Note-taking

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President Jimmy Carter's Notes from his private meeting with Pope John Paul II, October 6, 1979. Carter-notes-pope-mtg-xl.jpg
President Jimmy Carter's Notes from his private meeting with Pope John Paul II, October 6, 1979.

Note-taking (sometimes written as notetaking or note taking) is the practice of recording information from different sources and platforms. By taking notes, the writer records the essence of the information, freeing their mind from having to recall everything. [1] Notes are commonly drawn from a transient source, such as an oral discussion at a meeting, or a lecture (notes of a meeting are usually called minutes), in which case the notes may be the only record of the event. Since the advent of writing and literacy, notes traditionally were almost always handwritten (often in notebooks), but the introduction of notetaking software has made digital notetaking possible and widespread. Note-taking is a foundational skill in personal knowledge management.

Contents

History

Note-taking has been an important part of human history and scientific development. The Ancient Greeks developed hypomnema, personal records on important subjects. In the Renaissance and early modern period, students learned to take notes in schools, academies and universities, often producing beautiful volumes that served as reference works after they finished their studies. [2] [3] In pre-digital times, people used many kinds of notebooks, including commonplace books, [4] accounting waste books, and marginalia. [5] Philosopher John Locke developed and published a popular indexing system [6] which served as a model for commonplace books and inspired at least ten different published editions of commonplace book templates in Europe and the Americas as well as Bell's Common-Place Book, Form'd Generally upon the Principles Recommended and Practised by Mr Locke (London, 1770). [7]

Cognitive psychology

Note-taking is a central aspect of a complex human behavior related to information management involving a range of underlying mental processes and their interactions with other cognitive functions. [8] The person taking notes must acquire and filter the incoming sources, organize and restructure existing knowledge structures, comprehend and write down their explanation of the information, and ultimately store and integrate the freshly processed material. The result is a knowledge representation, and a memory storage. [1] Studies comparing the performance of students who took handwritten notes to students who typed their notes found that students who took handwritten notes performed better on examinations, hypothetically due to the deeper processing of learned material through selective rephrasing instead of word-for-word transcription which is common when typing notes. [9]

Reasons for note-taking

Note-taking is a good strategy to enhance learning and memory, [10] as it allows the notetaker to be selective and reorganize ideas during a lecture. [11] These notes can be reworded in an easier way that will facilitate the understanding of the content taught in class. Afterward, the notes can be used to help process, recall, and use information that has been rapidly gone through during the lecture. [11]

Taking notes on different words used in lectures fosters vocabulary learning and stimulates autonomous learning of actively engaged individuals. [12]

Systems

Many different formats are used to structure information and make it easier to find and to understand later. The format of the initial record may often be informal and/or unstructured. One common format for such notes is shorthand, which can allow large amounts of information to be put on paper very quickly. Historically, note-taking was an analog process, written in notebooks, or other paper methods like Post-It notes. In the digital age, use of computers, tablet PCs and personal digital assistants (PDAs) is common.

The note taker usually has to work fast, and different note-taking styles and techniques try to make the best use of time. The average rate of speech is 2–3 words per second (which is 120-180 words per minute), but the average handwriting speed as only 0.2–0.3 words per second (which is 12-18 words per minute). [8]

Regardless of the medium, note-taking can be broadly divided into linear and nonlinear methods, which can be combined.

Regardless of the system used, it can be best to focus on writing down the most important information first.

Linear note-taking

Linear note-taking is the process of recording information in the order in which you receive it. Linear notes are typically chronological outlines of a lecture or a text. Linear note taking is a common means of taking notes, however, the potential to just transcribe everything that is being said or on the presentation slide is quite high.

Outlining

Outlining is a common note-taking system. [13] Notes and thoughts are organized in a structured, logical manner, reducing the time needed to edit and review, allowing a lot of information to be digested in a short period of time. For classes that involve many formulas and graphs, like mathematics or chemistry, a system such as Cornell Notes may be better.

Outlines generally proceed down a page, using headings and bullets to structure information. A common system consists of headings that use Roman numerals, letters of the alphabet, and Arabic numerals at different levels. A typical structure would be:

I. First main topic
A. Subtopic
  1. point 1
  2. point 2
  3. point 3
B. Subtopic
  1. point 1
  2. point 2
  3. point 3
II. Second main topic
A. Subtopic
  1. point 1
  2. point 2
  3. point 3
B. Subtopic
  1. point 1
  2. point 2
  3. point 3

However, this sort of structure has limitations in non-digital form since it is difficult to go back and insert more information. Adaptive systems are used for paper-and-pen insertions, such as using the reverse side of the preceding page in a spiral notebook to make insertions. Or one can simply leave large spaces in between items, to enable more material to be inserted. (For information about application software that supports outlining, see Category:Outliners.)

Computerized note-taking, whether with a word processor, outliner software, or a digital notebook program, allows note-takers to revise easily and add more entries or rows to the outline.

