Taking good notes while reading and during class is an important part of academic success in college. Effective notes can come in various forms, and different note-taking formats shoul

 

Taking good notes while reading and during class is an important part of academic success in college. Effective notes can come in various forms, and different note-taking formats should be adopted for different types of texts and subjects. The goal of this assignment is to help you identify a note-taking system that works best for you based on your reading material and the course content.

Step 1: Start with an introduction (7-10 sentences) addressing these questions:

1. Why is note taking an essential learning skill for college students? 

2. How can you use your notes to improve your academic performance?

3. Which note-taking format did you choose to complete this assignment? Why? How does this format match with your learning style(s) (i.e., VARK – Visual, Aural, Read/write, and Kinesthetic)?

Step 2: Choose a chapter ( EXCEPT Chapter 2) and section (minimum of 5-10 pages) from the EDUC 1300 textbook for note taking. Then, decide which note-taking format you will use.  Choose only 1 of the 6 options below to create 2-3 pages of notes:

1. Cornell method ( http://comprehensionhart.weebly.com/cornell-notes.html Links to an external site. )

2. Outline method ( https://msliewsclass.weebly.com/outline-method.html Links to an external site. )

3. List method (Click  HERE 

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for details)

4. Audio notes [Click  HERE  to learn how to create your notes.  Click  HERE Links to an external site.  to watch a video showing how to record, upload, and submit media recordings in Canvas. You can also record your audio notes by using cell phones (Click  HERE Links to an external site. ), audio recording devices, Microsoft OneNote, etc.]

5. Mapping method ( http://club.noteshelf.net/mind-maps-for-note-taking-verbal-to-visual-approach Links to an external site. ) [Click  HERE

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 to see a student example of mapping].

6. Vision board notes (Click  HERE Links to an external site.  to watch the video showing how to create a vision board)

Step 3: Then, specify the title of your selected chapter and produce 2-3 pages of notes on a minimum of 5-10 pages ( Except Chapter 2).  Do  NOT write or record verbatim notes. If you decide to take written notes, do  NOT simply copy and paste the phrases/sentences from the textbook straight into a document. If you decide to take audio notes, do  NOT just read aloud the information from the chapter word for word. Instead,  take written/audio notes COMPLETELY in your own words. Paraphrase and  summarize the major ideas and supporting details of the chapter to demonstrate your understanding of the material.  

 

If you decide to create vision board notes, you are required  to  record yourself presenting the vision board and explaining the notes in a detailed manner.

 

The set of notes created should be thorough, covering all major ideas and the supporting details of the chapter. Your written notes may be neatly  handwritten or typed.  If you would like to use another textbook to complete this assignment,  prior approval from your instructor should be obtained. Grading is based on how detailed, comprehensive, and well-organized your notes are.

 

Step 4:  Submit your work via the yellow "Start Assignment" button at the top right-hand corner. If you choose to create audio notes, you can have the option to record your introduction by verbally addressing the questions specified in Step 1. Then, mention the chapter title and continue to record your audio notes as specified in Step 3.

 

View the Student Example Here

 

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Student’s Name: ________________ (w#___________) Date: ________ Professor’s Name: ____________

A. Introduction

Taking effective notes is one of most critical skills essential to the success of college students. While reading and during lectures, taking notes can help students stay focused and engaged as they need to excise critical thinking skills to process the information. It is important to go beyond taking verbatim notes because passive learning does not guarantee comprehension. I usually take notes in my own words, and it enhances my academic performance in a variety of ways. First, it maximizes learning and facilitates memory retention because I have to reflect on what I have read and heard before I can possibly summarize and paraphrase the ideas. Second, my notes can serve as my study guides, which help with examination revision subsequently. For this assignment, I chose to take notes based on the outline method because it was easier for me to use roman numerals, uppercase letters, numbers, and lowercase letters to organize the information as it was presented. In general, as a read/write learner, I find the outline format highly compatible with my dominating learning style. It allows me to draw on my writing skills when paraphrasing the concepts and grouping the major ideas along with their supporting details in a linear, sequential manner.

