WEBVTT 1 00:00:00.000 --> 00:00:03.210 Welcome. We're glad that you guys are here. 2 00:00:03.210 --> 00:00:07.080 We want to talk about taking effective notes. 3 00:00:07.080 --> 00:00:10.840 We are glad that you both joined us. 4 00:00:12.230 --> 00:00:15.765 Just an introduction about note-taking, 5 00:00:15.765 --> 00:00:19.855 it's an essential learning skill for college. 6 00:00:19.855 --> 00:00:22.230 One of the reasons that note-taking is 7 00:00:22.230 --> 00:00:24.470 so important is that our brains can only 8 00:00:24.470 --> 00:00:26.945 hold on to new information 9 00:00:26.945 --> 00:00:28.780 until something else comes along. 10 00:00:28.780 --> 00:00:31.175 Certainly, when we're sitting in a class, 11 00:00:31.175 --> 00:00:34.850 it's an hour and a half about constant new information. 12 00:00:34.850 --> 00:00:36.170 It's going to push 13 00:00:36.170 --> 00:00:40.675 the old new information 14 00:00:40.675 --> 00:00:43.370 out of your getting new new information. 15 00:00:43.370 --> 00:00:44.900 We really want to make sure 16 00:00:44.900 --> 00:00:48.470 that all students are equipped with 17 00:00:48.470 --> 00:00:50.840 a means of keeping the information that's coming 18 00:00:50.840 --> 00:00:54.230 at you and having it accessible to you after class. 19 00:00:54.230 --> 00:00:57.140 Using carefully organized notes gives you 20 00:00:57.140 --> 00:00:59.150 a lasting record of a class 21 00:00:59.150 --> 00:01:01.205 and the information that you've been given, 22 00:01:01.205 --> 00:01:02.450 and an opportunity to 23 00:01:02.450 --> 00:01:05.640 understand and learn what you've heard. 24 00:01:07.940 --> 00:01:11.430 There will be some objectives. 25 00:01:11.430 --> 00:01:14.610 This workshop will cover a few things. 26 00:01:14.610 --> 00:01:18.350 The purpose and benefits of effective note-taking, 27 00:01:18.350 --> 00:01:21.420 the skills of active listening. 28 00:01:21.420 --> 00:01:25.400 We will go over a few note-taking methods as well 29 00:01:25.400 --> 00:01:29.825 as learning styles and strategies before, 30 00:01:29.825 --> 00:01:32.590 during, and after note-taking. 31 00:01:32.590 --> 00:01:35.045 The goals of this workshop, 32 00:01:35.045 --> 00:01:39.155 you'll be able to explain the purpose of note-taking, 33 00:01:39.155 --> 00:01:42.530 demonstrate active listening strategies, 34 00:01:42.530 --> 00:01:46.705 practice approaches for systematic note-taking, 35 00:01:46.705 --> 00:01:48.470 and apply several of 36 00:01:48.470 --> 00:01:51.305 those note-taking methods that we will cover, 37 00:01:51.305 --> 00:01:54.710 as well as assess your current listening, learning, 38 00:01:54.710 --> 00:01:56.810 and note-taking skills and 39 00:01:56.810 --> 00:01:59.640 plan strategies for improvement. 40 00:02:02.300 --> 00:02:05.810 I just realized we should probably take a moment. 41 00:02:05.810 --> 00:02:09.015 I'm Heather Crofoot and this is Jeanne Shaw. 42 00:02:09.015 --> 00:02:10.580 We both work in 43 00:02:10.580 --> 00:02:14.180 the learning commons and academic support. 44 00:02:14.180 --> 00:02:17.870 One of our roles is to hire and train note-takers for 45 00:02:17.870 --> 00:02:20.090 students with disabilities that 46 00:02:20.090 --> 00:02:22.130 received that as an accommodation. 47 00:02:22.130 --> 00:02:25.380 Just realized we should probably introduce ourselves. 48 00:02:25.380 --> 00:02:28.580 What are the benefits of note-taking? 49 00:02:28.580 --> 00:02:31.100 Beyond just having a record 50 00:02:31.100 --> 00:02:32.870 of what was presented in class, 51 00:02:32.870 --> 00:02:35.120 effective note-taking keeps you 52 00:02:35.120 --> 00:02:36.950 alert. I don't know about you. 53 00:02:36.950 --> 00:02:38.930 Sometimes I will take notes even if it's 54 00:02:38.930 --> 00:02:41.335 information I know because otherwise, 55 00:02:41.335 --> 00:02:42.830 I might fall asleep. 56 00:02:42.830 --> 00:02:44.690 [LAUGHTER] It keeps me engaged, 57 00:02:44.690 --> 00:02:46.760 it keeps me actively 58 00:02:46.760 --> 00:02:48.920 involved in what's happening in the classroom, 59 00:02:48.920 --> 00:02:51.065 keeps me from looking out the window. 60 00:02:51.065 --> 00:02:53.480 It also engages our minds. 61 00:02:53.480 --> 00:02:57.109 Listening carefully and deciding what to include 62 00:02:57.109 --> 00:02:58.790 in our notes keeps our minds 63 00:02:58.790 --> 00:03:01.250 actively involved in what we're listening to, 64 00:03:01.250 --> 00:03:03.410 what we're hearing, and choosing 65 00:03:03.410 --> 00:03:06.720 and deciding what it is we're going to write down. 66 00:03:09.750 --> 00:03:13.990 It emphasizes and organizes information. 