{"id":71,"date":"2022-10-26T17:39:54","date_gmt":"2022-10-26T21:39:54","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/ctlguidebook\/?post_type=chapter&#038;p=71"},"modified":"2024-03-26T15:52:15","modified_gmt":"2024-03-26T19:52:15","slug":"note-taking","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/active-learning\/chapter\/note-taking\/","title":{"raw":"Note-taking","rendered":"Note-taking"},"content":{"raw":"<div class=\"textbox shaded\">\r\n\r\n<strong>On this page<\/strong>\r\n<ol>\r\n \t<li><a href=\"#advance-organizers\">Advance Organizers<\/a><\/li>\r\n \t<li><a href=\"#guided-notes\">Guided Notes<\/a><\/li>\r\n \t<li><a href=\"#note-taking-pairs\">Note-Taking Pairs<\/a><\/li>\r\n<\/ol>\r\n<\/div>\r\n<h1>Advance Organizers<\/h1>\r\nInstructors provide a template for taking lecture\/reading notes to help them organize their notes and help them focus on big ideas and connections between them.\r\n\r\n<em>Promotes: active listening, understanding<\/em>\r\n\r\n<em>Teaching Technique 29: Advance Organizers<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=Z61myaubxH8\r\n<ul>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/advance-organizers\/\">Additional materials on Advance Organizers by The K. Patricia Cross Academy<\/a><\/li>\r\n<\/ul>\r\n<h1><a id=\"guided-notes\"><\/a>Guided Notes<\/h1>\r\nInstructors provide a set of partially-completed notes that students complete while listening to help them focus on the key concepts presented in the lecture.\r\n\r\n<em>Promotes: Active listening, Understanding<\/em>\r\n\r\n<em>Teaching Technique 16: Guided Notes<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=Lrd8fVE_-1c\r\n<ul>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/guided-notes\/\" data-bcup-haslogintext=\"no\">Additional materials on Guided Notes by The K. Patricia Cross Academy<\/a><\/li>\r\n<\/ul>\r\n<em>Online Technique Adaptation: Guided Notes<\/em> video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=IcltRgC2kpE\r\n<h1><a id=\"note-taking-pairs\"><\/a>Note-Taking Pairs<\/h1>\r\nStudents take turns sharing notes with a partner at intervals in a lecture.\r\n\r\n<em>Promotes: understanding, writing, organization skills<\/em>\r\n\r\n<em>Teaching Technique 42: Note-Take Pairs<\/em> video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=3e2K9zL51AQ\r\n<ul>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/note-taking-pairs\/\" data-bcup-haslogintext=\"no\">Additional materials on Note-Taking Pairs by The K. Patricia Cross Academy<\/a><\/li>\r\n<\/ul>\r\nNote-taking pairs allows students to take turns sharing notes after mini-lectures of approximately 10 to 15 minutes. It works like this:\r\n<ol>\r\n \t<li>Students listen to the first portion of a lecture around one major concept (approximately 20 minutes) while taking notes.<\/li>\r\n \t<li>Student A\u00a0shares their notes with\u00a0Student B,\u00a0and they work together to fill in any gaps\u00a0(approximately 5 minutes).<\/li>\r\n \t<li>The lesson returns to a lecture format, and students continue taking notes around a new concept.<\/li>\r\n \t<li>Next, the role between students is reversed.\u00a0Student B\u00a0is asked to present their notes from the most recent segment of lecturing to\u00a0Student A.<\/li>\r\n \t<li>Keep repeating this cycle until the end of the lecture.<\/li>\r\n<\/ol>\r\nIn this manner, students become the pedagogues teaching each other and reviewing the content at the same time. Cycling through a process like this that combines lecturing, as the passive delivery mode of information, with collaboration and practice, through summarization and explanation of notes, effectively combines the transmission of information with more engaging peer-to-peer interactions.\r\n\r\nThis technique is especially good for large, first-year survey courses and is ideally suited to help students practice note-taking strategies. And, it does not require any advanced preparation and can be applied in nearly all disciplines.\r\n<dl id=\"\">\r\n \t<dt>\r\n\r\n[caption id=\"attachment_446\" align=\"aligncenter\" width=\"960\"]<img class=\"wp-image-446 size-full\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/note-taking-pairs.png\" alt=\"The diagram shows the Note-Taking Pairs active learning technique in the form of a semi-circular flow diagram consisting of four illustrations. Moving from left to right the first illustration, 1 of 4, shows the figure drawn instructor next to a whiteboard alongside a group of figure drawn students in a lecture format. The next illustration, 2 of 4, shows an illustration consisting of four pairs of figure drawn students denoted as A and B in each pair with notes in front of them with the intention of sharing their notes, with an arrow indicating figure drawn student A, sharing notes and figure drawn student B, listening and providing feedback to the notes. The next and 3rd illustration, 3 of 4, shows a repeat of illustration 1 with the figure drawn instructor next to a whiteboard alongside a group of figure drawn students in a lecture format. The next illustration, 4 of 4, shows a repeat of illustration 2 with four pairs of figure drawn students denoted as A and B in each pair with notes in front of them with the intention of sharing their notes. The roles should be reversed between figure drawn students A and B.\" width=\"960\" height=\"540\" \/> Diagram of note-taking pairs active learning technique.[\/caption]<\/dt>\r\n<\/dl>","rendered":"<div class=\"textbox shaded\">\n<p><strong>On this page<\/strong><\/p>\n<ol>\n<li><a href=\"#advance-organizers\">Advance Organizers<\/a><\/li>\n<li><a href=\"#guided-notes\">Guided Notes<\/a><\/li>\n<li><a href=\"#note-taking-pairs\">Note-Taking Pairs<\/a><\/li>\n<\/ol>\n<\/div>\n<h1>Advance Organizers<\/h1>\n<p>Instructors provide a template for taking lecture\/reading notes to help them organize their notes and help them focus on big ideas and connections between them.<\/p>\n<p><em>Promotes: active listening, understanding<\/em><\/p>\n<p><em>Teaching Technique 29: Advance Organizers<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Teaching Technique 29: Advance Organizers\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Z61myaubxH8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<ul>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/advance-organizers\/\">Additional materials on Advance Organizers by The K. Patricia Cross Academy<\/a><\/li>\n<\/ul>\n<h1><a id=\"guided-notes\"><\/a>Guided Notes<\/h1>\n<p>Instructors provide a set of partially-completed notes that students complete while listening to help them focus on the key concepts presented in the lecture.