B. Note-Taking: Outline Method

Chapter 2 (Cultivating Motivation, Resilience, and Emotional Intelligence) from Understanding Your College Experience – Strategies for Success

Section 2.1 The Importance of Motivation, Attitude, and Mindset

I. Motivation

A. Motivation is the driving force for our actions, and it explains the reasons why we behave the way we do.

B. To make a difference, we need to stay committed and focused.

C. Two types of motivation:

1. Intrinsic motivation

a. It refers to your desire to accomplish your goals, and it comes from within you.

b. You are engaged in activities for the sake of enjoying the activities themselves, and you derive pleasure during the process of participation.

c. Example: If a student goes to the nursing school because he feels happy helping others, his decision is driven by internal motivation.

2. Extrinsic motivation

a. You perform a behavior in the hope of getting an external reward (e.g., paychecks, grades, respect, etc.) or avoiding a negative outcome (e.g., punishment).

b. Example: A student maintains a 4.0 GPA because he wants to get scholarships.

II. Attitude

A. Attitude is how you think, feel, and respond to different situations and people.

B. Two types of attitude:

1. Positive attitude

a. It refers to a state of mind that always envisions constructive and optimistic results.

b. People with a positive attitude tend to:

i. Expect success and will not let failure define them.

ii. Seek solutions to the existing problems instead of dwelling on problems.

iii. See hope and opportunities in an otherwise negative situation.

2. Negative attitude

a. It refers to a state of mind that is not constructive, cooperative, or optimistic.

b. People with a negative attitude tend to:

i. Stay in their comfort zone and avoid changing their circumstances.

ii. Take things for granted.

iii. Blame others for their behaviors, thoughts, feelings that are negative.

C. Six ways to adjust attitude:

1. Focus on the lessons you can learn when overcoming obstacles

2. Acknowledge yourself every time when a good decision is made

3. Learn from your mistakes and see how things could have been done differently

4. Hang out with people who have a positive impact on you

5. Think about how the attitude you choose will change the outcome

6. Exert more conscious control over your attitude and stay positive consciously

III. Mindset

A. It refers to what you think about your individual personality, intelligence, or talents.

B. Two types of mindset:

1. Growth mindset

a. Believe there is always room to improve their characteristics and abilities

b. Think that their abilities and intelligence can grow with effort.

c. Willing to take risks because failure is the first step to success

2. Fixed mindset

a. Believe their characteristics and abilities are static, so putting in effort is worthless

b. Tend to prove themselves and view feedback as personal criticism

c. Sensitive about being wrong and do not embrace challenges to avoid failure

d. Perceive trying hard as a manifestation of lacking talent

Section 2.2: Resilience and Grit

I. Resilience / Grit

A. Resilience means being able to adapt to challenges and not giving up easily.

B. Ten Ways to bounce back from difficult situations:

1. Build rapport and accept help from others when needed

2. Look beyond the problem and believe that there is always a solution

3. Be flexible and embrace changes in your life

4. Create realistic goals and take action to achieve the goals little by little

5. Be a proactive problem solver instead of waiting for problems to disappear

6. Kick off your self-discovery journey

7. Boost your confidence and self-esteem

8. Consider the bigger picture, which can help you prioritize more effectively

9. Stay positive, hopeful, and optimistic

10. Focus on yourself more and get to know your needs/emotions better

II. Grit

A. Grit is a trait that is based on a combination of perseverance, passion, and resilience.

B. It refers to sustained persistence that supports achievement of long-term goals.

C. Being a “gritty” person means:

1. Putting in continuous effort to make the goals come true

2. Making progress little by little

3. Keeping the big picture in mind and refocusing attention on the true priorities

III. Using Resilience and Grit to Learn from Tough Circumstances

A. Resilient and gritty students tend to bounce back from negative experiences; they learn from the difficult situations and will keep trying instead of giving up easily.

B. Many well-known people have overcome tough circumstances before they succeed.

C. Examples: J. K. Rowling, Walt Disney, and Michael Jordan

Section 2.3: Understanding Emotional Intelligence

I. Emotional Intelligence

A. It refers to the ability to recognize, understand, and manage emotions.

B. Once you are more aware of your emotions, you can procced to:

1. Deal with stress.

2. Adjust your emotions to facilitate problem solving and decision making.

C. Healthy EI also contributes to:

1. Academic success

2. Positive human relationships (professionally and personally)

3. Job satisfaction

4. Your overall well-being (physical and psychological)

II. Roles of emotional intelligence in everyday life:

A. Academic success – Emotionally intelligent students tend to perform better at school.

B. Anger management – Anger can be a motivating force that drives positive changes, but it should be carefully monitored and controlled.

