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    RMIT, Note Taking For Lectures

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    Sara Jones
    1. The document provides tips for effective note-taking in classes and lectures. It emphasizes that good notes should be purposeful, logical, brief and accurate. 2. It recommends preparing for lectures by reviewing previous notes and readings, and suggests paying attention to cues from instructors like repetitions and emphasis to identify important points. 3. The Cornell note-taking method is described as using two columns - a main ideas column on the left and details on the right, with a summary row at the bottom for revision. This structure helps organize notes.

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    RMIT, Note Taking For Lectures

    Uploaded by

    Sara Jones
    84 views2 pages
    1. The document provides tips for effective note-taking in classes and lectures. It emphasizes that good notes should be purposeful, logical, brief and accurate. 2. It recommends preparing for lectures by reviewing previous notes and readings, and suggests paying attention to cues from instructors like repetitions and emphasis to identify important points. 3. The Cornell note-taking method is described as using two columns - a main ideas column on the left and details on the right, with a summary row at the bottom for revision. This structure helps organize notes.

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    Note Taking for Lectures

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    RMIT, Note Taking for Lectures

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    1. The document provides tips for effective note-taking in classes and lectures. It emphasizes that good notes should be purposeful, logical, brief and accurate. 2. It recommends preparing for lectures by reviewing previous notes and readings, and suggests paying attention to cues from instructors like repetitions and emphasis to identify important points. 3. The Cornell note-taking method is described as using two columns - a main ideas column on the left and details on the right, with a summary row at the bottom for revision. This structure helps organize notes.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    84 views2 pages

    RMIT, Note Taking For Lectures

    Uploaded by

    Sara Jones
    1. The document provides tips for effective note-taking in classes and lectures. It emphasizes that good notes should be purposeful, logical, brief and accurate. 2. It recommends preparing for lectures by reviewing previous notes and readings, and suggests paying attention to cues from instructors like repetitions and emphasis to identify important points. 3. The Cornell note-taking method is described as using two columns - a main ideas column on the left and details on the right, with a summary row at the bottom for revision. This structure helps organize notes.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    NOTE TAKING IN

    CLASSES AND LECTURES


    Good notes are purposeful, logical, brief and accurate. They are your record of your
    understanding of the lecture and are used when preparing for exams or working on
    assignments.

    Hints for note taking


    1. Prepare beforehand





    Think about the topic of the lecture and what you know about it.
    Ask yourself questions such as, What do I know about the topic? and How does it relate to what
    was covered last week? This will open up connections to your long term memory.
    Read the PowerPoint slides before the lecture.
    Re-read your previous notes related to the topic and remind yourself of the content.
    If other reading has been set, do it.
    Arrive on time; the first ten minutes often contains an outline of the lecture.

    2. In class time
    Teachers use various strategies to indicate to students what is important. Being aware of these helps you
    identify the main ideas. Pay attention to:
    e.g.

    a)

    Introductions and conclusions

    Beginnings and endings are vital. In the introduction, the lecturer outlines the

    important points, connects them with the previous and next lectures and puts

    the topic in context. The conclusion summarises the main points.

    b)

    Repetition and elaboration


    Important points are repeated or illustrated with examples.

    c)

    Linking expressions

    Today well be talking


    about the effect of
    information overload on
    the short-term memory.
    There are three main
    points

    Listen for words and phrases that direct you to new and important ideas or show the relationships
    between the points being raised. Examples include:







    d)

    Addition words also, too, in addition, furthermore, another


    Emphasis words importantly, specifically, especially, obviously
    Sequencing words firstly, secondly, next, finally
    Contrast words however, but, despite, on the other hand, conversely
    Concession words although, even though, in the light of, given that
    Illustration words for example, to illustrate, that is
    Reason and result words consequently, because, therefore, leads to
    Summary words in conclusion, to sum up, in summary

    Voice emphasis
    In lectures and tutorials, important ideas, words and phrases are often emphasised. A lecturer or
    teacher may do this by saying them more slowly, more loudly, or by pausing. Gestures and
    movement may also be used for emphasis.

    3. After the class


    Revise notes within 24 hours of the class. Dont just file them away! Discuss the ideas with a study group,
    draw a mindmap of the key ideas, do some follow up reading about the key ideas and most importantly think
    about how the ideas relate to your assignments, exams or future career. Your independent study time is
    some of your most valuable time as a study; use it wisely.

    Study Tips: Note taking in classes and lectures

    Feb 2014

    The Cornell method of note taking


    The Cornell method is a useful method for taking notes. It can be handwritten or you could set up a template
    on your laptop. The example below applies this method to the information shown above from a class on
    memory and learning.

    Long and short term memory


    To develop effective learning skills, it is necessary to understand more about how memory is
    structured, in particular the role of short-term memory and long-term memory. Short-term memory
    refers to the part known as the conscious mind and is used for paying attention. Long-term memory
    is where we store information. Many things that come into the short-term memory arent transferred
    to the long-term memory, as you can see in Diagram 1. In fact, the brain is designed to forget
    between 50% and 75% of the information that is not transferred to the long-term memory within 24
    hours. When you think about this, you can see how important it is to use active study techniques that
    help the brain selects what is stored in your long-term memory.
    When taking notes Cornell-style, use two columns:

    a main ideas or key words column on the left

    the notes or details column on the right.

    At the bottom of the page, add a summary row, to use for revision and reflection.
    Use point form to record information, ideas and your own thinking. Colour can also help to highlight different
    points, and leave space between different topics.

    Memory and learning

    15 Aug 2014

    Structure

    Short term = conscious


    Long term = uncons.

    Short term

    payg attention
    limited storage
    only holds 7 +/- 2 pieces of info for how long??

    Long term
    -Useful diagram in ppt.

    impt info is transferred to LT mem


    In fact the brain is designed to forget between 50% and 75% of the information that
    is not transferred to LTM within 24 hours. - McKenzie 2013

    STM

    info stored STM

    LTM

    brain selects

    info stored LTM

    Commonly used abbreviations


    Abbreviations
    breviationscan
    canassist
    assistyou
    youto
    torecord
    recordwhat
    whatyou
    youhear
    hearmore
    morequickly.
    quickl You should also develop your own
    shorthand
    vocabulary
    specific
    toto
    your
    courses.
    orthandfor
    forfrequently-use
    frequently used
    vocabulary
    specific
    your
    courses
    e table below shows some commonly used abbreviations. Dev
    The table below shows some commonly used abbreviations. Develop your own for terms you will use
    equently in your studies.
    frequently in your studies.
    results from

    &

    and

    percent

    +ve

    positive

    -ve

    negative

    cf

    compared with

    re

    concerning/ about

    NB

    note well

    vis

    namely

    -ing

    ca

    about

    etc

    and so on

    -tion/-sion (endings)

    i.e.

    that is

    am

    morning

    Study Tips: Note taking in classes and lectures

    Feb 2014

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