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  • uh...

  • todays workshop is called taking better lecture notes in just a quick uh... word

  • about the one next week it's called how to predict test questions

  • this is the first one of five workshops in a row i think it is that all have

  • that

  • terrible "T" word in it which is test or tests

  • so it's kind of a long series in how to become a great test taker which always

  • helps so that's uh... what's coming up next week

  • now i wanted to ask everybody a question before we start and uh... again

  • participation is welcome in these workshops

  • we're talking about taking notes while teachers are lecturing today so my

  • question is

  • kind of a simple one but i don't know if you've ever thought of this

  • why is it important or helpful for you to take notes

  • while a teacher is talking

  • what's the whole point of even doing that

  • to remember

  • yeah uh... one of the things that is the simplist way i can describe it is

  • you wanna take notes so that you don't have to rely on your memory

  • later on

  • you could be a fantastic listener and you can concentrate really well on the

  • teacher but unless you have an amazing ability to remember that

  • two or three or four weeks later when you're studying for a test on that

  • material

  • uh... it's almost impossible to remember what a teacher said

  • that's why you want to rely on your notes and if your notes are good and

  • they're complete and you can

  • study a lot from them

  • you should do better as a result

  • uh... the class that i teach

  • which is learn eleven a study skills course

  • my students are required on every test among other things

  • to do a

  • short writing probably less than a page where they describe in detail

  • something that i've taught them in class kind of like their teaching it back to

  • me

  • and very often amazingly often especially early in the semester

  • i get a student who writes as their answer

  • i don't remember

  • and how many points do they get for that

  • uh...

  • the big zero right and so what they're basically saying is

  • i was there that day it's like three weeks ago i remember

  • what you were talking about even remember what you were wearing

  • but i can't quite remember what you said and they're trying to actually go back

  • and remember

  • that's dangerous

  • so that's why you write it in your notes so that you can go over it and over it and

  • when the test comes it's still fresh in your mind that's the goal okay

  • so uh... as i mentioned a few minutes ago i'm gonna give you a handout that

  • uh... is sort of a a outline of what i'm gonna talk about hopefully i'll be able

  • to get all the way through this

  • today there's always a lot that i would love to share

  • never enough time so

  • i'll just go ahead and sort of give you a

  • but you can kind of pass that back

  • if there are extras back there you can just hold on to them and i'll get 'em at

  • the end and actually let me put some here

  • case people show up late

  • okay so in order to take better lecture notes uh... there are seven things

  • listed here uh... couple of little sub points so this will hopefully be easy for

  • you to follow uh...

  • people who are really good note takers

  • and there aren't that many of them actually because that's a skill uh...

  • end up doing almost all or all of these things regularly it's just a habit people

  • who are not good note takers

  • don't do any of these or maybe they just do one so if you can learn to do them

  • you'll be better at note-taking than most people

  • the first one on the list

  • has nothing to do with taking notes in class

  • it just has to do with preparing for lectures

  • there are two suggestions there

  • and i don't know if anybody here does

  • these already or not but

  • they're actually very simple but very hopeful when the

  • uh... lecture starts

  • the first one of these so this is the little sub point under number one

  • is to review the notes

  • and what notes are we talking about here

  • with

  • right the previous notes from the last time you were in class

  • most teachers when they lecture when that's their main way of teaching

  • when they come into the classroom they put everything down they might take role

  • and then usually they don't review alot they just sort of

  • hit the ground running right where they left off the time before

  • if it's been five days if it's been a week since you were in there last time

  • it's really hard to remember what the teacher was talking about at the end of

  • class and as a result

  • it's there's hard to focus at the beginning so if you were to spend five

  • to ten minutes

  • before class

  • right before

  • or earlier that morning or even the night before just kind of remembering

  • that it helps and then the other one that's part of that is uh...

  • previewing the textbook

  • and so if you have a teacher

  • who lectures basically from

  • the textbook

  • so every time you go there's a chapter covered for you to spend fifteen minutes

  • before you go to class

  • and become familiar with the main terms the

  • summary

  • all of that

  • it helps you when the teacher talks to start following them right from the

  • beginning kind of warming up your brain and so these again

  • might take a total of twenty or thirty minutes to do number one

  • but it actually helps alot when the lecture begins

  • so this is a very basic one

  • and uh... there's a lot more that i can say about that but i'm gonna go ahead

  • and move on

  • the second one

  • on the list is something that i always explain to my

  • students early in this semester very early

  • and that is when in doubt write it down that's my rule for note-taking

  • um...