C. Priority management – Part of developing a strong emotional intelligence involves paying attention to your priorities and making adjustments when needed.

III. Identifying Your EI Skills and Competencies

A. Bar-On Model shows an array of emotional and social skills that affect human behavior and performance. 

B. Five dimensions of the Bar-On Model:

1. Intrapersonal skills (i.e., emotional self-awareness, assertiveness, independence, self-regard, and self-actualization)

2. Interpersonal skills (i.e., empathy, social responsibility, and interpersonal relationships)

3. Stress management (i.e., stress tolerance and impulse control)

4. Adaptability (i.e., reality testing, flexibility, problem solving, and resilience)

5. General mood (i.e., optimism and happiness)

IV. Improving Emotional Intelligence

A. Eight concrete ways to improve emotional intelligence:

1. Label your emotions to gain a better understanding about how you are feeling exactly

2. Reflect on why you feel the way you do

3. Step outside of the comfort zone and open yourself up to challenges

4. Modify your behaviors through observing a role model

5. Conduct research and learn more about emotional intelligence

6. Read books and articles on emotional intelligence for leisure

7. Seek assistance from professionals (e.g., academic advisers, wellness/counseling centers, etc.) when needed

8. Take a college success course such as EDUC 1300

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6.1 A PLAN FOR ACTIVE READING Active reading involves participating in reading by using strategies, such as highlighting and note taking, that help you stay focused. Active reading is different from reading novels or magazines for pleasure, which doesn’t require you to do anything while you are reading. Active reading will increase your focus and concentration, help you understand what you read, and prepare you to study for tests and exams. These are the four steps in active reading designed to help you read college textbooks: Previewing Marking what you read Staying focused Reviewing YOUR TURN > WORK TOGETHER With a group of your classmates, spend a few minutes discussing which of these four active reading steps you always, sometimes, or never take. Have one member of the group keep a tally and report the results back to the rest of the class. Which steps, if any, do your classmates think are necessary, and why? Step 1: Previewing Previewing is the first step in active reading. When you preview, you develop a purpose for reading and take an initial look at a reading before you really tackle the content. Think of previewing like arriving on campus for the first time and getting an overview of your new environment. You locate the primary offices you’ll need to visit, pinpoint your classrooms, and find the closest restrooms. Then you get a feel for where to find the library, computer labs, study areas, and bookstore, and get a sense of where these things are in relation to each other. By getting oriented early on, you’ll be able to focus on your studies instead of wandering aimlessly around campus when you need to go somewhere new. Previewing a section or chapter in your textbook or other assigned reading is similar: the purpose is to get the big picture—to understand the main ideas in the reading and how those ideas connect with what you already know and to the material the instructor covers in class, all before you start reading in detail. Previewing will require some time up front, but it will save you time later. Getting to Know Your Textbook When you begin reading a textbook for the first time, be sure to learn more about it and its author(s) by reading sections at the beginning of the book, such as the preface, introduction, and biographical sketches about each author. The preface, a brief overview usually at the beginning of a book, is typically prepared by the author (or authors) to tell you why they wrote the book and what material the book covers; it also explains the book’s organization and gives insight into the author’s viewpoint—all of which will likely help you see the relationships among the facts presented and comprehend the ideas included throughout the book. (Make sure you read this book’s preface as an example.) Reading the preface can come in handy if you are feeling a little lost at different points in the term, since it often lays out the tools available in each chapter to guide you through the content. Some books have an additional introduction that reviews the book’s overall organization and its contents, often chapter by chapter. Authors’ biographical sketches will give you interesting information about the authors, including their background, work history, and educational experience. Taking a Quick Chapter Tour Once you’re familiar with the textbook itself, you can get to know more about the chapter you’ve been assigned to read. Although each textbook may be different, chapters are likely to have common features. Introduce yourself to the chapter by following these steps: First, read the title of the chapter. Ask yourself, “Why am I reading this? What do I already know about this subject? What do I want to know?” Next, quickly read through the learning objectives (if the chapter includes them; these are usually stated as the chapter begins) or the introductory paragraphs. Learning objectives are the main ideas or skills students are expected to learn from reading the chapter. Then turn