Post on 06-Jan-2016
description
NotetakingNotetakingA teaching A teaching
processprocess
Lucy Tribble MacDonald, M.A.,M.A.
lucy@lucyonline.comCRLA
October 2009
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OverviewOverview
Activity - Part IActivity - Part I
DiscussionDiscussion
Activity - Part IIActivity - Part II
Define the Define the ModelModel
Review the Review the toolstools
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Activity I - Take notes
Directions: You may choose either:
1. To take notes as you normally do.
2. Or role play and take notes as you think students might do.
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Discussion Questions
• Have you ever collected students’ notes to see what got through to the paper?
• Has anyone made videos for student notetaking practice?
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Scenarios
• A “couple” of notes - Celestial Navigation
• Electronic students request notetaker
• Nursing students and Cornell notetaking
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Activity II
1. Handout2. Discussion
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Teaching Notetaking Model• Pre-test - 15 minute college
class lecture• 2 week interval• Quiz
– Individual– Collaborative (benefits of note
processing)
• Teach Cornell Notetaking (recall column for test questions and learning objectives)
• Post-test - practice to mastery (85%)
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Resources
The Real Thing - 15 lecturesMore The Real Thing -15 lectures
and 1 student presentation
http://www.highlandpublishing.com
Cornell notetaking paper - Hard backed “knee pad”
Letter size Dual-Pad, Law Ruled
www.ampad.com