Reasons for Note Taking - Coursework Example

Name : xxxxxx Tutor : xxxxxxx Title : Note Taking Institution : xxxxxxx @2009 Note Taking Introduction Information that is usually given in class during lectures more often than not usually contains concepts and materials that are likely to be tested in exams. It is however unfortunate that students rarely realize this and therefore seldom imbibe in note taking during lectures. It is appreciably established that lecture note-taking influences the academic success of high school and college (undergraduate) students (Stahl, King & Henk 1991). In fact Spires and Stone further add that students end up entirely depending on their capacity to take notes so as to succeed academically (Spires & Stone 1989).  It is these established postulates that make the practice of note taking so imperative for undergraduates. There are further more intrinsic reasons that hail note taking as an important academic tool responsible for good performance in class work. Studies investigating the effect of note-taking on performance have been done from which two broad categories of note taking have been postulated (Boyle 2001): a. The first category maintains that note taking is beneficial in itself because: i. It helps the learner rehearse the lecture content; ii. It enhances memory to remember parts of the content that was not included in the notes. b. The second category maintains that note taking is beneficial because: i. It increases attention and concentration during lectures; ii. It encourages students to process the information at a deeper level; iii. It provides a nexus of engaging new learning concepts with prior knowledge (Carrier & Titus 1981). These categories give a glimpse of the intrinsic importance note taking has on achievement even though it is often downplayed by students. It is in this breath that Omstein is of the opinion that students (especially the lower achieving students) should be deliberately trained on note taking skills the same way they are taught writing and computer skills (Omstein, 1994). Having outlined some outstanding importance reminiscent with note taking skills in relation to undergraduates’ academic performance, the rest of the essay will be devoted to comparing and contrasting use of these notes with ‘received wisdom’ which herein refers to information obtained from books or references about a given topic. Student Academic Services: Academic Skills Center provides a host of methodologies that can be used in note taking all of which are steered towards establishing the student in a habitual endeavour of taking quality notes since, as presented above, Student Academic Services: Academic Skills Center also esteems the ability of taking notes as imperative in academic performance. This source of reference provides ideas posed as methods of note-taking which are used hereafter for comparison with my personal experience of note taking. These different methods of note taking have specific reasons why they are employed and it is these reasons that are discussed hereafter (Student Academic Services Academic Skills Center). I find it easier combining a number of methods of taking notes and the reasons for note taking postulated by these methods when I take my notes therefore do not skew towards any single method hailing it as preferable to any other. (See appendix 1 for my sample notes).  Reasons for note taking under the Cornel method This is the method where notes are taken with detail following what are referred to as 5 R’s which are Record, Reduce, Recite, Reflect, then Review. This method is used more with private reading although it can still be used in taking notes during lectures. The reason for using this method is to ensure that as much detail as possible is included in the lecture notes taken. This is done by use of short hand to catch up with the lecturer’s verbatim speed. When doing private study, this method ensures that one understands well what has been taken as notes by requiring that one covers the notes written and recites them to gauge the level of understanding. The final reason of using this method is to ensure internalizing of concepts. This is realizable by the last fifth R-reviewing- which when done correctly is supposed to commit the concepts studied to memory with a level of permanence. My experience with note taking sees me use a relatively small part of the reasons given by cornel method of note taking. During lectures, I use its requirement of short hand so as to keep up with the lecturer’s pace but do not record concepts on book margins as main points. I also find it impossible to take notes with the kind of detail required by this method and therefore end up noting down references for a further more detailed study later. On the other hand, when attending my private studies, I take short notes for the sole reason of lessening the workload through which I must go through when revising and review the work done frequently (thrice every week using a time table to cover all units) so as to commit to memory new concepts learnt (Ornstein 1994). Reasons for note taking under the outlining method This method uses indentations where points that are more general appear furthest towards the left of the page with more specific but related points being indented slightly towards the right grouped next to the general point(s) they relate to. This is done so as to group related concepts together. Level of importance is shown by the distance away from the general point. Use