personal effectiveness, including active listening, active reading, time management, project management, interview skills, stress management, conflict management, peer tutoring, and brainstorming.

Therefore, it is recommended that instructors introduce this module to students in conjunction with other personal effectiveness modules.

Suggested In-class Methods of Presentation

In-class Activity

The instructor should select a topic and have students review materials on the topic prior to meeting in class. The instructor should then give a short lecture on the material (between 10 - 15 minutes). Students should take notes on the content presented by the instructor.

Students then review the process by which they took notes. This review can serve as the basis for an in-class discussion about different methods students use to determine importance based on what the instructor says. Groups can be formed to discuss their methodology and then report on their insights/learning.

Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the Cooperative Learning Module.

Key Points

These points are covered in the iStudy module, but should be emphasized in any discussions.

The purposes of good note taking are to:

• encourage you to listen carefully and critically to what is being communicated.
• increase comprehension and retention through accurate notes.
• be able to create a concise and complete outline of important topics, subtopics, and/or supporting ideas.
• clarify ideas and embellish the material presented.

One aspect of preparation is setting up a notebook:

• Keep a separate notebook or a separate section of a notebook for each course. This will help you stay organized and avoid misplacing your notes.
• If the course requires different types of notes (i.e. - lecture notes, notes on outside reading, lab notes, computation notes) arrange them on opposite pages for cross-reference purposes.
• Notes for each lecture should begin on a new page, with the date and page number.

Tips for structuring and maintaining good, accurate notes.

• Make your notes brief, a key phrase for a sentence; a word to represent a phrase.
• Abbr.(abbreviate!) whenever possible.
• Put notes into your own words.
• A formula, a definition and/or specific facts demand exact wording.
• Number items, or use indentation, to distinguish between major and minor points.
• Highlight unfamiliar vocabulary and unclear areas. Take notes as completely as you can and check your text(s) for clarification.
• Develop questions for your friends or instructor to help clarify information or concepts.
• If you miss something completely, leave a blank space and locate the information later.
• Develop a coding system or scheme to mark your notes. For example: a ? would stand for "not understood; an * would mark important points.
• A good place to locate your coding scheme is in the margin of the notebook.

Steps to take prior to lecture:

• Preview your text or reading assignments prior to lecture - use active reading skills. This allows you to identify main ideas and concepts that will most likely be presented during the lecture. Try to determine what's important and not important.
• List unfamiliar terms and concepts prior to lecture. Compose a simple definition for unfamiliar terms prior to the lecture. This will give you a general understanding of material to be presented in class.
• Compose a precise and concise question you can ask about a term or concept you don't understand. You might request clarification from fellow students prior to lecture. If you are still unsure of the meaning, ask for clarification during the lecture. If a term or concept has not been clarified during the lecture, ask the instructor before the class period ends. Remember, if you are confused, other students probably are also.
• As you did with terms and definitions, note portions of the text or reading assignment that you do not understand.
• Listen for explanations during class. Prepare a question to ask during class if you are still confused.

Instructors may want to say:

"Remember, this is your education. To get the most out of it you will want to ask questions. Prepare a list of questions prior to class, especially on concepts you did not fully understand. Also, note concepts during the lecture you do not understand and want to ask questions about. If you continue to feel that you don't understand, ask a classmate, make an appointment with your instructor, or visit the learning support center on your campus."

Assessment

Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors supply the percentage weights):