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I would like this also, Leonard!

Susan Barganier

-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Kath Ruggeri
Sent: Thursday, April 03, 2014 6:51 AM
To: [log in to unmask]
Subject: Re: Chron of Higher Education

Dear Leonard:

I would welcome your effective "Note-Making" PowerPoint.

Kath




On Thu, Apr 3, 2014 at 5:35 AM, Geddes, Leonard G. <[log in to unmask]>wrote:

> Interesting topic and great comments thus far.
>
> Question: Why is it that whenever students are weak at something, they
> are always viewed as the problem?
>
> This mindset seems to foster powerlessness among educators. Education
> is a relationship between educators and students, so what one side
> does in the relationship affects the other. Students are not great
> note takers, but educators are not the best presenters of information.
> One of the original creators of PowerPoint created a short online
> booklet entitled "Death by Powerpoint" in which he described how the
> medium is misused.  Educators were among the worst offenders.
> PowerPoint is a visual medium, yet educators often use it as a glorified Word document.
>
> A more effective use of the PowerPoint platform is to use visual
> imagery to complement the presenter's message. This way the message
> being seen by the audience does not overpower the message being heard.
> Students (and all other humans) operate best when they do not have to
> divide their attention among three different cognitive functions:
> listening, reading and writing at the same time.
>
> The metacognitive piece -- Students do not fully get how their notes
> will read to them later in the day or a few days later. Students must
> move from transcribing information to connecting what they are writing
> to how the information interacts with what is in their minds.  This
> moves them from simply taking notes to making notes as Nic suggested.
>
> Taking too many notes is a very common problem; it is an indicator
> that students lack depth of knowledge. Distinguishing between
> important and less important information requires prioritization,
> which is a higher-order thinking skill in itself. To prioritize
> information, students must be able to effectively analyze the
> information and then make judgments about what is essential, not essential, the degree to which they grasp material, etc.
>  And they must continually do this throughout class -- pretty tall order.
>
> I believe I still have an old presentation I used to share with
> faculty and our tutors on effective "Note-Making." I'll search for it
> if there is interest.
>
> Leonard Geddes, MA
> Associate Dean of Co-Curricular Programs Coordinator of the Lohr
> Learning Commons
> (828) 328-7024
> [log in to unmask]
> www.lr.edu
> Personal Learning Assistance Blog - The Well: thewelledu.com
> ________________________________________
> From: Open Forum for Learning Assistance Professionals [
> [log in to unmask]] On Behalf Of cassandra.l.hawkins-wilson [
> [log in to unmask]]
> Sent: Wednesday, April 02, 2014 2:01 PM
> To: [log in to unmask]
> Subject: Re: Chron of Higher Education
>
> Teaching all level of students, I have noticed that taking notes is a
> skill, which many of them lack.  I no longer teach with PowerPoint.
> When I taught with PowerPoint, students would be so focused on the
> bullets, which were on the slides, that they would miss the actual
> lecture.  I currently use the flipped classroom method to assist
> students with the retention of knowledge.  I am interested in
> techniques that effectively teach students how to efficiently take notes.
>
> Best regards,
>
> Cassandra
>
>
> *Students: Please include your email address, phone number, and J ID
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> Cassandra L. Hawkins-Wilson, MA
> [log in to unmask]
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> *Instructor of EnglishJackson State UniversityUndergraduate
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>
> On Wed, Apr 2, 2014 at 9:40 AM, Milligan, Teresa
> <[log in to unmask]
> >wrote:
>
> > Many instructors at our college have told me that students simply
> > don't take notes, and they aren't sure how to "get" them to take
> > notes or see
> the
> > value of them or use them, etc. I think this speaks to a couple of
> points.
> >
> > 1. Notes, as a topic in general, seem to be viewed as either right
> > or wrong both in the content and the structure. In my view,
> > electronic notes are tough for lectures, especially for struggling
> > students, mostly
> because
> > they don't (yet) easily allow for the on-the-fly structuring needed
> > to match a speaker's thought path. If struggling students are afraid
> > of
> doing
> > something wrong, chances are they won't do it at all. We could use
> > that ounce of preparation, as could our students, to scaffold for that fear.
> >
> > 2. Students do not seem to want to take the risk of ruling out a
> > piece of information as unimportant, and then need to know it for a test or job.
> So,
> > if they were to take notes, they'd write down EVERYTHING. Or, they
> > don't take notes at all. What's more, writing is what we say + how we say it.
> > Students can only last so long if they're struggling with both. We
> > could
> do
> > a better job of helping students sift information and teaching them
> > how organize it.
> >
> > 3. Many of our instructors use PowerPoint for their lectures, and
> > then encourage students to follow along during lectures. This is a
> > great
> effort,
> > but what a student might write down for notes is often already on
> > the slide. We could explore how to use technology as a tool.
> >
> > 4. The issue of teaching teachers how to teach appears again! I see
> > instructors too often simply ignore this and blame the student, or
> > take a sort of sink-or-swim attitude; or, explicitly tell the
> > students what to write down for notes. There are plenty of
> > scaffolding strategies
> available
> > to TEACH - not tell - students how to take notes without breaking
> > from
> the
> > normal curriculum. We could make that a part of a healthy
> > professional development program.
> >
