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On Fri, Feb 7, 2020 at 6:52 PM Nic Voge <[log in to unmask]> wrote:

>
>
> Hi All,
>
> I frame this topic as notemaking/getting the most from class as a way to
> try to interrupt the assumption that notetaking is largely a matter of
> writing down what professors say. I also strive for making these sessions
> interactive, but have found it difficult to model an authentic class
> lecture  in which students would have had a reading assignment, be expected
> to draw upon previous course material, and be anticipating papers,
> projects, exams etc. that make notemaking so cognitively demanding. So,
> instead, I’ve come to emphasize strategizing, more than specific
> techniques, for what I call “notemaking”. Notemaking includes noting one’s
> own thoughts and insights, (re-)organizing content, and adding to notes in
> later stages of study—taking is only part of the process. I also address
> ways to USE notes for various kinds of tasks—which I think is equally as
> important as taking effective notes. I’ve attached a handout that conveys
> my approach.
>
>
>
> One way to get students to actively strategize is to ask them to think
> about what they will DO with their notes and when, and what features the
> notes must have in order to use them for these purposes.  That, then, is
> their target—the outcome criteria for their notes. Then, I ask them to
> think systematically and comprehensively about all the possible things they
> could do BEFORE lecture to help them create the kinds of notes they want. I
> ask them to brainstorm what they can do DURING lecture/while making notes,
> and what they can do AFTER class to maximize their benefit, enhance and
> prep their notes for their later use for studying, writing papers, solving
> problems, etc. The idea is that students can choose from these lists
> depending upon the course, the week or topic or any number of factors that
> might point to a different approach to notemaking. You can find a basic
> handout attached.
>
>
>
> Best,
>
> Nic
>
>
>
>
>
>
>
> ______________________________________________________________________________________________________________________________________
>
> Dominic (Nic) J. Voge  || Senior Associate Director || he, him, his
>
> *McGraw Center for Teaching & Learning* ||  Princeton University
>
> 328 Frist Center
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> *From: *Open Forum for Learning Assistance Professionals <
> [log in to unmask]> on behalf of Michael Kassel <[log in to unmask]>
> *Reply-To: *Open Forum for Learning Assistance Professionals <
> [log in to unmask]>
> *Date: *Friday, February 7, 2020 at 4:24 PM
> *To: *"[log in to unmask]" <[log in to unmask]>
> *Subject: *Re: Notetaking Workshop Ideas
>
>
>
> I've done these workshops for quite some time.  I talk about the ideas of
> taking notes and the importance of re-copying and condensing.  As a
> historian, I use a segment of one of my lectures - literally a paragraph of
> text -- and deliver it as I would in a class.  The lecture paragraph is
> shown on a powerpoint slide (they don't need to write it down, although
> they can).  I use a very obscure topic (Spinning Bees from colonial
> America) and then I show them a slide of how I might condense those notes
> (taking out sentence structure, concentrating on main points/new terms).  I
> then show them another shorter version that we all go over.  I then take
> away the notes and quiz them and they are always able to respond to the
> questions.
>
>
>
> OK, in reality it's a bit of a parlour trick as dealing with the info that
> soon makes it pretty easy to keep it in mind - however, it demonstrates the
> process and I have yet to have a group I've done this with (been doing it
> probably 25 years) where they have not been impressed with/proud of their
> ability to recall.
>
>
>
> Make it better/more meaningful by delivering the lecture and having them
> take notes.  Give them five minutes to condense it (after you describe what
> they should do), have them discuss what they came up with and then quiz.
> But I've found, over the years, it seems to be just as effective skipping
> that hands on step. I have no data to say which is better, though, as I
> have never measured this - just my observations on 25 years of delivering
> this workshop.
>
>
>
> Hope this helps.
>
> Mike
>
>
>
>
> Michael B. Kassel, Ph. D.
>
> Tutorial Coordinator
>
> Student Success Center
>
> 285 University Pavilion
>
> (810) 766-6773
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> [log in to unmask]
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> On Fri, Feb 7, 2020 at 3:52 PM Askey, Kelly L. <[log in to unmask]> wrote:
>
> I am leading a notetaking workshop next week, and I’ve taught it many
> times before, but I am looking for some ideas to make it more interactive.
> If anyone has information they can share, things they’ve tried that worked
> well, etc., I would appreciate it!
>
>
>
> Thanks,
>
>
>
> *Kelly Askey lodes  **|*  Peer/Group Tutoring & Student Success Supervisor
>
>
>
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