to the end of the chapter and read the summary, if there is one. A summary provides the most important ideas in the chapter. Finally, take a few minutes to skim the chapter to learn more about the ideas presented. Look at the headings, subheadings, key terms, and tables and figures. See if there are study questions at the end of each chapter—take time to read over these questions, whether or not your instructor requires you to do so. If you are accessing digital content instead of a print textbook, you can still find effective ways to preview the material. For example, chapters in digital textbooks are often “scrollable” by learning objective and section. In addition, quizzes and interactive exercises allow you to test your understanding of the material and to practice concepts. And if your courses require you to access other types of online resources in addition to your textbooks, you can use a similar preview process. Visit each resource and get a general lay of the land before diving in to your reading. Planning Time for Your Reading As part of your preview, make a rough estimate of how much time it will take you to complete each reading assignment. Keep in mind that different types of textbooks can require more or less time to read. For example, depending on your interests and previous knowledge, you might be able to read a psychology text more quickly than a biology text that includes many unfamiliar scientific words. To make a plan, create a simple four-column table with horizontal lines for all your reading assignments over the next week. Following the example provided (see Table 6.1), take the following steps: Use the first column to list each reading assignment. In the second column, rate each assignment on a scale of 1 to 5 according to how easy (1) or difficult (5) you think the reading will be. In the third column, estimate how many hours each assignment will take. (Remember that a difficult reading will take longer than an easier reading.) Use the fourth column to keep track of how much time you actually spend reading. TABLE 6.1 > Planning Time for Your Reading Estimated reading time this week: Assignment Difficulty (1–5) Estimated time Actual time History (Ch. 1) 4 1.5 hr 2.0 hr Psychology (Chs. 2 & 3) 4 1.5 hr 4.0 hr Math (Ch. 3) 5 2.0 hr 2.5 hr Speech (Ch. 2) 2 1.0 hr 1.25 hr College Success (Ch. 5) 2 1.0 hr 1.0 hr Total estimated reading time: 7 hrs Total actual reading time: 10.75 hrs Thoughts: I used all four steps of active reading. My reading took me a bit longer, but I can tell that I learned much more. I also felt like I knew how to use my textbooks better after reading this chapter from my college success textbook. Mapping Mapping is a preview strategy in which you draw a wheel or branching structure to show relationships between main ideas and secondary ideas and how different concepts and terms fit together; it also helps you make connections to what you already know about the subject you’re studying (see Figure 6.1). Mapping the chapter as you preview it provides a visual guide for how different ideas in a chapter relate to one another, and it helps you differentiate main ideas from minor points. In the wheel map structure, place the main idea of the chapter in the circle. You can usually find the main idea in the chapter introduction and sometimes even in the chapter title. (For example, the main idea for this chapter would be increasing success through improved textbook reading.) Place secondary ideas, or ideas that develop the main idea, on the lines connected to the circle, and place offshoots, or ideas that explain these secondary ideas, on the lines attached to the main lines. In the branching map, the main idea goes at the top, followed by supporting ideas on the second tier, and so forth. Fill in the main idea first. Then, as you skim the chapter, use the headings and subheadings to fill in the supporting ideas. A diagram shows wheel map where a circle attached with five spokes attached to it. Two spokes on the right are further attached with three spokes each. Another diagram below shows a branching map with hierarchy from top to bottom with increased branches, as we move downwards. FIGURE 6.1 > Wheel and Branching Maps Outlining or Listing If you’re looking for more of a step-by-step visual image, consider making an outline of the headings and subheadings in the chapter (see Figure 6.2, which shows an outline of the first section of this chapter). Notice that the different levels of headings in a textbook look different. They are designed to show relationships among topics and subtopics covered within a section. As you continue to read, you will better understand these connections. Flip through this textbook to see how the headings are designed—look at the main headings (larger font) and also the subheadings (smaller font). Then, try the following tips to create and use your outline: To save time when you are outlining, don’t write full sentences. Rather, include clear condensed explanations of new terms and symbols. Pay special attention to topics that the instructor covered in class. Mark these sections in your textbook. If you aren’t sure whether your outlines contain too much or too little detail, compare them with the outlines of your classmates or study group members. You can also check with your instructor during office hours. In preparing for a test, review your chapter outlines along with other materials to see how everything