California Baptist University
Note Taking
Importance of Note Taking
Memory “Studies on memory have shown that, without review, 47% of what a person has just learned is forgotten in the first twenty minutes and 62% is forgotten after the first day” (Dietsche, 2000).
Performance According to research, “quality of notes [is] the only significant predictor of test performance” (Peverly, 2007).
Four Broad Note Taking Skills
1. Listening
a. Be Prepared
b. Be Punctual
c. Battle AGAINST inattentive listening
d. Fight the urge to “zone out”
2. Cognitive Processing
a. Understanding each lecture point/idea
b. Connecting that understanding with one’s existing knowledge
c. Separating important lecture points from extra data
i. Examples of important points include details, facts, explanations, examples, definitions, material written on the board, and material repeated or spelled out
3. Recording Lecture Content in Written Form
a. Studies on note taking have shown that using nonlinear notes, such as the examples provided in this handout, are more advantageous note taking techniques (Kiewra, 1991).
b. Using a Laptop
i. There appears to be no disadvantage in using a laptop as compared to written notes (Katayama, Shambaugh, & Doctor, 2005)
4. Reviewing Noted Information
a. Review within 24 hours
b. Fill in missing information using the textbook
c. Edit illegible words, questions, key words, and examples
d. If written, consider rewriting or typing initial notes
Improving Note Taking
▪ Maintain a collection of styles and approaches and develop beliefs about when some note taking practices are more appropriate than others.
▪ Evaluate whether notes taken in class are effective in meeting course needs and make adjustments in style and approach as needed. (Van Meter, Yokoi, & Pressley, 1994)
▪ Transcription Fluency
◦ Research results “indicated that transcription fluency was the only predictor of quality notes and that quality of notes was the only significant predictor of test performance” (Peverly, 2007). Transcription fluency refers to the rate of written word production. Increased writing speed (letter formation) ( Increased note taking
Outlining (Roman Numeral) Method
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Cornell Method
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Mapping Methods
Branch Mapping Hierarchically
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Branch Mapping Categorically
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Comparison Mapping
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References
Davis, M., & Hult, R. (1997). Effects of writing summaries as a generative learning activity during note taking. Teaching of Psychology, 24(1), 47. Retrieved from Academic Search Premier database.
Dietsche , V. (2000, December 13). Notetaking: top 5 tips. Retrieved from
Eades, C., & Moore, W. (2007). Ideas in Practice: Strategic Note Taking in Developmental Mathematics. Journal of Developmental Education, 31(2), 18-26. Retrieved from Academic Search Premier database.
Katayama, A., Shambaugh, R., & Doctor, T. (2005). Promoting Knowledge Transfer With Electronic Note Taking. Teaching of Psychology, 32(2), 129-131. doi:10.1207/s15328023top3202_9.
Kiewra, K., DuBois, N., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83(2), 240-245. doi:10.1037/0022-0663.83.2.240.
MacNeil, J., & Falconer, R. (2010). When Learning the Hard Way Makes Learning Easy: Building Better Lab Note-Taking Skills. Journal of Chemical Education, 87(7), 703-704. doi:10.1021/ed100303y.
Makany, T., Kemp, J., & Dror, I. (2009). Optimising the use of note-taking as an external cognitive aid for increasing learning. British Journal of Educational Technology, 40(4), 619-635. doi:10.1111/j.1467-8535.2008.00906.x.
Peverly, S., Ramaswamy, V., Brown, C., Sumowski, J., Alidoost, M., & Garner, J. (2007). What predicts skill in lecture note taking?. Journal of Educational Psychology, 99(1), 167-180. doi:10.1037/0022-0663.99.1.167.
Van Meter, P., Yokoi, L., & Pressley, M. (1994). College students' theory of note-taking derived from their perceptions of note-taking. Journal of Educational Psychology, 86(3), 323-338. doi:10.1037/0022-0663.86.3.323.
Williams, R. L., & Eggert, A. C. (2002). Notetaking in College Classes: Student Patterns and Instructional Strategies. JGE: The Journal of General Education, 51(3), 173-199. Retrieved from Academic Search Premier database.
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