  • are you able to write down everything the teacher says

  • no unless you are the fastest writer ever so that means all the time while

  • you're listening to the teacher you have to make choices

  • should i write that

  • do i not need to write that and sometimes it's really hard to tell

  • whether you should write something or not is that important or not

  • some teachers are really good about telling you

  • this is really important write it down that's nice

  • but most teachers don't do that they just talk and so one of the reasons that

  • you want to do these things

  • is so that when you get the class

  • and you listen to the teacher

  • you already have an idea of what's important in the book or what was made

  • important last time and then you can make good choices

  • but the other part of this is

  • uh... if you're ever in a class and the teachers talking fast and you're trying

  • to write things down and you're trying to decide

  • if you get to a point where they're saying something and you hesitated you

  • think

  • should i write that or not

  • what's the best thing to do

  • write it down

  • ok uh... it's much better to make a mistake on the side of writing too much

  • in your notes

  • rather than not enough and often times in my class i see

  • students

  • looking at me

  • and paying attention to me

  • and so that's nice to see

  • but then i make several points in a row

  • and i look and they just

  • are sitting there

  • just like it's a conversation and they're listening to me but they're not writing

  • any of it down

  • and that makes me always very nervous because there may be a test

  • two weeks or three weeks later

  • and i know that most of them are'nt going to remember anything of what i said

  • if you write it down and as as i said before you get to go back and review it

  • later so if you're ever wondering

  • it's like fifty-fifty should i write that or not go ahead and write it if you're

  • pretty much sure it's not important go ahead and skip it

  • but it's better write too much than not at all

  • okay so that's very simple principle number two

  • okay now for these next couple gonna slow down a little take a little more

  • time number three is my my main

  • uh... advice that i give students about note-taking

  • and that's to go on a diet

  • which sounds like a very strange uh... suggestion

  • anyone want to guess what i mean by that

  • mmhhh....

  • yeah that's right we'll uh... when somebody goes on a diet and they lose a

  • lot of weight what happens to their body

  • it shrinks right

  • that's what you're trying to do now i just got through telling you that the

  • number one mistake that most people make is that they don't write enough

  • they sit and listen but they don't write enough that's a problem

  • the second most common problem is this and that is once their hand starts

  • moving and they start writing

  • they write way

  • too many

  • words and every time you're writing these words the teachers always talking

  • faster than your writing which means you're falling

  • further and further behind it is very frustrating especially if your teacher

  • really is fast like a lot of them are and so

  • uh... what you should do is learn to go on a diet

  • there are actually several ways

  • to do that but i'm gonna show you one and kind of illustrate it and then

  • give you another one two ideas

  • the first one so again this is under number three

  • is to learn how

  • to use abbreviations a lot when you take notes

  • most of you who take notes now probably use

  • a few of those

  • but i want you to learn how to use even

  • more and so uh... i want to ask a question before i show you what i have in mind here

