Overview on Note taking Strategies

The following table (REFERENCE) outlines common learning problems related to notetaking and suggests possible strategies for students and instructors.

Attention and Listening

The first step to improved notetaking is better attention and listening skills. It is impossible to take good notes if one cannot pay attention while listening to a presentation or reading a book. Good listening skills require that one attend to basic health needs, eliminate internal and external distractions, and maintain a positive self-image.

For specific attention and listening strategies, refer to the Attention and Listening page of the General-Purpose Learning Strategies main stack.

Preparation

Preparation for a notetaking task is a time effective strategy for taking better notes. While it most easily applied to lecture notetaking, preparation may be used for other tasks as well. There are several aspects of pre-task preparation: completing assigned readings, reviewing previous notes, completing homework or lab problems, and bringing the appropriate supplies; these are outlined in more detail in the following paragraphs.

Preparation before each notetaking task has many advantages. It makes the material more familiar, so that one is not hearing or seeing it for the first time. Familiarity, in turn, aids in understanding and helps one pay better attention. Preparation helps one identify the most important points to be recorded and to distinguish main ideas from supporting details. It aids in retention of the new material.

Clearly, the benefits of preparation make it very effective and efficient, especially when one considers the relatively minimal time requirements necessary for implementing the strategy. Preparation should become a part of every student's daily routine.

Assigned Readings

• Check the syllabus to determine the assigned readings for the next lecture.
• Do the required readings. Try some of the strategies in the Reading Comprehension page to insure understanding of the material.
• Make a brief list of major headings and key terms in the assigned readings. These can serve as a guideline for taking notes in the next class. The list of key terms can help with spelling difficult or unfamiliar words.
• Xerox pertinent information from the readings. If there are a number of illustrations and tables, xerox them to have during class. Then you won't have to waste time reproducing the illustrations in your notes. It may be helpful to xerox the index to use as a list of key terms for spelling difficult or unfamiliar words.
• Identify questions from the readings that may be asked in the next class.

Review Previous Notes

• Read over the notes from the previous lecture.
• Identify the major points of the lecture.
• Identify the most important details supporting each major point.
• Write a brief (a few sentences) summary of the lecture.
• Consider how the lecture fits in with previous lectures, with the required readings, and with the course objectives listed on the syllabus.
• Identify questions from the notes that may be asked during the next class.

Homework or Lab Problems

• Complete all homework or lab assignments in a timely manner.
• Consider how the problems fit with class lectures, with the required readings, and with the course objectives listed on the syllabus.
• Identify questions from the homework or lab problems that may be asked during the next class.

Supplies

• Assemble the appropriate supplies prior to the lecture or notetaking task. Supplies include one or more of the following:
  • pens or pencils
  • highlighters
  • colored pencils
  • hole punch
  • loose-leaf paper or notebooks
  • three-ring notebooks and dividers
  • calculator
  • ruler and/or protractor
  • outlines or notes from readings
  • completed homework or lab problems
• Keep the supplies in a travel pack so they may be easily located and carried to class.

Key Words and Key Points

An important aspect of good notetaking skills is knowing what to write down in the notes. Distinguishing important from unimportant information is a skill that improves with preparation and practice.

The following suggestions may help students identify key words and key points that should be recorded in the notes. For additional ideas, refer to the Cues and Clues section of this page.

Key Words

Key words signal that the information itself or the information to follow is important and should be recorded. Key words may be content-related, directional, or clue words.

Content key words relate directly to the subject matter being covered. For example, content key words in a history class might be the names of U.S. presidents from 1920 to 1948. Content key words in a psychology lecture may be the parts of a neuron. Content key words often appear in bold or italic print in textbooks, and they may be listed in the summary sections at the ends of chapters in most textbooks. Copy or xerox these term lists and take them to class to aid in recognition and spelling.

Directional key words are words or statements that relate to specific things the student is expected to do. They are often action verbs. For example, the words "due" and "turn to" are directional key words in the following statements: "The paper is due Thursday" and "Turn to page 45 in the book."

Clue words indicate that important information is forthcoming. Examples of clue words are above all, next, in addition to, most importantly, advantages, disadvantages, difference, similarities, reasons, and types.

Key Points

There are several ways of identifying main ideas or key points in a lecture. Assigned readings and supplemental material provided by the instructor offer two alternatives.

The text book is an excellent sources of ideas. The key points in a lecture often correspond to the major headings in a chapter. Bring a list of these headings to class and listen for them during the lecture. The first page of a chapter often contains an outline of the material. Make a copy of the outline and use it as a guideline for taking notes. Review questions at the end of each chapter encompass the main ideas of the chapter. They may appear as key points in a lecture.

Some instructors write outlines for each lecture on the board or overhead projector. The key points of the lecture will appear as major headings in the outline. Listen for that material during the lecture. Handouts provided by the instructor may also provide ideas for identifying key points.

Cues and Clues

Listening and looking for cues and clues helps one to identify important information that should be included in the notes. The strategy aids in attending and enhances the accuracy and completeness of lecture or meeting notes.

The following suggestions may help the student to distinguish important from unimportant material. For additional ideas, refer to the Key Words and Key Points section of this page.

• Listen for changes in the instructor's voice. When important information is being presented, the instructor's voice often becomes higher in pitch and/or the speed of speaking may increase.
• Gestural cues are important indicators of the importance of information. Writing on the board or overhead projector are obvious clues. Additional gestures that signal important material will follow are walking closer to the students, moving from behind the podium, moving from behind the desk, eye contact with students, leaning forward, or standing up from a seated position.