67 00:03:13.990 --> 00:03:15.430 Certainly, as we take notes, 68 00:03:15.430 --> 00:03:17.155 we have to decide 69 00:03:17.155 --> 00:03:19.630 what information we're going to take down. 70 00:03:19.630 --> 00:03:22.930 What are the key pieces that we want to 71 00:03:22.930 --> 00:03:24.610 highlight in our notes so that we have 72 00:03:24.610 --> 00:03:26.890 accessible to us later? 73 00:03:26.890 --> 00:03:30.295 We want to identify the structure of the class, 74 00:03:30.295 --> 00:03:32.515 listening to the presenter, 75 00:03:32.515 --> 00:03:35.710 determining what are the key pieces 76 00:03:35.710 --> 00:03:37.580 that we want to have, 77 00:03:37.580 --> 00:03:40.150 identify those supporting points. 78 00:03:40.150 --> 00:03:41.890 We'll have main points and 79 00:03:41.890 --> 00:03:45.170 then all the little pieces that come after. 80 00:03:45.350 --> 00:03:48.010 By doing so, we make studying 81 00:03:48.010 --> 00:03:49.870 and understanding the information 82 00:03:49.870 --> 00:03:54.200 that we've written down easier to review after class. 83 00:03:54.200 --> 00:03:57.200 Organizing notes also make it easier to link 84 00:03:57.200 --> 00:03:59.615 classroom learning to textbook reading. 85 00:03:59.615 --> 00:04:01.520 I think a lot of times we'd be, 86 00:04:01.520 --> 00:04:02.930 I'm not going to read it because 87 00:04:02.930 --> 00:04:05.090 the instructor said we're going to go over it in class. 88 00:04:05.090 --> 00:04:08.284 Well, if we read it ahead of time or afterwards, 89 00:04:08.284 --> 00:04:09.740 our brain starts to make 90 00:04:09.740 --> 00:04:12.500 those connection points and it makes 91 00:04:12.500 --> 00:04:15.350 that new information become 92 00:04:15.350 --> 00:04:17.540 long-term information in our brains. 93 00:04:17.540 --> 00:04:21.370 It also creates a condensed record for study. 94 00:04:21.370 --> 00:04:24.470 Besides well-organized, gives you 95 00:04:24.470 --> 00:04:28.080 something to work from and review after class. 96 00:04:30.470 --> 00:04:34.140 Where does note-taking start? 97 00:04:34.140 --> 00:04:38.640 Note-taking depends on active listening. 98 00:04:38.640 --> 00:04:42.980 Active listening requires you to listen 99 00:04:42.980 --> 00:04:45.110 attentively to a speaker 100 00:04:45.110 --> 00:04:47.555 to try to understand what they're saying, 101 00:04:47.555 --> 00:04:51.680 respond and reflect on what's being said, 102 00:04:51.680 --> 00:04:55.860 and retain the information for later. 103 00:04:57.590 --> 00:05:01.620 Listening well is an active process. 104 00:05:01.620 --> 00:05:04.020 It requires determination, 105 00:05:04.020 --> 00:05:06.600 energy, and attention. 106 00:05:06.600 --> 00:05:10.610 The following can help you listen thoroughly, actively, 107 00:05:10.610 --> 00:05:15.990 and accurately. Overcoming distractions. 108 00:05:15.990 --> 00:05:18.455 No matter what the distraction may be, 109 00:05:18.455 --> 00:05:21.470 noises, cell phones, 110 00:05:21.470 --> 00:05:23.660 people, you must take 111 00:05:23.660 --> 00:05:25.670 responsibility for concentrating on 112 00:05:25.670 --> 00:05:28.055 what a class provides. 113 00:05:28.055 --> 00:05:30.440 No one else can listen for you, 114 00:05:30.440 --> 00:05:34.460 so make a commitment to listen whenever 115 00:05:34.460 --> 00:05:39.420 it's difficult and reduce any distractions for yourself. 116 00:05:41.450 --> 00:05:46.110 Also, focus on central things. 117 00:05:46.110 --> 00:05:50.640 Imagine that you must summarize the information. 118 00:05:50.650 --> 00:05:53.285 This will force you to decide 119 00:05:53.285 --> 00:05:56.285 on central information to pass on. 120 00:05:56.285 --> 00:05:58.430 Use speed of thoughts to 121 00:05:58.430 --> 00:06:00.615 make sense of what you're hearing. 122 00:06:00.615 --> 00:06:05.425 This kind of thinking requires concentration. 123 00:06:05.425 --> 00:06:07.970 Prepare for class by doing 124 00:06:07.970 --> 00:06:12.395 assigned readings and reviewing previous class notes. 125 00:06:12.395 --> 00:06:15.155 You'll be well-prepared to take in and 126 00:06:15.155 --> 00:06:18.565 organize new information that you hear. 127 00:06:18.565 --> 00:06:21.690 Judge the message, not the messenger. 128 00:06:21.690 --> 00:06:25.020 Is the key. [LAUGHTER] 129 00:06:25.020 --> 00:06:28.545 Not all instructors are excellent presenters. 130 00:06:28.545 --> 00:06:33.030 I was joking while we did a run-through yesterday, 131 00:06:33.030 --> 00:06:35.520 Heather and I, I am not the best presenter. 132 00:06:35.520 --> 00:06:39.470 [LAUGHTER] But if you can take in that information, 133 00:06:39.470 --> 00:06:43.255 whatever they're presenting is still valuable. 134 00:06:43.255 --> 00:06:46.320 Focus on what you're hearing, 135 00:06:46.320 --> 00:06:48.810 not how it's being presented. 136 00:06:48.810 --> 00:06:53.470 Determine to learn from every class presentation. 