![]() But you can do quite a bit to help all students get more information into their notes, regardless of their natural speed, and that’s what we’ll talk about next. Obviously, some students are going to be faster note-takers than others, and this will allow them to take more complete notes. If they know that more complete notes will result in better learning, they may be more likely to record additional information in their notes, rather than striving for brevity. This would be useful to share with students. The quantity of notes is directly related to how much information students retain (Nye, Crooks, Powley, & Tripp, 1984). More is better.Īlthough students are often encouraged to keep notes brief, it turns out that in general, the more notes students take, the more information they tend to remember later. So if you’re not currently having students take notes in your class, consider adding note-taking to your regular classroom routine. With that said, a number of other factors can influence the potency of a student’s note-taking, and that is what these other points will address. On top of that, having the information stored in a new place gives students the opportunity to revisit it later and reinforce the learning that happened the first time around. Rather than passively taking information in, the act of encoding the information into words or pictures forms new pathways in the brain, which stores it more firmly in long-term memory. The thinking behind this is that note-taking requires effort. In other words, if we want our students to remember more of what they learn in our classes, it’s better to have them take notes than it is to not have them take notes. Whether it’s taking notes from lectures (Kiewra, 2002) or from reading (Rahmani & Sadeghi, 2011 Chang & Ku, 2014), note-taking has been shown to improve student learning. What the Research Says About Note-Taking 1. Even in student-centered, project-driven classrooms where students pursue their own authentic tasks like the Apollo School, or in more traditional classrooms that set aside time for Genius Hour projects, students need to gather, encode, and store information, so note-taking would still be a fit. ![]() ![]() So instead of referring to lectures in this overview, I’ll just talk about learning experiences or intake sessions-times when students are absorbing content or skills through some sort of medium, as opposed to purely applying that content or synthesizing it into some kind of product. But other learning experiences also lend themselves to note-taking: Watching videos in a flipped or blended environment, reading assigned textbook chapters or handouts, doing research for a project, and going on field trips can all be opportunities for taking notes. And yes, that is one common scenario when a student is likely to take notes. When we think about note-taking, it’s natural to assume a context of lecture-based lessons. Of course, there’s plenty here for teachers of social studies, English, and the humanities as well, so everyone sit tight because you’ll probably come away with something you can apply to your classroom. ![]() This information is going to be useful for any subject area-I found some really good stuff that would be especially useful for STEM teachers or anyone who does heavy work with calculations, diagrams, and other technical illustrations. Although this is not an exhaustive summary, it hits on some of the most frequently debated questions on the subject. So I’ve combed through about three decades’ worth of research, and I’m going to tell you what it says about best practices in note-taking. But if we’re going to call ourselves professionals, we need to know what the research says, yes? I have my own half-baked ideas about what makes one approach better than another, and I’m sure you do too. Every day, in classrooms all over the world, students are taking notes.
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