  • uh... some people i ask do you use abbreviations when you take notes and

  • they say oh no

  • no no i would never do that

  • and i ask them why and what do you think there

  • reason is

  • yeah they they're they're terrified

  • and this is a good fear

  • they're terrified that they're gonna forget what that's an abbreviation of

  • and then when they go back to their notes they don't even understand them so

  • that's a problem okay but

  • i have something in mind for you so let me show you this

  • um... if you were in

  • a

  • history class

  • and you walked in on the day of the lecture and your teacher said

  • today in class we're going to talk about the period of history

  • in our country after

  • the civil war which was called reconstruction

  • so that's the whole subject of the lecture

  • well you're gonna have to write that word reconstruction

  • a lot

  • you don't want to write that a lot it's a very very long word

  • and also and some of you who are

  • taking more technical classes

  • if you don't know how to spell the word

  • that slows you down even more because you're trying to get it right so i wanna

  • write the word reconstruction here and i know how to spell it so that makes it

  • faster

  • but just look you don't have to time it on your watch or anything but look how

  • long it takes me even if i write fast

  • to write that word

  • what is the teacher doing while i'm writing that

  • yeah talking if you ever get a teacher who says that's a long word i'll wait

  • while you all write it down

  • you should almost have a heart attack they never do that they're just talking

  • ok so while you're writing

  • they're getting further

  • and further away from you and so this is a mistake

  • well one abbreviation that people sometimes think of for this would be

  • something like this

  • and that's a lot shorter and even though it doesn't seem like it matters that

  • much

  • every second is kind of important when you're racing to stay up with the

  • teacher

  • so this would be good

  • uh... what's wrong with

  • this abbreviation

  • yeah this could stand for

  • lots of things

  • right and that's what we were talking about before you don't want to get

  • confused about that

  • but i'm gonna give you a suggestion and i know this is going to sound like a bad

  • idea but you just have to sort of hang with me for a minute

  • my favorite abbreviation of this word is not

  • this or this

  • it's this

  • and that's a real abbreviation that's like a diet down to one letter

  • now what i'm not saying is that when you abbreviate things that it should always be

  • one letter

  • anything you do to make it shorter is good but

  • this looks like a terrible idea why because that could stand for

  • thousands of words right and can you imagine

  • if you wrote notes and you thought of this really good abbreviation

  • and you used it all over the page and then you looked at it like three weeks

  • later before the test that you have no idea what r is

  • thats bad thats really bad

  • so

  • this brings me back to the first point that i made

  • on the uh... outline and that is

  • to prepare for lectures

  • one of the things a lot of people do which doesn't take very long and very

  • smart

  • is that when they're looking through their notes or their textbook especially

  • their book

  • and they happen to notice that there are certain words that keep coming up over

  • and over again in the book because that's the main subject of the chapter

  • they realize

  • when i go to class tomorrow or later today i'm gonna have to write that word

  • a lot and i don't want to write it

  • so what they do is they find a sheet of paper

  • write the word abbreviations at the top and they abbreviate that

  • and then in this example they would write r equals

  • and then write the word reconstruction

  • and then they look in that same chapter and they notice

  • the president of the united states during most of that time was a man named

  • andrew johnson

  • what is a good abbreviation for andrew johnson

  • yeah a_j_

  • but all of you have had history classes you know that there are hundreds of

  • names in there

  • and so there could be another a_j_ you want to get that mixed up so you go back

  • to your little page and you write a j equals andrew johnson and maybe just write two

  • or three more

  • when you get to class

  • and you're ready to take notes and i'm

  • sitting next to you and i haven't even looked at the book i don't even know

  • what the lectures about at all

  • as soon as the teacher comes in and says

  • today we're going to talk about andrew johnson and reconstruction and then they

  • just are talking really fast

  • i'm sitting there

  • re cons

  • st st struc

  • tion and i'm going really

  • slowly and you're writing your abbreviation down and then going fast

  • and then when you go back later to review your notes

  • you don't have to remember now what was a

  • uh... j what was r

  • because it's on your little key so it takes your memory out of it which is

  • good so especially when a teacher of yours lectures from the book

  • you can look ahead of time and try to make a little strategy like this and again it

  • doesn't take very long

  • but it helps when the time comes so that's what i mean by abbreviations

  • and i'm gonna show you a couple more examples in just a little while and then

  • the other part of this

  • uh.. number three talking about going on a diet with your notes

  • is this and i'm going to say this two different ways one is

  • leave out

  • unimportant

  • words

  • uh...

  • when you're writing notes in class are your notes supposed to be usually

  • beautiful full sentences

  • no and what some people do is they write beautiful sentences all the way

  • out

  • and that slows them down because again you're trying to shrink what you do

  • so what you want to do is make you're no notes

  • uh... something that an english teacher would have a heart attack

  • looking at because it's terrible english and all that terrible grammar

  • and as a result its all choppy

  • all kinds of words are taken out

  • and it's just the basic

  • words that you need again i'm gonna show you how this works in a few minutes

  • people find this sometimes hard to do at first

  • because they're thinking all right you want me to use abbreviations

  • and you want me to leave out un important words

  • so they're trying to listen to the teacher and write good notes and

  • remember to use abbreviations and remember what words to take out

  • it just seems like it's too hard

  • but if you practice it enough

  • you start getting really good and really fast at it and again i'm gonna show you