Sentence method

Sentence note-taking is simply writing down each topic as a short, simple sentence. This method works well for fast-paced lesson where a lot of information is being covered. The note-taker records every new thought, fact, or topic on a separate line. All information is recorded but is not organized into major and minor topics. Notes can be numbered or set off with bullets showing where a new thought begins.

Non-linear note-taking

Approaches to non-linear note-taking include clustering, [14] concept mapping, [15] [16] Cornell Notes, [17] idea mapping, [18] instant replays, [19] Ishikawa diagrams, [20] knowledge maps, [21] learning maps, [22] mind mapping, [23] model maps, [24] and the pyramid principle. [25]

Charting

The charting method of note taking, [26] [27] which includes the drawing of tables sometimes called study frames, [28] is useful for subject matter that can be broken into categories, such as similarities, differences, date, event, impact, etc. Students may use charting to identify categories and draw a table prior to a lecture or may review and rewrite notes using the charting method.

Mapping

A mind map connects ideas together graphically Mindmap.gif
A mind map connects ideas together graphically

Mapping uses spatial organization and diagrams to assemble information. [29] Ideas are written in a node–link structure, with lines connecting ideas together. [29] Mind maps are drawn in a tree structure from a central point, purpose, or goal in the center of the page and then branch outward to identify all the ideas connected to that goal. [30] Colors, small graphics, and symbols are often used to help to visualize the information more easily. It is also used for planning and writing essays. [30]

Cornell Notes

A diagram showing the three sections of a page of Cornell notes NotesCornell.png
A diagram showing the three sections of a page of Cornell notes

The Cornell Notes method of note-taking was developed by Walter Pauk of Cornell University and promoted in his bestselling 1974 book How to Study in College. It is commonly used at universities today. The Cornell method consists of dividing a single page into three sections: a right-hand column for notes, a left-hand column for cues, and a strip at the bottom for a summary. Cues are key words or questions that help evoke key aspects of the topic. Cornell notes may be more effective for understanding concepts or producing readable notes, but studies have found that they had no significant effect on student performance. [31] [32] [33] [34]

SQ3R

SQ3R ("Survey, Question, Read, Recite, Review") is a method of taking notes from written material, though it might be better classified as a method of reading and gaining understanding. The reader skims the written material to produce a list of headings (Survey), which are then converted into questions (Question). The reader then considers the questions while reading to provide motivation for what is being covered (Read). The reader writes notes in sections headed by the questions (Recite), then writes a summary from memory and reviews the notes (Review).

Research shows that students who use the SQ3R strategy retain more information and achieve higher test scores. [35]

An updated version called SQ4R, [36] which adds a "Relate" step before "Review", has been used by some students since the early 1960s.

Guided notes

Sometimes lecturers may provide handouts of guided notes, which provide a "map" of the lecture content with key points or ideas missing. Students then fill in missing items as the lecture progresses. Guided notes may assist students in following lectures and identifying the most important ideas from a lecture. This format provides students with a framework, yet requires active listening (as opposed to providing copies of presentation slides in their entirety), and promotes active engagement during lecture or independent reading. The student ends up with full and accurate notes for use as a study guide.

Research suggests that guided notes improve student recording of critical points in lecture, as well as quiz scores on related content. In addition, an investigation carried out on students with learning problems showed that the use of the guided notes is an effective strategy to improve the performance of these students. [37]

Card file

A card file uses individual notes on index cards (or their digital equivalent) that may be linked to each other through subject headings or other metadata such as numbers and tags. [38]

Electronic note-taking methods

The growing use of laptops in universities and colleges has led to a rise in electronic note-taking. Many students write their notes in word processors or prepare digital hand-written notes using a graphics tablet or tablet computer and styli or digital pens, with the aid of note-taking software. Online applications are receiving growing attention from students who can forward notes using email, or otherwise make use of collaborative features in these applications and can also download the texts as a file on a local computer. It has also become common for lecturers to deliver lectures using these and similar technologies, including electronic whiteboards, especially at institutes of technology.[ citation needed ]

Online note-taking has created problems for teachers who must balance educational freedom with copyright and intellectual property concerns regarding course content. [39] [40] [41] [42]

Electronic note-taking may be less effective than traditional methods of note-taking. A study done by Pam A. Mueller of Princeton University and Daniel M. Oppenheimer of the University of California, Los Angeles showed that students who take notes digitally retain less information than students who take notes on paper, and the digital note-takers have more difficulty remembering what they've written. [43] Electronic note-taking has created computer-aided distractions in class as multitasking on laptops is very easy to accomplish. [44] However, this research only applies to typing notes on laptops, not writing on tablets.

Professional services

Professional note-takers provide access to information for people who cannot take their own notes, such as some deaf and hearing impaired people. They most frequently work in colleges and universities, but are also used in workplace meetings, appointments, conferences, and training sessions.[ citation needed ]

See also

Related Research Articles

<span class="mw-page-title-main">Mind map</span> Diagram to visually organize information

A mind map is a diagram used to visually organize information into a hierarchy, showing relationships among pieces of the whole. It is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas.