137 00:06:54.890 --> 00:06:58.875 One last thing, maintain your focus. 138 00:06:58.875 --> 00:07:02.190 When your mind wanders, try to refocus. 139 00:07:02.190 --> 00:07:05.090 Bring your attention back to what you hear. 140 00:07:05.090 --> 00:07:10.395 If you're confused or lose interest, ask a question. 141 00:07:10.395 --> 00:07:12.380 Put a little question mark in 142 00:07:12.380 --> 00:07:14.870 your notes and then at a later point, 143 00:07:14.870 --> 00:07:16.040 you can discuss that with 144 00:07:16.040 --> 00:07:19.735 your instructor or even another student in class. 145 00:07:19.735 --> 00:07:23.000 Always keep up with your note-taking 146 00:07:23.000 --> 00:07:26.530 so that your record of each class will be complete. 147 00:07:26.530 --> 00:07:28.715 Without active listening, 148 00:07:28.715 --> 00:07:30.755 you cannot take effective notes. 149 00:07:30.755 --> 00:07:33.230 Without effective notes, you will have 150 00:07:33.230 --> 00:07:36.470 no lasting learning from a class session. 151 00:07:36.470 --> 00:07:40.589 Remember, learning begins with listening. 152 00:07:46.020 --> 00:07:48.640 The next thing we want to talk about 153 00:07:48.640 --> 00:07:51.250 our different note-taking methods. 154 00:07:51.250 --> 00:07:56.080 Truly, no one ever taught me note-taking methods. 155 00:07:56.080 --> 00:07:57.850 It wasn't until I got here and I thought, 156 00:07:57.850 --> 00:08:01.390 well now I want to go take classes and actually try this. 157 00:08:01.390 --> 00:08:04.315 There are several note-taking methods. 158 00:08:04.315 --> 00:08:06.820 We're going to talk about a few of them. 159 00:08:06.820 --> 00:08:08.260 These are really the most common. 160 00:08:08.260 --> 00:08:10.030 There are some additional, 161 00:08:10.030 --> 00:08:12.070 but the five at the bottom and what 162 00:08:12.070 --> 00:08:14.350 we'll discuss are the most common. 163 00:08:14.350 --> 00:08:16.660 When you're choosing and note-taking method, 164 00:08:16.660 --> 00:08:18.100 it's really important to take into 165 00:08:18.100 --> 00:08:22.420 consideration your learning style along 166 00:08:22.420 --> 00:08:25.210 with the subject or the course that you're taking 167 00:08:25.210 --> 00:08:27.100 notes in and that's really going to 168 00:08:27.100 --> 00:08:29.665 help determine which will be the best. 169 00:08:29.665 --> 00:08:32.785 It's helpful to try out different methods. 170 00:08:32.785 --> 00:08:35.050 Particularly if you're maybe taking 171 00:08:35.050 --> 00:08:37.660 a new subject a new course that you've never taken 172 00:08:37.660 --> 00:08:40.390 before and try to figure out what would work or you'd 173 00:08:40.390 --> 00:08:43.750 never find note-taking methods in your life who know? 174 00:08:43.750 --> 00:08:45.760 I don't know which one will work for me. 175 00:08:45.760 --> 00:08:48.820 Try them out, see which one you find most helpful. 176 00:08:48.820 --> 00:08:51.730 Not necessarily just while you're taking the notes, 177 00:08:51.730 --> 00:08:53.950 but what's helpful to you after last, 178 00:08:53.950 --> 00:08:57.805 what makes them most usable in the most helpful to you. 179 00:08:57.805 --> 00:09:00.910 The following note-taking methods will offer 180 00:09:00.910 --> 00:09:04.105 you a variety of ways to record notes. 181 00:09:04.105 --> 00:09:06.700 We didn't hand out some blank exactly. 182 00:09:06.700 --> 00:09:09.760 We got some blank some all of these either as 183 00:09:09.760 --> 00:09:13.780 examples or for you to try out where it's reset for you. 184 00:09:13.780 --> 00:09:17.620 We're going to look at verbatim notes, outline method, 185 00:09:17.620 --> 00:09:19.255 the Cornell method, 186 00:09:19.255 --> 00:09:20.575 the charting method, 187 00:09:20.575 --> 00:09:23.390 and the mind mapping method. 188 00:09:28.110 --> 00:09:30.370 When students take for, 189 00:09:30.370 --> 00:09:31.840 I don't know if this is supposed to be me, 190 00:09:31.840 --> 00:09:33.460 but I'm going to go, so when 191 00:09:33.460 --> 00:09:35.710 students take verbatim notes. 192 00:09:35.710 --> 00:09:37.345 It just means they're writing down 193 00:09:37.345 --> 00:09:39.280 everything that the instructor says, 194 00:09:39.280 --> 00:09:43.120 or at least as much of it as they can as they hear it. 195 00:09:43.120 --> 00:09:45.100 Really no particular format, 196 00:09:45.100 --> 00:09:46.570 it's just, here's more info 197 00:09:46.570 --> 00:09:48.280 and I'm going to write it down. 198 00:09:48.280 --> 00:09:50.770 These notes can be a little hard to 199 00:09:50.770 --> 00:09:55.300 decipher and can be incomplete because honestly, 200 00:09:55.300 --> 00:09:58.870 we can write as fast as the instructor can speak. 