Note Taking Techniques PDF

IMPORTANCE EFFECTIVE LISTENING STRATEGIES Explore - Think ahead of speaker HOW TO TAKE NOTE FROM LEC...

IMPORTANCE EFFECTIVE LISTENING STRATEGIES Explore - Think ahead of speaker HOW TO TAKE NOTE FROM LECTURER Arrive prepared for lecture - read text in advance E.A.R.S essential for prividing necessary Analyze - Consider what being said Instructor talks too fast - use abbreviations, leave blank evidence to inform and develop your Review - Take adventage of your Everything seems important - identify key concept, utilize other argument spare listening time to review sources assist in cocentrating and Search - Alert for hidden meaning Technical terms - write them phonetically, correct later understanding the info by helping to Can’t keep up with powerpoint - use instructors note (class website) summarize the ideas and argument focus on the points relevant to 5 ATTENTIVE LISTENING Identify main idea - Repeated points, Change in voice, Change in rate of speech S.O.L.E.R  Squarely face the person purpose  Open your posture Record details and examples - summarize brief phrase well-organised note: writing process  Lean towards the sender Organise lecture in notes - informal outline more efficient  Eye contact maintained Take notes efficiently - Leave blank spaces, Mark assignments, Mark note developed using active and  Relax while attending ideas that are unclear critical approach allow to refine Creative note-taking systems - use color, summary, mindmap argument before writing. 4 WAYS TO LISTEN NOTE TAKING TECHNIQUE 1 appreciative listening - enjoy what we hear discriminative listening - single out particular sound from noisy environment. WORKING WITH VARIOUS LECTURE FORMATS empathetic listening - encourage people to Factual lecture Analytical Lecture talk freely TIPS FOR EFFECTIVE LISTENING - purpose: base on knowledge - purpose : examine literary or artistic critical listening - evaluate and decide if - note-taking: accurate, complete, works, social issues e.t.c message is worthwhile Tune in leave blanks to fill in later, jot down - note-taking : make notes during class FILTERS THAT DISTORT Listen carefully to speaker’s opening comments topic & page reference disscussion, focus on importance of LISTENING Attempt to understand lecturer’s purpose Maintain eye contact with lecturer Conceptual Lecture the work being analyzed Biases Emotions Stay active by asking mental questions Attitude Anticipate what is to follow - purpose : analysis & interpretation of Discussion Format Religion Stick with the lecture info - purpose: involve student think, react, Age Family Avoid emotional involvement Education - note taking: focus on concept, record evaluate topic Physical Conditons Experience key detail, add 2 or 3 example on notes - note taking: prepare in advance, Morals record key points, reread & edit  NOTE TAKING TECHNIQUE 1 DISTINCTION BETWEEN LISTENING AND HEARING ROADBLOCKS TO GOOD LISTENING HOW TO TAKE NOTES FROM LECTURES (ADDITIONAL) LISTENING Tune out dull topics Active action process of deriving meaning from Fake attention Listen carefully to the introduction of the lecture. organized sounds distractions Copy what's written on the whiteboard or overhead hearing and understanding what Criticize delivery projector. you've heard physical appearance a choice to hear and analyze what Take notes in outline format Jump to conclusions Write down ideas in bullet form and supplementary you hear using your body's other senses Overreact to ideas with indented sub-bullets. completely focused on the speaker emotional words Use abbreviations and skip unimportant words to and understand the meaning of the Interrupt take notes efficiently words without distortion. Jot down details or examples that support the main Pay attention HEARING ideas Passive action Exercise judgment process of perceiving sound Train yourself not to worry about produced by any sound source in what you want to say until the the environment other person is done speaking. receiving sound waves Be prepared to listen part of the five senses using your ears only Expand your vocabulary hear the words but don't fully absorb or understand them.  2 Note Taking Technique Textbook feature Process Diagram How to take notes from reading material How to study notes Strengthen Your comprehension Depict steps variables , yourself permission - give the Cornel System and place in whic - analyze the time - - , to over all textbook - key or parts of process to stop you are reading organisation Your Evaluating What is editing = - rephrase paragraph notes Textbook across diciplines Comprehension - process of correcting , ~ - literature and composition -use your guide summary revising and adding Overcome common highlighting pitfall phsychology questions to your notes to make - wo a defined purpose sociology How to edit notes them complete and more PreviewingYour Textbook - Highlight too much math history little - make a