Note Taking

Note-taking is a skill that can be critical in the retention and success of undergraduate students.  Meta-analysis of effects on learning suggests that note-taking has a relatively strong effect on student learning outcomes (Marzano 1998).  

As with any skill, note-taking needs to be learned and developed over time.  Since there are usually no courses in “note-taking” in K-12 institutions, students should be explicitly supported in developing this skill in discipline-based courses (Kiewra 2002).  Considering that writing conventions and academic language vary significantly from the field of study to the field of study, it makes sense that students will learn a significant amount of their note-taking strategies during coursework.  By explicitly planning to support students in their note-taking, more equitable opportunities for academic success will be accessible to all students.

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• RESEARCH

  Examine selected research on multiple representations.

  Marzano, R. J., Pickering, D. J., Pollack, J. E.  (2001).  Classroom instruction that works: Research-based strategies for increasing student achievement. ACSD Alexandria, VA

  Marzano, R. J.  (1998).  A theory-based meta-analysis of research on instruction.  Aurora, CO: Mid-continent Research for Education and Learning.  Retrieved July 12, 2021, from https://eric.ed.gov/?id=ED427087

  Jansen, R. S., Lakens, D., Ijsselsteijn, W. A.  (2017).  An integrative review of the cognitive costs and benefits of note-taking.  Educational research review.  22, 223-233.  Retrieved August 4, 2021, from https://www-sciencedirect-com.mantis.csuchico.edu/science/article/pii/S1747938X17300374    

  Haydon, T., Mancil, G. R., Kroeger, S. D., McLeskey, J., Lin, W. J.  (2011).  A review of the effectiveness of guided notes for students who struggle to learn academic content.  Preventing school failure.  55(4), 226-231.  Retrieved August 4, 2021, from http://web.a.ebscohost.com.mantis.csuchico.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=2aa385a7-8297-46d8-8e2f-0aa178dc9c96%40sessionmgr4008  

  Holland, B. R.  (2017).  Note-taking editorials: Groundhog day all over again.  Retrieved August 4, 2021, from http://brholland.com/note-taking-editorials-groundhog-day-all-over-again/  

  Kiewra, K. A.  (2002).  How classroom teachers can help students learn and teach them how to learn.  Theory into practice.  41(2), 71-80.  Retrieved August 4. 2021 from http://web.b.ebscohost.com.mantis.csuchico.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=7eed7c09-27dc-4ba8-9719-951b3c29cdd2%40pdc-v-sessmgr03

• APPLICATION

  Ready to apply note-taking supports to your teaching? Here are some ideas and strategies to get you started:

  List ideas or strategies for application and outline of implementation steps.

  1. Take the time to frontload.  Teach students how to take notes for your course.
  2. Provide your own notes for student use.
  3. Invest some time to create advance organizers or guided notes for some of your class activities, lectures, or independent reading.
     1. Effective textbook reading is another acquired skill that students need to be successful academically.  Advance organizers can be used to support students in developing strategies to identify key ideas and analyze information from textbooks.
  4. Ask past students for exemplar student notes from your course or field and share these with your students on Blackboard or during class.
  5. Consider assigning note-taking as a graded assignment.  
     1. This should be viewed as an opportunity to provide meaningful feedback to students about their note-taking strategies as well as their understanding of the content.
     2. This should be low-stakes.
     3. This should not be used as a strategy to enforce compliance with a demand that they take notes
  6. Demonstrate and have students engage in a variety of note-taking strategies.  Consider:
     1. KWL Charts
     2. What do you notice?  What do you wonder?

  Comparison and relationship models such as Venn diagrams and concept maps.