fits together. Another previewing technique is listing. A list can be effective when you are dealing with a textbook that introduces many new terms and their definitions. Set up the list with the terms in the left column, and fill in definitions, descriptions, and examples on the right as you read or reread. Divide the terms on your list into groups of five, seven, or nine, and leave white space between the clusters so that you can visualize each group in your mind. This practice is known as chunking. We learn material best when it is in chunks of five, seven, or nine. An illustration shows a sample for creating outline. FIGURE 6.2 > Sample Outline The illustration in the form of an i-pad screen shows the following: I. Active Reading A. Previewing m dash Get lay of the land, skim 1. Reading introductory material 2. Taking a chapter tour 3. Making a reading plan 4. Mapping 5. Alternatives to Mapping a. Outlines b. Lists c. Flash cards B. Marking textbooks m dash Read and think BEFORE 1. Underlining 2. Highlighting 3. Annotating (Margin notes) C. Staying focused m dash Use suggestions like 1. Find proper location 2. Turn off electronic devices 3. Set aside blocks of time with breaks 4. Set study goals D. Reviewing m dash Each week, review 1. Notes 2. Study questions 3. Annotations 4. Flash cards 5. Visual maps 6. Outlines Creating Flash Cards Another method you can use to preview material is to make flash cards. Flash cards are like portable test questions—you write a question or term on the front of a small card and the answer or definition on the back. For a course that requires you to memorize dates, like American history, you might write a key date on one side of the card and the event on the other. To study chemistry, you could write a chemical formula on one side and the ionic compound on the other. You might use flash cards to learn vocabulary words or practice simple sentences for a language course. Creating the cards from your readings and using them to prepare for exams are great ways to retain information. If you are using digital course materials, it is likely that each chapter offers digital flash cards that you can click through (see Figure 6.3). Digital flash cards in college course materials typically give students the ability to sort the cards by front or back and to make virtual piles of the terms and concepts they need to practice and those they have mastered. An illustration shows an example of a flash card. FIGURE 6.3 > Examples of Flash Cards Step 2: Marking What You Read After completing your preview, you are ready to read the text actively. With your map, outline, list, or flash cards to guide you, mark the sections that are most important. To avoid marking too much or marking the wrong information, first read without using your pencil, your highlighter, or any digital tools. This means you should read the text at least twice. Marking is an active reading strategy that helps you stay engaged as you read. When you mark your textbook, you underline, highlight, or make margin notes or annotations—notes or remarks about a piece of writing—either on the book or digitally on your e-book pages. Figure 6.4 provides an example of different marking methods. No matter what method you prefer, remember these important guidelines: Read before you mark. Finish reading a section before you decide which are the most important ideas and concepts. Think before you mark. When you read a text for the first time, everything can seem important. After you complete a section, reflect on it to identify the key ideas. Ask yourself, “What are the most important ideas? What terms has the instructor emphasized in class? What will I see on the test?” Thinking about these questions can help you avoid marking too much material. Highlight or underline purposefully. Highlights and underlines are intended to pull your eye only to key words and important facts. If highlighting or underlining is actually a form of procrastination for you (you are reading through the material but planning to learn it at a later date) or if you are highlighting or underlining nearly everything you read, you might be doing yourself more harm than good. You won’t be able to identify important concepts quickly if they’re lost in a sea of color or lines. Ask yourself whether your highlighting or underlining is helping you be more active in your learning process. Take notes while you are marking. Rather than relying on marking alone, consider annotating the material by taking notes as you read. Just marking what’s most important doesn’t mean you’re learning the material, and it can give you a false sense of security. When you force yourself to put something in your own words while taking notes, you are not only predicting exam questions but also evaluating whether you can answer them. You can add your notes to the map, outline, list, or flash cards you created while you previewed the text or use the digital tools available for note taking on e-books. You can then review your notes with a friend or study group when preparing for tests and exams. An image shows various ways of reading, a combination of highlighting, underlining, and making margin notes. FIGURE 6.4 > Examples of Marking Using a combination of highlighting and margin notes, the reader has made the content of this page easy to review. Without reading the text, note the highlighted words an

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