201 00:09:58.870 --> 00:10:02.020 If you're just writing everything they say without using 202 00:10:02.020 --> 00:10:04.330 any discernment about 203 00:10:04.330 --> 00:10:07.360 what maybe important key points and what aren't, 204 00:10:07.360 --> 00:10:10.825 then we may lose some things because we can't keep up. 205 00:10:10.825 --> 00:10:15.070 Really verbatim notes require a lot more attention and 206 00:10:15.070 --> 00:10:19.285 reorganization after class to be useful for study. 207 00:10:19.285 --> 00:10:22.345 But they are better than no notes at all. 208 00:10:22.345 --> 00:10:27.140 But let's look at some other more efficient approaches. 209 00:10:30.330 --> 00:10:33.730 This is the outline method. 210 00:10:33.730 --> 00:10:35.440 It might look familiar. 211 00:10:35.440 --> 00:10:39.040 This is actually how I take a lot of my notes. 212 00:10:39.040 --> 00:10:42.205 It's for people who like simplicity. 213 00:10:42.205 --> 00:10:44.590 It's one of the easiest ways to take 214 00:10:44.590 --> 00:10:48.280 notes and it comes naturally to most people. 215 00:10:48.280 --> 00:10:51.265 It organizes the information 216 00:10:51.265 --> 00:10:53.170 in a highly structured manner, 217 00:10:53.170 --> 00:10:55.345 in a logical manner. 218 00:10:55.345 --> 00:10:58.000 Outline notes require 219 00:10:58.000 --> 00:11:00.280 active listening, as we talked about, 220 00:11:00.280 --> 00:11:02.500 and thoughtful decision to 221 00:11:02.500 --> 00:11:05.740 determine and record important points. 222 00:11:05.740 --> 00:11:08.950 The Outline Method is useful when 223 00:11:08.950 --> 00:11:12.190 you're taking notes on one subject at a time, 224 00:11:12.190 --> 00:11:14.320 or when you are trying to organize 225 00:11:14.320 --> 00:11:17.800 something into different categories. 226 00:11:17.800 --> 00:11:21.170 We have an example here. 227 00:11:21.540 --> 00:11:24.250 The outline method, you 228 00:11:24.250 --> 00:11:27.265 structure the notes in the form of an outline, 229 00:11:27.265 --> 00:11:29.740 and you use bullet points. 230 00:11:29.740 --> 00:11:32.050 These bullet points will represent 231 00:11:32.050 --> 00:11:35.605 different topics and sub-topics. 232 00:11:35.605 --> 00:11:38.470 Start writing main topics on 233 00:11:38.470 --> 00:11:40.810 the far left of the page and add 234 00:11:40.810 --> 00:11:45.925 related subtopics bullet points below using indents. 235 00:11:45.925 --> 00:11:49.990 The key is to align information so that you 236 00:11:49.990 --> 00:11:54.580 established organization of ideas as you write them down. 237 00:11:54.580 --> 00:11:59.170 It's just a great simple way to take notes. 238 00:11:59.170 --> 00:12:01.420 It helps you follow along, 239 00:12:01.420 --> 00:12:05.750 and it also helps you pay attention during class. 240 00:12:07.740 --> 00:12:10.030 The next method we're going to talk 241 00:12:10.030 --> 00:12:11.860 about is the Cornell method. 242 00:12:11.860 --> 00:12:14.020 Named that because a professor from 243 00:12:14.020 --> 00:12:16.540 Cornell and read it at it's 244 00:12:16.540 --> 00:12:18.910 recommended actually by most colleges 245 00:12:18.910 --> 00:12:22.490 because it's got a great record of success. 246 00:12:23.000 --> 00:12:26.595 In this strength of this particular method is 247 00:12:26.595 --> 00:12:28.080 in the page layout and 248 00:12:28.080 --> 00:12:29.550 we'll show you that in just a minute. 249 00:12:29.550 --> 00:12:32.370 But it involves dividing paper 250 00:12:32.370 --> 00:12:35.820 into two columns and then a row across the bottom. 251 00:12:35.820 --> 00:12:37.975 We can move to that so we can take 252 00:12:37.975 --> 00:12:42.160 a look and we're going to use students. 253 00:12:42.160 --> 00:12:44.230 Anyone could be for 254 00:12:44.230 --> 00:12:46.510 anything you'd go to if you want to put 255 00:12:46.510 --> 00:12:48.910 notes in the right-hand column 256 00:12:48.910 --> 00:12:51.280 where it says note taking column. 257 00:12:51.280 --> 00:12:53.350 Then in the left-hand side and 258 00:12:53.350 --> 00:12:56.645 the acute column are keywords and questions. 259 00:12:56.645 --> 00:12:59.380 Then just a summary at the bottom. 260 00:12:59.380 --> 00:13:02.305 Here was the overall just up the class today. 261 00:13:02.305 --> 00:13:04.780 They're really nice piece of this is 262 00:13:04.780 --> 00:13:07.120 that it's a great way to quiz yourself because 263 00:13:07.120 --> 00:13:09.760 you can cover either the left or right hand 264 00:13:09.760 --> 00:13:11.320 and see if you 265 00:13:11.320 --> 00:13:14.420 can provide the answer that's in the other. 266 00:13:17.550 --> 00:13:19.735 The Cornell Method is 267 00:13:19.735 --> 00:13:22.960 very successful study strategy 268 00:13:22.960 --> 00:13:24.535 that many fine increase 269 00:13:24.535 --> 00:13:26.785 their understanding of the material. 