  • what it looks like

  • actually in writing in just a little while

  • so these are the two uh... parts of going on a diet okay now the next one on

  • the list is number four which is know your instructor

  • and this could mean a lot of different things

  • but i have one

  • uh... specific idea and then a follow up to it

  • um... the first one

  • is to

  • understand

  • your teachers lecture style

  • so this is the first part of that

  • their lecture style

  • uh... you know that uh... from your experience as a student whether that's a

  • lot of experience or a little you know that every teacher has a different way

  • that they

  • get their material across

  • how many of you have a teacher this semester who uses the

  • screen and shows power point or something similar to that

  • got any

  • only a few only a few

  • how about uh... teachers who write on the board

  • got some of those

  • okay uh some people uh...

  • give handouts go off of that ok and then other people other teachers just

  • stand there and

  • talk

  • you have nothing to look at it's just talk talk talk for two or three hours ok

  • that makes it hard

  • so what i mean by the lecture style is

  • what does your teacher want you to write in the notes

  • ok some teachers are very good about telling you ahead of time

  • this is what you should write but quick question for you when you see something

  • on a board that somebody wrote or it's on the screen like on a power point

  • um... should you

  • write those things down in your notes

  • yet the answer to that uh... officially is

  • uh... not sure it depends on the teacher ok some teachers if you ask them

  • i noticed that you use the board a lot or that you have the power point am i

  • supposed to be writing all that down

  • some teachers you know what they'll say

  • yes that's why i'm writing it up there

  • and so you need to write it but there are other teachers who say

  • you don't have to write all that down

  • it's all in your book

  • i'm just giving you

  • all of that as a visual aid so you can follow me better when i teach

  • and you can write a little of it but you don't have to sit there writing like

  • crazy

  • those of you who have teachers who use power point if you ever had this

  • teachers don't understand how long it takes for people to write things down

  • and so they're clicking clicking click into the next one and you almost get a

  • sore neck trying to write all that down ann sometimes you need to write it but

  • sometimes you don't

  • um... so you're trying to understand early in the semester for every teacher

  • 'cause they're all different

  • what do you want me to write how do you want me to write the notes

  • and then the other part of this

  • is this uh...

  • i'm gonna uh... sort of introduce this first before i write it on the board

  • there is a habit

  • that you can get into doing

  • that i bet nobody here has ever done in your life

  • that will take you less than five minutes

  • and it'll help your notes to be much better

  • after that

  • and should help you get better grades

  • so that should sound pretty good it just takes a few minutes of your time

  • and it helps everything get better and here's what it is

  • when you show up to most college classes the very first day

  • what does the teacher usually do the first day

  • talks about the class so they

  • they usually give you a syllabus

  • they explaine what you're gonna be doing the rules usually they don't

  • lecture very much unless it's a like a three hour class and so they just

  • kind of introduce the class right then the second time you go

  • that's usually

  • the start right so this is the first lecture and unless you've had that

  • teacher before

  • which you probably haven't

  • this is the first experience you've ever had

  • watching this person teach and listening to them so all new to you right

  • so here's the little habit

  • when the first lecture of the semester is over

  • and the teacher says i'll see you next week

  • and everybody starts walking out the door

  • what i want you to do

  • is

  • not walk out the door but instead walk up to your teacher and show the teacher

  • something

  • what are you gonna show them

  • yeah your notes

  • have you ever shown a teacher your notes before

  • most people say

  • are you kidding

  • you know i would never do that because there's sort of embarrassed about them

  • but this

  • is one of the best things that you can ever do

  • um... the reason for that

  • going to start that with you

  • the reason for that is this um...

  • there are a few teachers a few who will not react very well to this but most

  • teachers will really react well

  • if you walk up after the first lecture your teacher doesn't really know who you

  • are yet they're still learning the names

  • so you would go up to them as they're getting ready to leave the room and

  • you'd say uh... you'd introduce yourself

  • and then you'd say i wonder if you could do me a really big favor if you've got

  • i took notes today

  • i don't have any idea if these notes are good for what i need in this class or

  • not

  • so could you just take a minute or two and look at the notes

  • and just give me an idea of if whether

  • i'm on the right track or whether they're way off

  • every once in awhile a teacher won't help you

  • but most teachers will be so excited

  • that you actually care that much

  • to ask them to look at your notes that they'll be very happy to

  • and so

  • here's what will happen the teacher says oh sure that's fine and so you

  • you give them your notes and they put it on the podium right in front of them i

