Note-taking
Overview
Effective note-taking during lectures or reading directs learners' Attention to the relevant information, helping them identify key concepts, understand links between ideas and retain information better in their Long-term Memory. Having information stored in one place also allows learners to revisit it later, for review and reflection, and to reinforce the learning. Providing structures and cues for note-taking fosters better organizing of information and also reduces cognitive load. Explicitly teaching learners how to take notes and equipping them with skills and techniques to use Metacognition, to make effective decisions around which strategies to use for which kind of information, is crucial. This is important because incomplete or inaccurate notes can be counter-productive.
Use It In Your Learning Environment
Note-taking can be introduced in learning spaces as a set of skills to be developed and as a pedagogical tool. Note-taking strategies could be linear such as outlines or SQ3R (Survey, Question, Read, Recite, Review), as well as more non-linear and visual such as mind-mapping, story and concept maps, or a mix of both. Coaching learners to pick the right format based on the kind of information and the purpose of note-taking boosts their ability to use note-taking effectively as a skill. Teaching techniques such as using abbreviations or icons can also foster better note-taking, especially for writers who need more processing time.
Instructors and developers can design their lectures and modules to prioritize note-taking. Providing an outline of the information presented, or templates for guided-note taking, can facilitate better organizing of information and channels learners' Attention to important information while reducing pressure on their Working Memory and Short-term Memory. Partial notes, especially in online spaces where a certain format is given and students are required to fill out the rest, can support learning, especially for struggling learners. They can also be used as a formative assessment tool.
Another way to encourage note-taking is to include it as a part of the lesson plans and modules. When students are given the opportunity to revise, add to, or rewrite their notes during deliberate pauses in lectures or during independent reading periods, they tend to retain more information. They can also be asked to collaborate with partners or in small groups to revise the notes and fill in the gaps.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Active Learning Strategies
Experts can answer questions and provide vocabulary, processes, feedback, and scaffolds to help learners deepen their understanding.
Case studies support authentic, active learning experiences centered around real world situations that present an account of a particular set of circumstances for learners to engage with.
When learners process and express information visually, they are activating more cognitive processes while Problem Solving.
When preparing for and executing a debate, learners analyze, form, and express verbal arguments, fostering their critical thinking skills, an essential component of Problem Solving.
Debriefing is the intentional discussion immediately following a learning experience which is especially important after simulation-based learning.
Analyzing errors is especially beneficial in helping learners develop a Learner Mindset and critical thinking skills, which are a component of Problem Solving.
Networking and supporting adult learners in expanding their social networks provide access to additional resources and Social Supports, which can impact their trajectory and Motivation.
Experiential learning is learning by doing, which may include self-directed learning activities.
Giving learners the opportunity to explain their thinking process aloud helps them to solidify their comprehension, and move knowledge into their Long-term Memory.
Game-based learning is an active learning experience with clear objectives and measurable outcomes designed to be intrinsically game-like.
Inquiry-based learning is centered around open-ended questions posed by instructors and/or the learners themselves and fosters a Learner Mindset.
For adults, the Composition process can become more robust when learners can express ideas through multiple media, which includes visual, audio, and digital production.
The opportunity to observe peers or experts in action or participate in shadowing can provide a unique and authentic learning experience that often involves questioning, metacognitive thinking, and Problem Solving while providing Social Supports.
When learners provide constructive feedback on each other's work, they reflect on their own understanding, learn to give relevant suggestions, receive specific ways to improve, and engage in Metacognition.
Problem-based learning (PBL) is a learner-centered multidisciplinary approach focused on real world applications using active learning methods.
Simulations and immersive virtual environments provide authentic learning at a level that can spark curiosity and deeper understanding by engaging multiple senses in exploration.
Skills sprints are focused, real world learning experiences for teams in which participants learn new skills while directly designing, developing, or delivering something to their organization.
Analyzing short video clips, replays of important aspects, and videos of oneself applying what has been learned can improve Metacognition and Long-term Memory while fostering a Learner Mindset.
Analyzing and discussing solutions to problems helps students develop a deeper understanding of Problem Solving processes and Numeracy skills.
