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