270 00:13:26.785 --> 00:13:28.945 Some people do include 271 00:13:28.945 --> 00:13:31.450 that box at the bottom, while others don't. 272 00:13:31.450 --> 00:13:33.190 They just use the two columns. 273 00:13:33.190 --> 00:13:34.990 Again, it's going to be trial 274 00:13:34.990 --> 00:13:37.060 and error as you utilize or if 275 00:13:37.060 --> 00:13:39.490 you choose to try this method of 276 00:13:39.490 --> 00:13:42.790 whether you liked the box at the bottom or not. 277 00:13:42.790 --> 00:13:44.530 Using that summary. 278 00:13:44.530 --> 00:13:47.410 It's just another form of review and it adds to 279 00:13:47.410 --> 00:13:52.250 that critical thinking about the subject matter. 280 00:13:54.480 --> 00:13:57.610 Here is another massive, 281 00:13:57.610 --> 00:14:00.205 it's called the charting method. 282 00:14:00.205 --> 00:14:03.040 This one speaks to my OCD Jeannie 283 00:14:03.040 --> 00:14:09.670 [LAUGHTER] [OVERLAPPING] Nice yes this one [LAUGHTER] 284 00:14:09.670 --> 00:14:14.305 You can use this to condense and organize your notes. 285 00:14:14.305 --> 00:14:17.770 It's an ideal method for notes that 286 00:14:17.770 --> 00:14:22.030 involve a lot of information in the form of facts. 287 00:14:22.030 --> 00:14:26.200 There you can organize in several columns as it looks. 288 00:14:26.200 --> 00:14:30.385 It's similar to a table or an Excel spreadsheet. 289 00:14:30.385 --> 00:14:33.670 These are helpful if the lecture 290 00:14:33.670 --> 00:14:36.490 has a clear outline and you can create 291 00:14:36.490 --> 00:14:38.800 the chart based on the different categories of 292 00:14:38.800 --> 00:14:42.535 information that the instructor covers. 293 00:14:42.535 --> 00:14:44.890 As you listen, you can go and fill in 294 00:14:44.890 --> 00:14:47.815 the chart with each fact. 295 00:14:47.815 --> 00:14:50.650 There's some advantages to this because it 296 00:14:50.650 --> 00:14:54.280 reduces the amount of writing necessary. 297 00:14:54.280 --> 00:14:57.775 It's useful for comparing similar topics 298 00:14:57.775 --> 00:15:00.010 and helpful in courses 299 00:15:00.010 --> 00:15:03.410 where you need to memorize the facts. 300 00:15:07.410 --> 00:15:09.820 The last one we're going to talk about it 301 00:15:09.820 --> 00:15:11.545 as the mind-mapping method. 302 00:15:11.545 --> 00:15:12.850 I like this one just because I 303 00:15:12.850 --> 00:15:14.110 think it's cool to look at. 304 00:15:14.110 --> 00:15:16.270 I don't know that my brain would do as well, 305 00:15:16.270 --> 00:15:18.160 but I like how it looks. 306 00:15:18.160 --> 00:15:20.890 The mind-mapping method is a great way of taking 307 00:15:20.890 --> 00:15:24.130 notes for specific types of subjects. 308 00:15:24.130 --> 00:15:27.170 We just looked at 309 00:15:27.540 --> 00:15:31.120 the charting and where everything was separate. 310 00:15:31.120 --> 00:15:33.410 What's great about mind mapping is for 311 00:15:33.410 --> 00:15:35.825 subjects where things are all interconnected. 312 00:15:35.825 --> 00:15:38.750 Things like chemistry, history, philosophy, 313 00:15:38.750 --> 00:15:41.510 where things don't tend to stand on their own, 314 00:15:41.510 --> 00:15:44.250 but they're all interconnected. 315 00:15:44.520 --> 00:15:47.395 It's still organized, 316 00:15:47.395 --> 00:15:50.839 but there's still connected 317 00:15:50.839 --> 00:15:54.200 by using the column branches or bubbles. 318 00:15:54.200 --> 00:15:56.600 If we want to go to the next page, 319 00:15:56.600 --> 00:15:58.770 I think we have an example. 320 00:15:58.770 --> 00:16:04.045 Yeah. Find your main topic. 321 00:16:04.045 --> 00:16:07.895 Then you can create either branches or bubbles. 322 00:16:07.895 --> 00:16:10.020 Or maybe you make clouds 323 00:16:10.020 --> 00:16:12.545 you can use a variety of different things. 324 00:16:12.545 --> 00:16:15.800 But everything is off of that main topic. 325 00:16:15.800 --> 00:16:17.705 Everything connects back to it, 326 00:16:17.705 --> 00:16:22.980 which can be a little different than some other courses. 327 00:16:23.520 --> 00:16:26.785 This would really be specific to 328 00:16:26.785 --> 00:16:30.365 certain types of topics or subjects. 329 00:16:30.365 --> 00:16:32.060 You have, your main topic, 330 00:16:32.060 --> 00:16:34.430 you're going to add and connect 331 00:16:34.430 --> 00:16:38.960 subtopics and then key points off the subtopics and you 332 00:16:38.960 --> 00:16:41.315 can even go further than that by adding 333 00:16:41.315 --> 00:16:46.890 additional key points and just it makes a great picture. 334 00:16:46.890 --> 00:16:49.780 Things like data, formulas supporting 335 00:16:49.780 --> 00:16:53.409 facts and related concepts make for great branches. 