mind map - accurate · read titles and substitle too - - Science park of photo 1) efine your purpose for reading read intro and first paragraph - - - business Parts and function diagrams Developing guide questions - Benefits of highlighting - Editing and reviewing that level various parts Formulating the right guide questions drawing Your - a Adapting skills to Forces you to recognize - - notes of Connection Developing questions - your and uses an object non-textbook reading What is important edit lecture notes the concept map Marginal annotation analyze assignment - - Cornell system - - identify main topic - summary notes - choose reading and study Marginal annotations Time Line ideas/aspects/parts/ recall clues strategies summary notes - - - - maps a sequence of definitions that relate Develop outline notes when to use outline notes - recall notes events to topic - concentrate on importance difficult material Anticipating and identifying Use patterns to organize of ideas · interpreting patterns your notes Adapt note-taking be brief classification organising statement - · - Lecturer's predominant to classroom media transitions - - pattern -clickers guest lecture format - - - videos lecturers - Powerpoint  LEARNING GREMEMBERING 2 Short term memory (STM) - use elaboration · Limited capacity > - read , reread , reflect , ask questions Principle of learning Storage Long Term Memory - chucking - Connect new learning with previous Develop effective learning strategies after encodes , memory running into 2 relatively permanent store of information , Limited duration learning decide what to learn short term (length) > Link new learning to store info - * memory nearly unlimited in span and Rehearsal - - get focused * long term memory capacity (size) maintenance renearsal Improving Retrieval - Type I : ·. learn as effectively possible Encoding Type 2 - 1 - as shorterm memory : storage in brain or Stage : : elaborative rehearsal use visualisation - use visualisation memory where hold info for only few · process of acquiring information Levels of processing Long Term Memory : Unlimited Cap. > - create mental picture organise into by chucking seconds and lasts much less than constantly receiving signals Develop retrieval - - a brain Craik and Lockhart (1972) · Permanent storage clues hearing use effective study strategies minute primary/active 5 sight AKA : Dept of processing Flashbulb memories > select word/phrases that - memory sense · - - , touhe Learning and remembering Long term memory Incoming into processed diffrent level Recall through hypnosis · summarize - : a permanent smell at define types of learner store of information and has unlimited environmental stimuli translate to your 3 levels shallow , intermediate Retrieval Getting Info Out stimulate test conditions · · · deep - : : , access to learning process capacity of storage which need brain for a brief period of sensory storage. Deeper processing of Learn beyond mastery - memory · - include with memory system a process of retrieval to recall it. Stage 2 : Storage structural. Phonemic Semantic Tip-of-the-tongue Phenomenon How to get focused Retrival Placement of info in your memory Avoid · of system of individual which Recalling an event competing visual info · process of getting information out of > now will the memory run the sensory storage Reconstructing Identify purpose - · · memories Process of encode store and Decide what types of into what > memory short-term memory Forgetting When memory lapses - · : , > retrieve. Encoding Long-term memory Recall You need to learn - · Transfer from short-term to Recollection memory part of mind which process by which info enters brain use previewing · : play important part in human during encoding , environmental stimuli long-term memory Recognition use numerous sensory channels · > Learn in your words living situation. transmitted to brain for very Relearning - are Role Learning storage Info in Memory own : Maintaining how do memory ? brief sensory storage and > Elaborative rehearsal information storage in computers connect new info with old info · interpretation - Analogy · run : * Encoding info storage Take advantage · > sensory storage Recoding in human memory of your - ~ * storing short period of interpretation during Stage 3 : Retrieval Info processing theories like the Atkinson learning stlye. - · * Retrieve - which info stays briefly Accessing and using the into Shiffrin Model use visualisation · in the nervous - > system while brain interpreting held in storage 3 part of memory To organize into by chucking -. selective attention pulls stored info from your memory sensory memory Short-term memory Improving storage · Discover how the material closely tied to storage Long-term memory connected process which our brain automatically use immediate review you are studying · is - · -. > important signal from Encoding : Getting into into memory after reading or lecture Look for