  • know that that's a little bit um... scary for you to stand there watching

  • the teacher

  • evaluate your notes

  • but here's what will happen sometimes not very often but sometimes the teacher

  • will look at your notes

  • and then they'll say

  • yeah these are good these are good

  • and you say really

  • okay that's good and then how if that's the case if that happens

  • how are you gonna take notes every time you go to class after that

  • yeah same way

  • but is that usually going to happen no

  • instead here's what's gonna happen you give your notes to the teacher

  • yeah sure let me look at 'em

  • and then while you're standing there the teacher starts looking through your

  • notes

  • and starts making this sound that only teachers can make

  • it's like this

  • tch, tch, tch

  • and they'll look at you and say

  • no no these really are not very good

  • now if they say that to you i know what you want to say back

  • you want to look at them and say

  • well if you just talk slower than i can and this is not time to get into

  • an argument that's bad but what you do is this

  • and a lot of students have

  • taken me up on this and have done it they say oh these notes really

  • aren't that good for this class and they say no they're not

  • can you show me an example of where i messed up

  • and so here's what the teacher might do they might look on your notes

  • and they might say

  • see right here

  • you wrote this little

  • phrase in your notes

  • and you look at it and say yeah here it is

  • looks good and i wrote that

  • and they said i'm glad you wrote that

  • because i put it on the board

  • but they'll say i talked about that subject for over ten minutes

  • and that's all i see on your paper there are no notes about it at all

  • and so you might say well

  • the reason i didn't write anything down is that you were just giving examples

  • and i didn't really think it was that important to write the examples down

  • and so the teacher might say

  • in this class whenever i

  • say the words for example

  • write the next thing that i say so in other words they're teaching you

  • how to take notes for them and every teachers different for this

  • and so if you show them bad notes

  • and they point out how to make them better

  • then your notes after that should be better and then your grade should go up

  • here's what people do all the time which is kind of sad

  • the go to the first lecture of the semester they take notes and the notes are really bad

  • they don't know their bad

  • but they're just bad the next time they come how do they take notes

  • the same way

  • same way

  • bad bad bad bad bad bad and then they gather all their notes they're bad notes

  • to study for their first test

  • and

  • how do they do on the test

  • bad but if they take notes

  • bad notes once

  • and then they fix them from then on because they know what the teacher said

  • then their notes are better better better and then their grades usually are

  • better also so the uh... the little section there under know your instructor

  • would be you can see it this way show the notes

  • to teacher

  • uh... early in the semester

  • for evaluation

  • is probably the best way to say it

  • you could do that even now

  • i know it's the seventh week and it would've been good to do it like the

  • first or second week

  • but if you're taking a lot of notes in your class now

  • and you're not even sure if you're even close to being what you're supposed to

  • be as a note taker

  • it wouldn't hurt even now to go up to the teacher afterward and say this is

  • how i've been taking notes all semester

  • should i change something or do these look good and then just let the teacher

  • tell you

  • and it'll help a lot ok so that's a concept of know your instructor

  • any questions on any of these four so far we're gonna get to the last couple

  • which are

  • important but i wanna

  • make sure your all ok before i move

  • we're good ok so um... the number five on the list is use a good note-taking system or

  • method

  • uh... there are actually a lot of ways to take notes

  • and when i ask students this question i almost always get the same answer i say

  • when you take notes what method do you use

  • and most people look at me

  • what method and i say yeah they say well mine

  • in other words they just sort of write

  • stuff i kinda made it up

  • in order to be a good note taker

  • because every teachers different you need to have more than one way of taking

  • notes if you have like

  • three or four different ways that would be good

  • one of those ways would probably be your favorite one

  • and it would usually work

  • but you're gonna get into a class where that just doesn't work and it's good to

  • have plan b and plan c

  • well the one that i want to show you some of you may be already familiar with

  • but

  • this method of note taking actually works very well for a lot of students it's

  • not perfect and it doesn't work for everyone equally but

  • it's always has a good track record so i want to go through this with you for a