<\/p>\n<p><em>Promotes: Active listening, Understanding<\/em><\/p>\n<p><em>Teaching Technique 16: Guided Notes<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Teaching Technique 16: Guided Notes\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Lrd8fVE_-1c?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<ul>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/guided-notes\/\" data-bcup-haslogintext=\"no\">Additional materials on Guided Notes by The K. Patricia Cross Academy<\/a><\/li>\n<\/ul>\n<p><em>Online Technique Adaptation: Guided Notes<\/em> video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Online Teaching Adaptation: Guided Notes\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/IcltRgC2kpE?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h1><a id=\"note-taking-pairs\"><\/a>Note-Taking Pairs<\/h1>\n<p>Students take turns sharing notes with a partner at intervals in a lecture.<\/p>\n<p><em>Promotes: understanding, writing, organization skills<\/em><\/p>\n<p><em>Teaching Technique 42: Note-Take Pairs<\/em> video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"Teaching Technique 42: Note-Taking Pairs\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/3e2K9zL51AQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<ul>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/note-taking-pairs\/\" data-bcup-haslogintext=\"no\">Additional materials on Note-Taking Pairs by The K. Patricia Cross Academy<\/a><\/li>\n<\/ul>\n<p>Note-taking pairs allows students to take turns sharing notes after mini-lectures of approximately 10 to 15 minutes. It works like this:<\/p>\n<ol>\n<li>Students listen to the first portion of a lecture around one major concept (approximately 20 minutes) while taking notes.<\/li>\n<li>Student A\u00a0shares their notes with\u00a0Student B,\u00a0and they work together to fill in any gaps\u00a0(approximately 5 minutes).<\/li>\n<li>The lesson returns to a lecture format, and students continue taking notes around a new concept.<\/li>\n<li>Next, the role between students is reversed.\u00a0Student B\u00a0is asked to present their notes from the most recent segment of lecturing to\u00a0Student A.<\/li>\n<li>Keep repeating this cycle until the end of the lecture.<\/li>\n<\/ol>\n<p>In this manner, students become the pedagogues teaching each other and reviewing the content at the same time. Cycling through a process like this that combines lecturing, as the passive delivery mode of information, with collaboration and practice, through summarization and explanation of notes, effectively combines the transmission of information with more engaging peer-to-peer interactions.<\/p>\n<p>This technique is especially good for large, first-year survey courses and is ideally suited to help students practice note-taking strategies. And, it does not require any advanced preparation and can be applied in nearly all disciplines.<\/p>\n<dl id=\"\">\n<dt>\n<figure id=\"attachment_446\" aria-describedby=\"caption-attachment-446\" style=\"width: 960px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-446 size-full\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/note-taking-pairs.png\" alt=\"The diagram shows the Note-Taking Pairs active learning technique in the form of a semi-circular flow diagram consisting of four illustrations. Moving from left to right the first illustration, 1 of 4, shows the figure drawn instructor next to a whiteboard alongside a group of figure drawn students in a lecture format. The next illustration, 2 of 4, shows an illustration consisting of four pairs of figure drawn students denoted as A and B in each pair with notes in front of them with the intention of sharing their notes, with an arrow indicating figure drawn student A, sharing notes and figure drawn student B, listening and providing feedback to the notes. The next and 3rd illustration, 3 of 4, shows a repeat of illustration 1 with the figure drawn instructor next to a whiteboard alongside a group of figure drawn students in a lecture format. The next illustration, 4 of 4, shows a repeat of illustration 2 with four pairs of figure drawn students denoted as A and B in each pair with notes in front of them with the intention of sharing their notes. The roles should be reversed between figure drawn students A and B.\" width=\"960\" height=\"540\" srcset=\"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/note-taking-pairs.png 960w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/note-taking-pairs-300x169.png 300w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/note-taking-pairs-768x432.png 768w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/note-taking-pairs-65x37.png 65w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/note-taking-pairs-225x127.png 225w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/note-taking-pairs-350x197.png 350w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><figcaption id=\"caption-attachment-446\" class=\"wp-caption-text\">Diagram of note-taking pairs active learning technique.<\/figcaption><\/figure>\n<\/dt>\n<\/dl>\n","protected":false},"author":64,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-71","chapter","type-chapter","status-publish","hentry"],"part":59,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/71","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":15,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/71\/revisions"}],"predecessor-version":[{"id":469,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/71\/revisions\/469"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/parts\/59"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/71\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/media?parent=71"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapter-type?post=71"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/contributor?post=71"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/license?post=71"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}