similarities and - sorts out more trivial ones. Attention > - facilitates retrieval diffences. Encoding short term focusing use numerous sensory channels Look for sequences and obvious · memory awareness - - transformation as well as the transfer of information holds info that was sent from sensory Selective attention > makes storage more effective divisions within sequences. · - into a memory system , requires in general selective storage system Filtering organize recode into to be - or - , , for only Divided attention · attention , the focusing of awareness in a particular store info you wish to retain - stored. > Set of stimuli events. few seconds Group info - or a into chunks  When to review How to review immediate review Final review 1 schedule · short review session review new info 2 as soon as you making a last check Test using previous exam quest. heard it. of material bor a 3 Develop retrieval clues periodic review text or exam 4 stimulate test situation 5 returning to and quickly Overlearn review previous notes per day 6 Consider physical surroundings 7 use memorization Definition of minda brain : Mnemonics mind : product of brain activity 10 Ci : brain : physical substance BRAIN mind : conscious product of firing Left Right words Chapter 8 Rythm · neurons : mind goes far of beyond the physical brain LEARNINGGREMEMBERING I numbers lines Colour · snapes working lists maps logic Imagination analysis Daydreaming Mind VS Brain physical thing mental thing Forgetting made up of blood vessels not made up of any cells : Loss of information stored in solutions and nerve cells it's hypothetical memory and Theories of forgetting review daily (10-15 mins per day ( · define shape and structure no shape and structure Why ? retrieval failure draw picture - - Disuse : use it or lose it coordinates movements , person's · refers to a decay say it out loud - trace - feelings and diffrent of conscience understanding knowledge hinders recall , - organic causes - flag cue words the body structure. and though process -under learning can touch brain cannot touch brain ·  Benefit of mind mapping while Mind Map studying > - visual map of your Question and Questioning ideas , laid out in a radial strengthen questioning and answering · appeal to your senses with their visual Skills format around a central element 1 Conquer the fear of asking questions. thought 2 As your read , jot down questions saves time while studying that might clarify or explain material generate ideas Type of graphics 3 State questions and clearly concisely · replicates the natural thinking process 1 tables 4 Ask serious questions 2 graphs 3 Think responses through bfr answering questions 3 charts 4 diagrams why ask questions 5 maps · to obtain information Chapter 11 : 6 photographs · to of help a maintain control conversation INSTRUMENT OF THINKING1 7 infographics express interest in the · an other person to clarify point · a step by step instructions : How to read graphic to explore the personality ↓ Read the graphic at the appropriate 1 Look for references in text and or difficulties the other Graphic organizer 2 Read the tittle and caption time and place person may have · consolidate information , but require to test knowledge 3 Determine why the writer critical thinking 2 Read the title · or caption · to encourage future thought · graphics and media explain and included the graphic. 3 Determine how graphic is organized illustrate 4 Examine how the in a group situations graphic · · graphics and media dramatize 4 Identify the variables is organized information 5 Anticipate the purpose graphics and media displays trends , 5 Look at the legend patterns and variations. 6 Determine the graphic's 6 Determine Scale , values or units purpose and source of. mesurement 7Study and think critically 7 the data to identify trends study about the date to identify or patterns trends or patterns. 8 Draw connections with the 8 make a brief summary note. written content. a make a brief summary note  structure - test Tip for creative thinking 1 Think aloud , draw , or write 6 Use the six hats Definition/Concept of Thinking Skill 2 Brainstorm by listing ideas , techniques - De Bono (1976) distinguishes thinking from characteristic of creative people no matter how offbeat knowledge and intelligence. Tips in creative thinking 1 curious 3 Allow time for incubation 1 - "achieving a desired mental state or result" Think aloud 2 Like Challenges T 4 Interpret facts , events and observations 2 Brainstrom by listing. Not 3 afraid to experiment in different way knowing what to do how to - , when and a ideas do it , what tools to use and the consequences. 4 Have high standards 3 Allow time for incubation M 5 know how to accept Definition of creative thinking ↑ seek alternative interpretations concept and give constructive a novel way of seeing or doing & M - Thinking skills include : 1 things that is characterised 7 · problem solving by 4 component