Taking Useful Class

Notes
Academic Learning Centre
201 Tier
480-1481
 Overview
• Why Take Notes?
• How to Take Notes?
• Special Considerations

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 Why Take Notes?
• Note-taking keeps a student
involved in the lecture
• Notes are a means of external
information storage
• Info in lectures often signals
what will be tested in exams
• Notes are a multi-sensory
activity (visual, aural, kinetic)

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 Before Class

• Read assigned material to help you

understand and remember the info
more easily.
• Review lecture notes from previous
classes to help create a context for
new info.
• Be prepared by bringing needed
materials.

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The “T” Zone

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Know What is Important
Listen for verbal cues:
• Pausing
• Repeating
• Slowing lecture
• Speaking louder or more softly
• Changing tone and inflection
• Professor stating importance

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Know What is Important
Look for non-verbal cues:
• Writing on board
• Making eye contact
• Using dramatic gestures

© Iaimagendelmundo
[Link]

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Psychology 101
Psychology 101/July 12, 2009
Take
July 12 / Memory types Good Notes
Information Processing Model:
Sensory memory is the first type. It is the most temporal. If it
is not processed Be
1. Sensory selective
further Memory
we will lose it in a second or two. If
temp.
you are driving in a
• (1-2
car, and
Don’t yoursecs.)
recordfriend asks “What color
‘word for word’
was that car we just passed?” You can remember,
ex: colour of a passing car only if he
asks you right away. • Use key words
2. Short-term
Short-term memory•isUse your own
the second [Link]
It stores memory for
30 secs.
up to 30 seconds. It must be processed in order to enter
ex:
short-term memory. Anphone
example# to make
would call
be remembering a
phone number long enough to make a call. Memory that
[Link]
lasts for a Long-term
time is called long-term memory. Childhood
memories are good examples.
perm.
ex: child. mems.
This model of memory is known as the information
processing model.
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 Symbols and Abbreviations
Abbreviate
= (equals) w/ (with)
• Eliminate vowels
≠ (does not equal) ex: Tchr,w/oMgmt(without)

> (more than) • Use only word @ (at)beginnings

ex: Educ, Rep
< (less than) • Use symbols& (and)

↑(goes up) ex: >, =, /*,(per)

&, ↑
• Use acronyms
↓(goes down) ex: NATO,~ EU
(approximately)
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10
 Take Good Notes
Be organized
– Pay attention to the structure of the
lecture
– Look for patterns
– Copy diagrams and graphs
– Make relationship between points
clear
– Leave blank space to add things later
– Use headings, subheadings and
indentations to keep notes organized

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 Cornell Method

Main Points

Key Words

Summary

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Patterns-Types of Main Ideas
• Key Terms and Definitions
- Describe central concepts
- Often in bold type or italics
• Academic Arguments
- Evidence and assumptions that lead to a
conclusion
• Theories and Laws
- Core rules that are used to solve problems
• Relationships
- How things interact
Graphic Organizers
Mom as
hero

Sexual Financial
Relationships Stress
Chatelaine &
Homemaker
Coping
Hi's and Techniques
Common Issues
Low's
Images portrayed
in Magazines

Ms. Magazine Affects on

children

Single Mothers

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 Immediately After Class
• Reread notes as soon as
possible after class
• Add material while info is still
fresh to make your notes
complete
• Complete any diagrams or
examples you did not finish in
class
• Highlight anything you think will
be on the exam
 Webnotes
• _________
Be Active! » ______________________
• Use any method necessary to remember the
information
– Highlight your textbook
– Take notes
– Use flashcards » ______________________
– Make mind maps
– Draw diagrams
– Build models
–
–
Create mnemonics
Try a study group ______________________
39 The LAC, University of Manitoba, 201
2009
Tier

Ebbinghaus Forgetting Curve ______________________

______________________

______________________
38 The LAC, University of Manitoba, 201
2009
Tier

SQ3R: Review ______________________

• “What have I learned?”
• “Did I understand the difficult sections?”
• “Can I verbalize an understanding of the text?”
• “Could I teach the ideas to someone else? ______________________
• “Did I try the questions at the end of the
section?”
• “Can I answer the practice test questions I
predicted earlier?”
______________________
37 The LAC, University of Manitoba, 201 Tier
2009
 Parallel Note-Taking

• Print out webnotes

• Write parallel notes on the
back
• Elaborate with new information
• Take notes in class and
annotate webnotes later
Pardini, E.A., Domizi, D.P., Forbes, D.A., & Pettis, G.V. (2005). Parallel
note-taking: A strategy for effective use of Webnotes. Journal of
College Reading and Learning 35(2), 38-55.

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 The Difficult Lecture

• Pre-read
• Use shorter phrases and pull out
main ideas
• Abbreviate
• Share notes
• Check to see if you are getting
the main ideas correctly
• Tape the lecture and listen again
 Tape Recording
• A recognized accommodation for
students who are diagnosed with
certain kinds of learning disabilities
• Can be helpful as a supplement to
written notes when material is difficult
• Must ask for the professor’s permission
• But
– Can encourage not paying attention
– Not active
– Time consuming
 If You Have to Borrow Notes

• Be selective about whom you ask

for notes
• Photocopy them and return them
promptly
• Rewrite them; use your own
words
• Read and review them frequently
 Resources – Web Based
• Note Taking (University of Victoria)
[Link]
• Lecture Note Taking (St. John’s University)
[Link]
[Link]
• Note Taking Systems (California Polytechnic State
University)
[Link]
ml
• Note Taking at University (York University)
[Link]
• Taking Lecture and Class Notes (Dartmouth University)
[Link]

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 Resources - Books
• Fleet, J., Goodchild F., & Zajchowski R. (1999).
Learning for Success: Effective Strategies for
Students. Scarborough: Nelson Thomson Learning.
• Fry, R. (2000). Get Organized (2nd ed.). Franklin
Lakes: Career Press.
• Longman, D. G., & Atkinson, R. H. (2005). College
Learning and Study Skills (7th ed.). Toronto: Nelson
Thomson Learning.
• Nichols, R. (1957). Are you listening? New York:
McGraw-Hill.
• Pardini, E.A., Domizi, D.P., Forbes, D.A., & Pettis,
G.V. (2005). Parallel note-taking: A strategy for
effective use of Webnotes. Journal of College
Reading and Learning 35(2), 38-55.
• Paul, K. (1996). Study Smarter Not Harder. North
Vancouver: Self-Counsel Press.

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