A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.

In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere, referring to knowing and information, thus cognitive psychology is an information-processing psychology derived in part from earlier traditions of the investigation of thought and problem solving.

<span class="mw-page-title-main">Active learning</span> Educational technique

Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

<span class="mw-page-title-main">Commonplace book</span> Method of knowledge compiling

Commonplace books are a way to compile knowledge, usually by writing information into books. They have been kept from antiquity, and were kept particularly during the Renaissance and in the nineteenth century. Such books are similar to scrapbooks filled with items of many kinds: notes, proverbs, adages, aphorisms, maxims, quotes, letters, poems, tables of weights and measures, prayers, legal formulas, and recipes.

<span class="mw-page-title-main">Lecture</span> Oral presentation intended to present information or teach people about a particular subject

A lecture is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. Lectures are used to convey critical information, history, background, theories, and equations. A politician's speech, a minister's sermon, or even a business person's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.

<span class="mw-page-title-main">Concept map</span> Diagram showing relationships among concepts

A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts. Concept maps may be used by instructional designers, engineers, technical writers, and others to organize and structure knowledge.

<span class="mw-page-title-main">Testing effect</span> Memory effect in educational psychology

The testing effect suggests long-term memory is increased when part of the learning period is devoted to retrieving information from memory. It is different from the more general practice effect, defined in the APA Dictionary of Psychology as "any change or improvement that results from practice or repetition of task items or activities."

<span class="mw-page-title-main">Cognitive map</span> Mental representation of information

A cognitive map is a type of mental representation which serves an individual to acquire, code, store, recall, and decode information about the relative locations and attributes of phenomena in their everyday or metaphorical spatial environment. The concept was introduced by Edward Tolman in 1948. He tried to explain the behavior of rats that appeared to learn the spatial layout of a maze, and subsequently the concept was applied to other animals, including humans. The term was later generalized by some researchers, especially in the field of operations research, to refer to a kind of semantic network representing an individual's personal knowledge or schemas.

<span class="mw-page-title-main">Cornell Notes</span> Note-taking system developed at Cornell University

The Cornell Notes system is a note-taking system devised in the 1950s by Walter Pauk, an education professor at Cornell University. Pauk advocated its use in his best-selling book How to Study in College.

<span class="mw-page-title-main">Study skills</span> Approaches applied to learning

Study skills or study strategies are approaches applied to learning. Study skills are an array of skills which tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They are discrete techniques that can be learned, usually in a short time, and applied to all or most fields of study. More broadly, any skill which boosts a person's ability to study, retain and recall information which assists in and passing exams can be termed a study skill, and this could include time management and motivational techniques.

Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. Broadly speaking, it refers to learning that is guided by metacognition, strategic action, and motivation to learn. A self-regulated learner "monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement”. In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control.

Constructivist teaching is based on constructivism. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.

This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with M – O. Select a letter from the table of contents to find terms on other pages.

<span class="mw-page-title-main">Media multitasking</span> Concurrent use of multiple media streams

Media multitasking is the concurrent use of multiple digital media streams. Media multitasking has been associated with depressive symptoms and social anxiety by a study involving 318 participants. A 2018 review found that while the literature is sparse and inconclusive, people who do a heavy amount of media multitasking have worse performance in several cognitive domains. One of the authors commented that while the data does not "unambiguously show that media multitasking causes a change in attention and memory," media multitasking is an inefficient practice that requires "task switching" costs including "limitations in auditory and visual processing".

<span class="mw-page-title-main">Discovery learning</span> Technique of inquiry-based learning and is considered a constructivist based approach to education

Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.

Studying in an educational context refers to the process of gaining mastery of a certain area of information. Study software then is any program which allows students to improve the time they spend thinking about, learning and studying that information.

<span class="mw-page-title-main">Mindomo</span>

Mindomo is a versatile freemium collaborative mind mapping, concept mapping and outlining tool developed by Expert Software Applications. It can be used to develop ideas and interactively brainstorm, with features including sharing, collaboration, task management, presentation and interactive web publication.

Prewriting is the first stage of the writing process, typically followed by drafting, revision, editing and publishing. Prewriting can consist of a combination of outlining, diagramming, storyboarding, and clustering.

Active student response (ASR) techniques are strategies to elicit observable responses from students in a classroom. They are grounded in the field of behavioralism and operate by increasing opportunities reinforcement during class time, typically in the form of instructor praise. Active student response techniques are designed so that student behavior, such as responding aloud to a question, is quickly followed by reinforcement if correct. Common form of active student response techniques are choral responding, response cards, guided notes, and clickers. While they are commonly used for disabled populations, these strategies can be applied at many different levels of education. Implementing active student response techniques has been shown to increase learning, but may require extra supplies or preparation by the instructor.

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