  • couple minutes and teach it to you

  • and then i'm gonna show you an example of this so that you could really get a

  • good idea of uh how it uh... looks in practice ok

  • so this is called the cornell note-taking system and you can always

  • read the information

  • these steps later on

  • but for right now to make this easier

  • i want you to go ahead and turn to the back side

  • and look at the little diagram there ok and so what i want to do this is just

  • uh... kind of a visual aid for you

  • i want to show you how notes are taken this way and then i'm going to give you

  • an example and show you why they're helpful for a lot of students ok

  • so here's what you do

  • to take notes in the cornell method uh... normally unless you have very

  • strange notebook paper

  • your paper has a little margin on the left side right and so what you do to do

  • this

  • is you go up to the very top line and you do this ahead of time

  • and you have to prepare your paper

  • and it takes five seconds to prepare it so it's about as easy as it gets

  • you go to the top-line right at the margin you go in about one more inch

  • and then you draw a line down

  • you stop about five six lines from the bottom and you draw another line across

  • and you just do that on every piece of paper that you're going to use so that's

  • pretty easy

  • when you do a when you've drawn these two lines

  • you've divided your notes into three parts

  • this big part right here which is where you're going to take notes during class

  • and then this wide margin and this bottom part and you're not going to do

  • anything with these during the lecture

  • this is for afterward

  • and so then when the teacher starts teaching

  • you're gonna be writing notes in this section and the one difference between

  • the way you may take notes now and the way this asks you to

  • is that you're going to be writing some things right here at the margin

  • and you're gonna be writing other things in further on the page

  • and so what goes here at the margin

  • is what is listed

  • right here and by the way

  • when you do this with your notes you're not supposed to write the words

  • main idea and supporting details on the paper it just shows where they go again

  • it's kind of a diagram

  • but here's the way this looks

  • the teacher is going to be a history teacher again and they're gonna teach

  • you today about the many causes of the civil war so that's the subject of the

  • the um...the lecture

  • first thing they say is

  • the first cause of the civil war in this country was the economic problems in the

  • country at the time

  • so that's the first main idea the first subject

  • you write that here

  • then they give you details probably more details then you want

  • all those details get written here

  • then they say let's go on to the second cause of the civil war which was

  • slavery

  • and you go back here write that

  • you write the details about it

  • and that's basically the way you take notes during the class again nothing

  • over here

  • nothing down here just the notes

  • and one quick question about this and that is uh...

  • we talked about um...

  • the idea of um... try to go on a diet with your notes as much as possible

  • on which part of these

  • would you need to go on a diet more

  • the main ideas or the details

  • yeah the details and the reason is cuz you wanna make sure you get the main

  • ideas really clearly down

  • it's the details that most teachers

  • fire at you way too fast and that's where you have to abbreviate and leave out

  • unimportant words

  • i'll show you an example of this in a little bit

  • now if you're still taking notes when you get down here near the end of the

  • uh... class

  • uh... the bottom of this page is not here

  • because you're saving this for later it's right there

  • then you would go to another piece of paper or the back side

  • and just keep doing what you're doing with those two lines written and that's

  • how you take notes during the class

  • k when the class is over

  • then it's time to

  • review

  • and part of the way you review is to fill this out and the other one is to

  • fill this out and i'm gonna show you examples of that as we go

  • when you look here at the... diagram

  • you see that often this left margin it talks about keywords or titles

  • and then at the bottom it's a summary

  • so what is that exactly look like

  • well if we take this as an example let's say that you wrote in your notes

  • one cause of civil war was economic problems in the country

  • right across from it after class you would write the same thing that you

  • wrote here except just

  • shorter just a few words like a title

  • so you might write economic problems

  • and then you'd slide down and read second cause of civil war was

  • slavery

  • and you'd write the word slavery here

  • and then you do that all the way down so that's what these titles look like

  • and then the last thing you do

  • is to write a short summary just a couple of sentences

  • where you name the main ideas again maybe give a couple of details and then

  • when you're done

  • that's it it's kind of a package deal

  • alright now i want to show you an example of how this works

  • and then i gonna

  • give you uh... sort of an explanation of why this tends to help a lot

  • uh... so let me go ahead and

  • give you the this

  • this should look at least sort of familiar to you

  • okay because it's the same form as what i just explained but this is what it

  • looks like again actually having been taken

  • take it

  • so uh... this is a these are notes from a lecture in a biology class they

  • all deal with poisonous animals as you can see there

  • and so uh...the person who took these notes

  • wrote

  • uh... the main ideas which were the animals that were being discussed and

  • then all kinds of details about each one

  • went back out to the margin details back out et cetera same form all of

  • this on the left all of this on the bottom again was not touched during

  • class at all

  • um... i want to have you take a look at all of this and i know that you haven't