336 00:16:53.409 --> 00:16:56.800 In an advantage of this format is that it can help you 337 00:16:56.800 --> 00:17:01.090 visually see how the information is all connected. 338 00:17:01.090 --> 00:17:03.520 Mapping can also help break down 339 00:17:03.520 --> 00:17:05.500 large projects or topics into 340 00:17:05.500 --> 00:17:11.005 manageable chunks. It's nice. 341 00:17:11.005 --> 00:17:12.340 I think one of the things I was 342 00:17:12.340 --> 00:17:14.259 thinking about for projects, 343 00:17:14.259 --> 00:17:17.110 when things aren't necessarily linear, 344 00:17:17.110 --> 00:17:18.970 that I have to do a before b. 345 00:17:18.970 --> 00:17:22.660 That mapping is nice because you can just pick wherever 346 00:17:22.660 --> 00:17:27.470 rather than trying to go into linear format. 347 00:17:29.070 --> 00:17:33.190 What's note-taking system is the best? 348 00:17:33.190 --> 00:17:35.840 We covered a few of them and like Heather mentioned 349 00:17:35.840 --> 00:17:39.345 earlier there are many ways to take notes. 350 00:17:39.345 --> 00:17:43.460 No one note-taking method is good for 351 00:17:43.460 --> 00:17:47.420 all students in all situations, everyone's different. 352 00:17:47.420 --> 00:17:51.285 Every person learns and studies in a different manner. 353 00:17:51.285 --> 00:17:52.955 With this in mind, 354 00:17:52.955 --> 00:17:56.090 consider how you study and you can determine 355 00:17:56.090 --> 00:18:00.135 the method that compliments that. 356 00:18:00.135 --> 00:18:02.905 It depends on what you're learning 357 00:18:02.905 --> 00:18:05.630 and we will discuss the snacks. 358 00:18:05.630 --> 00:18:08.920 It'll depend on your own learning style. 359 00:18:08.920 --> 00:18:13.565 It all depends each one has its own advantages. 360 00:18:13.565 --> 00:18:17.810 You should also be ready to modify these methods to 361 00:18:17.810 --> 00:18:22.860 fit the needs of specific classes or instructors. 362 00:18:27.990 --> 00:18:31.525 Learning styles I mentioned that. 363 00:18:31.525 --> 00:18:35.020 Learning style, it refers to 364 00:18:35.020 --> 00:18:37.870 an individual's preferred methods 365 00:18:37.870 --> 00:18:40.495 of how they process information. 366 00:18:40.495 --> 00:18:43.135 It represents how they gather, 367 00:18:43.135 --> 00:18:44.680 how they understand, 368 00:18:44.680 --> 00:18:47.200 and retain new knowledge. 369 00:18:47.200 --> 00:18:49.450 There's a few different learning styles 370 00:18:49.450 --> 00:18:51.550 that we will cover. 371 00:18:51.550 --> 00:18:59.140 Yeah. There's many types as Jeanne just said, 372 00:18:59.140 --> 00:19:01.555 let's cover a few of them. 373 00:19:01.555 --> 00:19:05.815 One learning cipher type are visual learners. 374 00:19:05.815 --> 00:19:08.635 Visual learners learn best by seeing, 375 00:19:08.635 --> 00:19:10.390 by observing things like 376 00:19:10.390 --> 00:19:13.975 pictures, diagrams, written directions. 377 00:19:13.975 --> 00:19:15.850 Visual learners should make 378 00:19:15.850 --> 00:19:17.875 their notes visually memorable. 379 00:19:17.875 --> 00:19:22.330 Use colored pens or highlighters, drawings, 380 00:19:22.330 --> 00:19:25.165 graphs, charts, drawings, not meaning doodles, 381 00:19:25.165 --> 00:19:28.240 but drawings about what's being presented. 382 00:19:28.240 --> 00:19:30.580 Flashcards can often be 383 00:19:30.580 --> 00:19:34.340 an effective study tool for visual learners. 384 00:19:38.220 --> 00:19:41.740 There's auditory learners. 385 00:19:41.740 --> 00:19:43.465 Auditory learners, 386 00:19:43.465 --> 00:19:47.545 they tend to learn better when the subject matter, 387 00:19:47.545 --> 00:19:50.530 when it's reinforced by sound. 388 00:19:50.530 --> 00:19:54.100 Auditory learners, they listen carefully during 389 00:19:54.100 --> 00:19:56.080 lectures and they need to 390 00:19:56.080 --> 00:19:59.185 focus more on what the instructor is saying, 391 00:19:59.185 --> 00:20:02.600 rather than writing every detail. 392 00:20:02.850 --> 00:20:05.260 When reviewing their notes, 393 00:20:05.260 --> 00:20:07.870 they will benefit from reading and 394 00:20:07.870 --> 00:20:11.810 repeating key information out loud. 395 00:20:14.220 --> 00:20:17.650 Then there's our kinesthetic learners. 396 00:20:17.650 --> 00:20:18.760 We landed it Jeanne. 397 00:20:18.760 --> 00:20:22.780 [LAUGHTER] Kinesthetic learners are hands-on and 398 00:20:22.780 --> 00:20:24.400 they thrive when engaging 399 00:20:24.400 --> 00:20:27.800 all of their senses during coursework. 