of numbers (roman or Arabic) and bullets may be used so as to indicate orderliness. This method requires much thought during lectures so as to maintain the high level of organization and sequence that is reminiscent with it and therefore needs maximum concentration and may be challenging for students with concentration challenges. I find most of the reasons of note taking postulated by this method common to my experience with note taking. In class while taking lecture notes, I tend to use the summary that groups related concepts together under a similar heading followed by related more specific points indented below the heading. I use both numbers and bullets to differentiate points and couple similar points together. Reasons for note taking under the mapping method The main reason of note taking postulated with mapping method is to give a graphic representation of information obtained from lectures. It is a graphic representation of concepts in a clearly outlined manner (See appendix 2). The other reason is that mapping method enhances participation and affords immediate knowledge by its understanding and emphasis on critical thinking. It makes tracking the lecture content easy with little thinking since the relationships between ideas can easily be seen graphically. Main points may at a later date be written on a flash or note card and assembled together into a table. I have only used this method once when we were taught by a new lecturer whose approach at lecturing was different and very detailed. It was easier to graphically present the information as in mapping since this method requires minimal writing and explanation: concepts are simply linked to related points by arrows and simple comments made about their relationships. It is important to use this method when graphic relationships between concepts is desired for easy understanding and where wholesome represent ion of all the concepts taught is important. Reasons for note taking under Charting method Charting method is used for lectures whose format is distinct and can be determined where columns are drawn with appropriate headings in which relevant information is fed (see appendix 3). The reason for note taking postulated by this method is that it affords the student much more time to devote to listening and recording the information into the appropriate fields. This method helps reduce the time that would otherwise be spent on writing much detail thereby helping one track conversation. The tabulation format provides ease of comparison and affords easy review for memorization of facts which finalizes reasons for taking notes according to charting method. Practical lessons that require tabulation of data are usually difficult to attend and make appropriate notes unless concepts of charting method are employed. I also find ease of comparison an important reason of taking notes. When notes taken do not provide an easier version of the lecture content then an aim of taking notes is lost in picture. By recording information in charts and columns offers an easier way of comparing concepts at a glance. Here, it is important that one is fast enough to catch up with the lecturer’s speed so as not to miss a lot of information. Using charts and columns to take notes caters for this need since it easy and takes little time. Reasons for note taking under the Sentence Method Not only is the need of note taking pegged to finishing and keeping the pace with the lecturer, covering the most detail of the lecture in the notes taken is just as important. This method of is skewed more towards recording as much detail as applicably possible. It requires that every new thought, fact or topic be written on a separate line numbered as you proceed and by this it realizes high levels of organization while capturing the most of the information from the lecture. In summary, these common ideas of postulating various reasons why note taking is done are as varied as they are appropriate in their own rights such that it is not tenable to dismiss one as inappropriate or hail another as the most effective basing on the reasons postulated. To the contrary, these reasons for note taking are interdependent to each other. That notwithstanding, they have inherent observable differences that are more overt when my experience with note taking is used to look at them. In a word, the importance of using note taking skills for under graduating learning cannot by any means be downplayed, what is appreciable is that these reasons for note taking are different; differences that make them unique rather than fault or hail them in preference.  References Boyle, JR 2001, Enhancing the Note-Taking Skills of Students with Mild Disabilities Intervention in School and Clinic, Vol. 36, pp.221-224. Carrier, C & Titus, A 1981, Effects of note taking pretraining and test mode expectations on learning from lectures, American Educational Research Journal, vol.18, no. 4, pp. 385-397. Ornstein, AC 1994, Homework, studying, and note taking: Essential skills for students, NASSP Bulletin, vol. 78, no.558, and pp.58-70. Spires, HA & Stone, P D 1989, The directed note taking activity: A self-questioning approach, Journal of Reading, vol.33, no.1, pp. 36-39. Stahl, NA, King, JR & Henk, WA 1991, Enhancing students' note taking through training and evaluation, Journal of Reading, vol.34, no.8, pp. 614-622. Student Academic Services Academic Skills Center (ASC): Note Taking Systems, viewed on 5 November 2009 . Appendix 1 Appendix 2 Appendix 3 Read More