  • actually heard this lecture but i just want to show you a few things

  • um... i talked about uh... leaving out unimportant words abbreviating if

  • you look at the very top of the page where it says arrow poison frog

  • the very first fact listed there

  • even though you've never heard this before i bet you can figure out what it

  • says what does it say

  • rainforest

  • and whats the other part

  • see this is hard going backwards from not having heard it right

  • what this first uh...

  • phrase was

  • in the lecture was

  • the this animal the aero poison frog lives in the rain forests of south and central

  • america

  • that's what that means

  • and there are forty types

  • they're all less than two inches long

  • et cetera et cetera okay

  • so rather than writing they live in the rainforest of south and central america

  • which would take you forever you try to figure out a way to shorten words to

  • abbreviate

  • and just right at like a skeleton without any meat on it that's the way i

  • describe the notes

  • and again if you gave this to an english teacher they would have a heart attack looking

  • at it cause it's all terrible

  • no correct spelling grammar it doesn't matter ok as long as you understand what it

  • means that's the important thing also you remember i said a little while ago that

  • doing a little research ahead of time

  • and figuring out some abbreviations you're going to use is very helpful well

  • if you look in the upper corner of the page you see where it says p equals

  • poison

  • this person knew that this lecture was going to be about poisonous animals and

  • they thought

  • i'm gonna have to write the word poison poisonous poisoned all the time i don't

  • wanna right that it takes too long

  • so they came up with a little key

  • that every time they have to write any of those words they're going to just put

  • a capital p_ and if you look down the list you see a lot of capital p's and

  • that saved precious seconds that they could use them to keep up with the

  • teacher again it's like a race that you are trying to keep up um... so this is the way

  • that notes actually look and then there's a summary at the bottom

  • which mentions the names of the three animals again and gives a few little

  • details about each one ok now uh... everything that you see here should look

  • familiar based on what i taught you about this and even though i went

  • through it quickly

  • there's one thing though on here that should not look familiar

  • because i didn't say anything about it

  • what is that

  • yeah besides the summary yeah is the numbers

  • okay i didn't say anything about number so what is that well i'm gonna show you that in a

  • second turn to the back side if you would

  • these notes are exactly the same as these everything is the same front and back

  • except one big thing

  • which is

  • all these little words out to the side

  • so if you take a quick look back at your outline for this workshop you

  • see number six there which says review your notes interactively

  • now how do you think most people review their notes

  • when they go back to study them what do you think they do with them

  • or what do you do with your notes

  • yeah how do you review 'em

  • yeah what most people do is they try

  • to read 'em figure out what they wrote and then if they have time after that

  • what do they do

  • read 'em again

  • and then if they have time to read 'em again

  • and they just hope that if they look at it enough that somehow it'll get in

  • their brain and they'll remember it for the test

  • well that's studying your notes reviewing 'em but it's not the best way to do it

  • the best way to do it is interactively and what that means is

  • this i'll show you this example

  • uh... we take this that's already been taken in the cornell method and take a

  • blank sheet of paper or your hand or a book or whatever

  • and you cover up the entire page except for that left column

  • and then you read the first title out loud to yourself and then what's the

  • next thing you do

  • yeah you

  • test yourself right so you say okay

  • and that's what these numbers are i'm supposed to know seven things about

  • the a arrow poison frog what are they

  • and you actually test

  • yourself and then when you're done you go back and say okay i got that one i

  • got that one i got that one wrong so you make a little note i

  • forgot that one completely and so that's what interactive means it's that your

  • testing yourself not just staring at them

  • but testing yourself and when you cover up the majority of the page

  • what is this page

  • more like now as a study tool

  • what do you have what what do you use as a study tool that has two sides to it

  • yeah flashcards right so you test yourself and learn what's on the back well

  • you don't even have to do that with these because they're actually

  • already in that form you have one side and the second side

  • and then even better than that even though it's not necessary or required

  • when we go to the other side

  • uh... it's a lot easier to test yourself when you have these little words that

  • prompt your memory

  • because if you're on the front side you're just saying okay

  • i know i'm supposed to know seven things about the arrow poison frog what

  • are they and you're trying to remember here you're actually able to say okay where