> > Whether electronic or longhand, the issues surrounding note-taking
> > seem
> to
> > be symptoms of a larger issue. That final quote in the original post
> > - "...if the notes are taken indiscriminately or by mindlessly
> > transcribing content...the benefit disappears" - hints at a starting point.
> >
> > Teresa Milligan
> > Instructor, Elftmann Student Success Center Dunwoody College of
> > Technology
> > 818 Dunwoody Blvd.
> > Minneapolis, MN 55403
> > Direct:  612.381.3364
> > dunwoody.edu/elftmann
> >
> > Let us not think of education only in terms of its costs, but rather
> > in terms of the infinite potential of the human mind that can be
> > realized through education.
> > -John F. Kennedy
> >
> >
> >
> >
> > -----Original Message-----
> > From: Open Forum for Learning Assistance Professionals [mailto:
> > [log in to unmask]] On Behalf Of Larina Warnock
> > Sent: Tuesday, April 01, 2014 1:24 PM
> > To: [log in to unmask]
> > Subject: Re: Chron of Higher Education
> >
> > I find that many of my developmental students, regardless of whether
> > they are using a laptop or taking longhand notes, take too many
> > notes and take them on the wrong things (e.g. they write down the
> > examples instead of
> the
> > concepts). When they learn strategies to decide what they should
> > take
> notes
> > on and stop trying to write down everything the teacher says, grades
> begin
> > to improve. Even so, students who take notes on a laptop also
> > sometimes
> get
> > distracted by the red and green lines of MSWord and try to correct
> > their spelling and grammar as they type. This practice distracts
> > them from actually absorbing the content. I think when we write
> > notes longhand, we don't worry so much about format and we have no
> > visible little lines telling us that we did something wrong. I
> > wonder if turning off grammar
> and
> > spell check while taking notes would alter the findings at all.
> >
> > Larina Warnock
> > Developmental Studies Instructor
> > WH214
> > 541-917-2311
> >
> > We read to know we are not alone. -C.S. Lewis
> >
> >
> > On Tue, Apr 1, 2014 at 7:02 AM, Nic Voge <[log in to unmask]> wrote:
> >
> > > Like all experimental designs, the application to practice is
> > > under-conceptualized, but this is an intriguing finding. It
> > > assumes that elaborated, organized encoding happens best at the
> > > time of exposure, rather than, say, after class--which is
> > > dubious--and makes no account of the "life" of the notes after 30 minutes.
> > >
> > > Nonetheless, it speaks powerfully to docile, mindless "engagement"
> > > in class.
> > >
> > > Best,
> > > Nic
> > > __________________________________
> > > Dominic (Nic) J. Voge
> > > [log in to unmask]
> > > (609)258-6921
> > > http://www.princeton.edu/mcgraw/us/
> > >
> > > Associate Director
> > > McGraw Center for Teaching and Learning 328C Frist Campus Center
> > > Princeton University Princeton, NJ 08544
> > >
> > > Individual Appointment Times:
> > > By request
> > >
> > >
> > >
> > >
> > >
> > >
> > > On Apr 1, 2014, at 9:49 AM, Norman Stahl wrote:
> > >
> > >  March 28, 2014 by Danya Perez-Hernandez
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >> Comments (30)
> > >>
> > >>
> > >> Taking Notes by Hand Benefits Recall, Researchers Find
> > >>
> > >> Distractions posed by laptops in the classroom have been a common
> > >> concern, but new research suggests that even if laptops are used
> > >> strictly to take notes, typing notes hinders students' academic
> > >> performance compared with writing notes on paper with a pen or pencil.
> > >> Daniel M. Oppenheimer, an associate professor of psychology at
> > >> the University of California at Los Angeles, and Pam Mueller, a
> > >> graduate student at Princeton University, studied the effects of students'
> > >> note-taking preferences. Their findings will be published in a
> > >> paper in Psychological Science called "The Pen Is Mightier Than
> > >> the
> Keyboard:
> > >> Advantages of Longhand Over Laptop Note-Taking."
> > >> The researchers' goal was to figure out whether typing
> > >> notes--which is becoming increasingly popular--has any direct
> > >> effect on a students' ability to understand a lecture.
> > >> In a series of studies, the researchers provided students with
> > >> laptops or with pen and paper to take notes. (The computers were
> > >> disconnected from the
> > >> Internet.) Students were then tested on how well they could
> > >> recall facts and apply concepts. During the first test, students
> > >> were told to "use their normal classroom note-taking strategy."
> > >> Some typed, and others wrote longhand. They were tested 30 minutes later.
> > >> The researchers aimed to measure the increased opportunity to
> > >> "mindlessly" take verbatim notes when using laptops.
> > >> "Verbatim note-taking, as opposed to more selective strategies,
> > >> signals less encoding of content," says the researchers' report.
> > >> Although laptop users took almost twice the amount of notes as
> > >> those writing longhand, they scored significantly lower in the
> > >> conceptual part of the test. Both groups had similar scores on the factual test.
> > >> In another part of the study, some laptop users were instructed
> > >> to avoid taking verbatim notes. Instructors explained that
> > >> "people who take class notes on laptops when they expect to be
> > >> tested on the material later tend to transcribe what they're
> > >> hearing without thinking about it much." But members of that
> > >> group received lower scores in both conceptual and factual tests
> > >> than did their longhand
> > counterparts.
> > >> "While more notes are beneficial, at least to a point, if the
> > >> notes are taken indiscriminately or by mindlessly transcribing
> > >> content, as is more likely the case on a laptop, the benefit
> > >> disappears," says the
> > report.
> > >>
> > >>
> > >> Norman Stahl
> > >> [log in to unmask]
> > >>
> > >>
> > >> ~~~~~~~~~~~~~~~
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--
Christine Kath Ruggeri
Writing Center Director,
Assistant Director, Center for Academic and Career Engagement
718-420-4080

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