Notetaking Notecatcher PDF

**Notetaking** +-----------------------------------+-----------------------------------+ |    | **LEARNING TARGET(S):** | | | | | | - I can identify diffe...

**Notetaking** +-----------------------------------+-----------------------------------+ |    | **LEARNING TARGET(S):** | | | | | | - I can identify different | | | styles of notetaking | | | | | | - I can explain why notetaking | | | is important to learn in | | | Freshman Sem. | +===================================+===================================+ | **DO NOW: Explain why you think | | | notetaking is important in 1-2 | | | sentences.** | | +-----------------------------------+-----------------------------------+ **Note Taking: Strategies & Techniques--** As you watch the video, write down the different styles of note-taking. Linear Styles Non-linear --------------- ------------ **Notetaking** +-----------------------------------+-----------------------------------+ | **Why do we take notes??** | Note-taking is the | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _ | | | of recording | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | captured from another source. By | | | taking notes, the writer records | | | the | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_ | | | , freeing their mind from having | | | to recall everything. Notes are | | | commonly drawn from a transient | | | source, such as an oral | | | discussion at a meeting, or a | | | lecture. | +===================================+===================================+ | **Why is taking accurate notes so | Note-taking is a | | important?** | \_\_\_\_\_\_\_\_\_\_\_\_ aspect | | | of a complex human behavior | | | related to information management | | | involving a range of underlying | | | mental processes and their | | | interactions with other cognitive | | | functions. The person taking | | | notes must \_\_\_\_\_\_\_\_\_\_\_ | | | and | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | the incoming sources, | | | \_\_\_\_\_\_\_\_\_\_ and | | | \_\_\_\_\_\_\_\_\_\_\_\_ existing | | | knowledge structures, | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | and \_\_\_\_\_\_\_\_\_\_\_\_\_ | | | their interpretation of the | | | information, and ultimately | | | \_\_\_\_\_\_\_\_\_\_\_\_ and | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | the freshly processed material. | | | The result is | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_, | | | and | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_. | +-----------------------------------+-----------------------------------+ | **System** | Many different | | | \_\_\_\_\_\_\_\_\_\_\_\_\_ are | | | used to structure information and | | | make it easier to find and to | | | understand, later. The format of | | | the initial record may often be | | | informal and/or unstructured. One | | | common format for such notes is | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, | | | which can allow large amounts of | | | information to be put on paper | | | very quickly. Note-taking is an | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _ | | | skill for students, especially at | | | the \_\_\_\_\_\_\_\_\_\_\_ level. | | | In some contexts, such as college | | | lectures, the main purpose of | | | taking notes may be to | | | \_\_\_\_\_\_\_\_\_\_ the material | | | in the mind; the written notes | | | themselves being of secondary | | | importance. | +-----------------------------------+-----------------------------------+ | **Notetaking is...** | Note-taking is a \_\_\_\_\_\_ | | | against time. The note taker | | | typically is under severe time | | | pressure, and different | | | note-taking styles and techniques | | | try to make the best use of time. | | | | | | - Regardless of the medium | | | (paper, computer), | | | note-taking can be | | | \_\_\_\_\_\_\_ divided into | | | \_\_\_\_\_\_\_\_\_ and | | | \_\_\_\_\_\_\_\_\_\_ methods. | +-----------------------------------+-----------------------------------+ | **Cornell Notes (linear)** | Cornell Notes is proven to be an | | | \_\_\_\_\_\_\_\_\_\_ method of | | | learning for High School | | | Students. This style of note | | | taking is: | | | | | | A simple way to get students to | | | take notes | | | \_\_\_\_\_\_\_\_\_\_\_\_\_. | | | | | | A simple way to get students to | | | review notes | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. | | | | | | A simple way for students to | | | practice \_\_\_\_\_\_\_\_\_\_\_ | | | level thinking skills. | | | | | | A simple way for students to | | | think \_\_\_\_\_\_\_\_\_\_\_\_\_ | | | as they learn. | +-----------------------------------+-----------------------------------+ | **Outlining (Linear)** | Outlines tend to proceed | | | \_\_\_\_\_\_ a page, using | | | \_\_\_\_\_\_\_\_ and | | | \_\_\_\_\_\_\_\_\_ to structure | | | information. A common system | | | consists of headings that use | | | Roman \_\_\_\_\_\_\_\_\_\_, | | | letters of the | | | \_\_\_\_\_\_\_\_\_, and Arabic | | | numerals at different levels. A | | | typical structure would be: | | | | | | I. First main topic | | | | | | A. Subtopic | | | | | | a. Detail | | | | | | b. Detail | | | | | | B. Subtopic | | | | | | II\. Second main topic | | | | | | C. Subtopic | | | | | | However, this sort of structure | | | has limitations in written form | | | since it is difficult to go back | | | and insert more information. | +-----------------------------------+-----------------------------------+ | **Charting (non linear)** | Charting involves creating a | | | \_\_\_\_\_\_\_\_\_\_ with | | | symbols, or a table with | | | \_\_\_\_\_\_\_\_\_ and | | | \_\_\_\_\_\_\_\_\_\_\_\_. Graphs | | | and flow-charts are useful for | | | documenting a process or event. | | | | | | Determine the categories to be | | | covered in the lecture. Set up | | | your paper in advance by | | | \_\_\_\_\_\_\_\_\_\_\_\_\_ headed | | | by these | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_. As | | | you listen to the lecture, record | | | information (words, phrases, main | | | ideas, etc.) into the appropriate | | | category. | | | | | | Helps you track conversation and | | | dialogues where you would | | | normally be confused and lose out | | | on relevant content. Reduces | | | amount of writing necessary. | | | Provides easy review mechanism | | | for both memorization of facts | | | and study of comparisons and | | | relationships. | +-----------------------------------+-----------------------------------+ | **Mapping (non linear)** | Here, ideas are written in a | | | \_\_\_\_\_\_\_\_ structure, with | | | lines \_\_\_\_\_\_\_\_\_ them | | | together. Mind maps, also | | | referred to as | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | are commonly drawn from a | | | \_\_\_\_\_\_\_\_\_\_\_ point, | | | purpose or goal in the center of | | | the page and then branching | | | outward to identify all the ideas | | | connected to that goal. Colors, | | | small graphics and symbols are | | | often used to help to visualize | | | the information more easily. This | | | note-taking method is most common | | | among | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_ | | | and is a core practice of many | | | accelerated learning techniques. | | | It is also used for planning and | | | writing essays. | +-----------------------------------+-----------------------------------+ | **Paraphrasing** | A \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | of the meaning of a text or | | | passage using other words. The | | | term itself is derived via Latin | | | paraphrasis from Greek | | | παράφρασις, meaning \"additional | | | manner of expression\". | | | | | | The phrase \"\_\_\_ \_\_\_\_\_ | | | \_\_\_\_\_ \_\_\_\_\_\_\_\_\" is | | | often used within this context to | | | imply that the writer has | | | rewritten the text in their | | | \_\_\_\_\_ writing style - how | | | they would have written it if | | | they had created the idea. | +-----------------------------------+-----------------------------------+ **5 R's of Notetaking** -------------------------------------------------  A red sign with blue text Description automatically generated Why is notetaking important to teach freshmen? Give one example of linear notetaking and one example of non-linear notetaking.