  • where do they live

  • how many types are there what's the size and it makes you learn the

  • material faster

  • and so you always know if your notes are good

  • if you're able to go back to them later and test yourself from them

  • to get ready for the test

  • and if you can't really test yourself on them at all all you can do is just look

  • at 'em they're not very helpful so this format the reason i like this format a

  • lot

  • is because then you're able to fill things out on the left and then cover up

  • and test yourself

  • and see what you know and what you don't know

  • and then keep testing yourself till you know it all and then when the test comes

  • the real one

  • you should do very well okay so that's the meaning behind

  • uh... and studying the notes or reviewing it interactively ok and then

  • of the last thing

  • that i wanted to share with you just for a couple minutes

  • uh... has to do with number seven which is type or rewrite your notes and by

  • the way i should say one more thing about this uh cornell method that's kind of

  • important and that is uh...

  • this method of note-taking does not work equally well with every teacher

  • the kind of teacher that this works the best with is a very organized teacher

  • who seems to be following some kind of an outline when they teach

  • all of you i think have had teachers like that where everything is just step

  • to step to step

  • but all of you have probably also had at least a few teachers

  • they didn't teach that way at all it seemed like they were making it up as

  • they went along and they are just all over the place

  • it's really hard to take notes in this method

  • when the teacher talks about one thing

  • and then a second thing

  • and then they say more things about the first thing and they are just all over

  • so if you have an organized teacher

  • this works great if your teachers not like that at all

  • then you may need to figure out another way to do it but this is a something

  • that's kind of important for you to know so as far as number seven goes

  • and uh... by the way is this did the sign-in sheet make it back

  • ok just want to make sure that's right somebody brought it up

  • i want to take a look at these before i

  • have you go um...

  • type or rewrite your notes

  • uh... do you think if you took time to type up your notes

  • on your computer or rewrite them on paper that they would be better than the

  • notes you took originally

  • you know the chances are really good the answer is yes okay but

  • and so everybody kind of understands that but then i say okay so why don't you do that

  • with your notes

  • and everybody says

  • you want me to rewrite it

  • you want me to type 'em up you know it's seems like i don't have time for

  • that it takes a lot of effort and i understand that

  • uh... i've even had a few people say so you think it's important to

  • type up your notes or rewrite and i said yes it's very helpful and they actually

  • handed me their notes and they say could you do that for me

  • and i said

  • no first of all i'm really busy but second of all

  • that misses the whole point and so what i wanted you to be aware of for this is

  • when your

  • sitting there at your computer

  • and you're reading your notes

  • and you're trying to figure out how to

  • say them better

  • or you have paper and you're trying to rewrite them you're not just copying

  • everything that you tried to re-do them

  • what are you doing

  • basically while you're re writing or typing 'em

  • yeah you're reading 'em over and you're thinking about'em which means you're

  • reviewing 'em

  • which is really good and so the act of doing that of typing or re-writing your

  • notes is review its study

  • and then when you're done you have notes that are better than the ones who took

  • in class and so you may not be able to do this with every class you have

  • but if you have one class in particular

  • where the teacher talks really fast or gives a huge amount of information one

  • of the best things you could do later that day or that night while it's

  • still sort of fresh

  • is to go back over your notes and type them up or rewrite on and then the notes

  • are better

  • you've studied while you were doing it

  • it's all good so i know it seems like a hassle like it takes time

  • but there's a lot of benefit to doing it so i would definitely recommend that

  • okay

  • uh... let me take a quick look here and always want to make sure i can read

  • these uh... michelle

  • michelle okay

  • just wanna make sure i got uh... the names right okay good

  • alright so i'll email all these teachers later today

  • uh... remember next week is the workshop on how to predict test questions i think

  • that's kind of a helpful things so i'd love to see you back for that one and

  • thanks for coming today

uh...

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LBCC - Taking Better Lecture Notes (LBCC - Taking Better Lecture Notes)

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    Hsin Wei 發佈於 2021 年 01 月 14 日
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