400 00:20:27.960 --> 00:20:30.760 During lectures, they should focus on 401 00:20:30.760 --> 00:20:34.030 note-taking because the writing itself, 402 00:20:34.030 --> 00:20:37.390 the physical act of writing, 403 00:20:37.390 --> 00:20:38.980 is an activity in it. 404 00:20:38.980 --> 00:20:42.370 It just helps their brain and their memory to 405 00:20:42.370 --> 00:20:44.530 engage in the learning process 406 00:20:44.530 --> 00:20:47.545 and the information that's coming in. 407 00:20:47.545 --> 00:20:50.290 Kinesthetic learners learn best when they 408 00:20:50.290 --> 00:20:52.480 are active during study time. 409 00:20:52.480 --> 00:20:54.490 Some ways to do this might include 410 00:20:54.490 --> 00:20:59.360 drawing diagrams or illustrations while reviewing notes. 411 00:21:02.400 --> 00:21:06.580 One of the things I think I don't know if anyone's ever, 412 00:21:06.580 --> 00:21:09.280 and think about having 413 00:21:09.280 --> 00:21:11.890 worked in the elementary school and you see that kid 414 00:21:11.890 --> 00:21:14.140 that just they're standing 415 00:21:14.140 --> 00:21:17.155 up on their feet and they're doing their work, 416 00:21:17.155 --> 00:21:18.670 they're leaning over and their desk, 417 00:21:18.670 --> 00:21:20.110 but they've got to stand 418 00:21:20.110 --> 00:21:22.015 or they've got adjust their feet. 419 00:21:22.015 --> 00:21:25.000 It is just they're engaging their whole body in 420 00:21:25.000 --> 00:21:26.605 their learning process because 421 00:21:26.605 --> 00:21:28.720 that's their learning style. 422 00:21:28.720 --> 00:21:30.970 That's how they engage their brain and 423 00:21:30.970 --> 00:21:33.235 their memory making the best. 424 00:21:33.235 --> 00:21:34.930 They can't sit still and you're 425 00:21:34.930 --> 00:21:38.185 like maybe just not my learning style. 426 00:21:38.185 --> 00:21:40.330 You go ahead as long as you're not disruptive. 427 00:21:40.330 --> 00:21:46.510 [LAUGHTER] 428 00:21:46.510 --> 00:21:49.615 Working with their learning style instead of against it, 429 00:21:49.615 --> 00:21:52.300 it can make note-taking less of a chore. 430 00:21:52.300 --> 00:21:55.630 There's this great learning style survey 431 00:21:55.630 --> 00:21:58.315 that Portland State University created. 432 00:21:58.315 --> 00:22:02.305 If you're curious to know what your learning style is, 433 00:22:02.305 --> 00:22:05.035 this is a great survey to take. 434 00:22:05.035 --> 00:22:11.500 Heather and I will provide you with this information. 435 00:22:11.500 --> 00:22:13.660 We'll follow up with an e-mail that 436 00:22:13.660 --> 00:22:15.400 will pop up afterwards. 437 00:22:15.400 --> 00:22:17.320 [LAUGHTER] 438 00:22:17.320 --> 00:22:19.540 That way you can take that survey 439 00:22:19.540 --> 00:22:22.375 and figure out what your learning style might be. 440 00:22:22.375 --> 00:22:26.510 Well, we do have a few strategies, 441 00:22:28.620 --> 00:22:32.500 strategies before, during, and after class. 442 00:22:32.500 --> 00:22:35.710 These are several tips and they can 443 00:22:35.710 --> 00:22:38.995 improve the quality of your notes in every class. 444 00:22:38.995 --> 00:22:44.030 You can pick one or two from each category to try it out. 445 00:22:44.070 --> 00:22:46.915 Before class. 446 00:22:46.915 --> 00:22:50.695 Read, or at least try to skim 447 00:22:50.695 --> 00:22:55.675 the assigned chapter in your previous session's notes. 448 00:22:55.675 --> 00:22:59.305 I feel like we just gave them permission to cheat. 449 00:22:59.305 --> 00:23:01.075 You don't have to read it. 450 00:23:01.075 --> 00:23:03.055 You can just skim it. 451 00:23:03.055 --> 00:23:05.980 You don't have to read it. 452 00:23:05.980 --> 00:23:07.210 [LAUGHTER] It's been an idea of 453 00:23:07.210 --> 00:23:10.280 what class is going to be about. 454 00:23:11.400 --> 00:23:15.415 Where you can easily see in here. 455 00:23:15.415 --> 00:23:19.765 I always like to sit in the very front of the class. 456 00:23:19.765 --> 00:23:23.605 I always thought that helped me when I went to school. 457 00:23:23.605 --> 00:23:26.170 Of course, turn off your cell phone 458 00:23:26.170 --> 00:23:28.585 to reduce distractions. 459 00:23:28.585 --> 00:23:30.445 Make sure you're prepared. 460 00:23:30.445 --> 00:23:33.220 Have all of your materials pens, 461 00:23:33.220 --> 00:23:34.360 paper, textbooks, 462 00:23:34.360 --> 00:23:36.475 all of that handy. 463 00:23:36.475 --> 00:23:39.280 You can select the note-taking system 464 00:23:39.280 --> 00:23:41.455 that works best for class that you're attending. 465 00:23:41.455 --> 00:23:44.600 Try out one of the methods. 466 00:23:47.630 --> 00:23:51.330 During class, there's a number of things. 467 00:23:51.330 --> 00:23:54.225 Date and number each page of your notes, 468 00:23:54.225 --> 00:23:57.425 and identify the main topic for that day. 469 00:23:57.425 --> 00:24:00.670 Listen actively and focus clearly on 470 00:24:00.670 --> 00:24:02.650 the presentation using some 471 00:24:02.650 --> 00:24:05.450 of the things we talked about earlier. 472 00:24:06.120 --> 00:24:09.175 If you find, maybe that, 473 00:24:09.175 --> 00:24:11.695 the instructor is going quickly, 474 00:24:11.695 --> 00:24:14.710 maybe use abbreviations or find codes that work for 475 00:24:14.710 --> 00:24:17.185 you repeatedly to help 476 00:24:17.185 --> 00:24:19.165 increase the speed of your writing. 477 00:24:19.165 --> 00:24:20.860 If you missed something or go, 478 00:24:20.860 --> 00:24:24.070 "I didn't catch that", just leave a space between them. 479 00:24:24.070 --> 00:24:26.680 Either catch another student at the class 480 00:24:26.680 --> 00:24:30.040 or ask the instructor later so you can fill it in. 481 00:24:30.040 --> 00:24:32.485 Then break down when the instructor 482 00:24:32.485 --> 00:24:35.500 emphasizes main ideas or details because that's 483 00:24:35.500 --> 00:24:38.080 usually a pretty good indication that it's going 484 00:24:38.080 --> 00:24:41.720 to be on a test or wanted in a paper somewhere. 485 00:24:44.670 --> 00:24:47.515 After class. 486 00:24:47.515 --> 00:24:49.945 You can compare notes with 487 00:24:49.945 --> 00:24:52.630 a classmate to check 488 00:24:52.630 --> 00:24:56.635 your own notes and accuracy of your notes. 489 00:24:56.635 --> 00:24:59.650 Review and edit your notes. 490 00:24:59.650 --> 00:25:02.350 This is where you can go back if you left that blank. 491 00:25:02.350 --> 00:25:06.295 You can go back and fill in any missing details. 492 00:25:06.295 --> 00:25:09.490 Summarize your notes with 493 00:25:09.490 --> 00:25:11.710 marginal phrases and you can 494 00:25:11.710 --> 00:25:14.095 identify potential test questions. 495 00:25:14.095 --> 00:25:17.995 Going back to the Cornell method that we talked about. 496 00:25:17.995 --> 00:25:22.300 Check your notes against the textbook. 497 00:25:22.300 --> 00:25:24.730 Review your notes within 498 00:25:24.730 --> 00:25:28.555 24 hours and before the next class. 499 00:25:28.555 --> 00:25:31.360 Use your notes to write summaries 500 00:25:31.360 --> 00:25:34.435 and other guides for active learning. 501 00:25:34.435 --> 00:25:36.820 Make sure you keep your notes in 502 00:25:36.820 --> 00:25:39.950 a secure place so you can know where to find them. 503 00:25:43.650 --> 00:25:47.470 In conclusion, whatever approach 504 00:25:47.470 --> 00:25:50.020 that you choose to take notes, 505 00:25:50.020 --> 00:25:51.700 remember that it's really 506 00:25:51.700 --> 00:25:55.220 important to still engage in active learning. 507 00:25:55.650 --> 00:25:58.780 You do that by reviewing those notes, 508 00:25:58.780 --> 00:26:02.005 going through them, maybe rewriting them. 509 00:26:02.005 --> 00:26:06.370 Not just that day but through the entire course. 510 00:26:06.370 --> 00:26:08.350 Collecting, you can have 511 00:26:08.350 --> 00:26:12.250 great notes but if you pull them all out 512 00:26:12.250 --> 00:26:13.600 the day before the test and 513 00:26:13.600 --> 00:26:15.220 that's the first time you've looked at them 514 00:26:15.220 --> 00:26:18.970 since you took them not so good. 515 00:26:18.970 --> 00:26:23.410 That's just a recipe that you're not going to do well, 516 00:26:23.410 --> 00:26:25.960 so it's an ongoing process. 517 00:26:25.960 --> 00:26:28.585 Taking your notes, reviewing your notes 518 00:26:28.585 --> 00:26:32.260 are something you need to do through the entire semester. 519 00:26:32.260 --> 00:26:36.520 Learning like exercising for fitness happens over time, 520 00:26:36.520 --> 00:26:38.965 not all at once. 521 00:26:38.965 --> 00:26:42.280 Though the reality is your instructors can teach you, 522 00:26:42.280 --> 00:26:44.965 they can provide you all of the information, 523 00:26:44.965 --> 00:26:47.920 but no one else can learn for you. 524 00:26:47.920 --> 00:26:50.875 That job is yours and yours alone. 525 00:26:50.875 --> 00:26:52.630 Preparing for, taking, 526 00:26:52.630 --> 00:26:55.600 and studying your notes is an essential part of becoming 527 00:26:55.600 --> 00:26:57.820 a successful learner and getting the most out 528 00:26:57.820 --> 00:27:01.190 of the time and effort you spend in class. 529 00:27:01.680 --> 00:27:04.275 Contact information. 530 00:27:04.275 --> 00:27:07.170 We will actually send the PowerPoint to you. 531 00:27:07.170 --> 00:27:09.450 If you're like, "I don't remember what 532 00:27:09.450 --> 00:27:11.760 this is or I want to look up more info on it." 533 00:27:11.760 --> 00:27:13.200 This is our contact info. 534 00:27:13.200 --> 00:27:14.810 Feel free to reach out, 535 00:27:14.810 --> 00:27:20.330 at any time with questions or thoughts, or feedback. 536 00:27:21.090 --> 00:27:24.670 We do want to give credit where credit's due so these 537 00:27:24.670 --> 00:27:28.430 are our cited resources that helped us along with this.