Forms of Organization

There are a number of ways information may be organized in notes. The form of organization used will depend, in part, on personal preferences, student learning styles, the manner of presentation of the material, and the subject matter. A student need not use the same form of organization for all notetaking tasks. Therefore, it may be helpful to become familiar with several organizational styles.

Most of the strategies outlined here are intended for student use, but FORM is for instructors.

• Cornell Method
• Two-Column Method
• REAP Strategy
• Outline Format
• FORM Strategy
• Topic and Concept Cards
• Alternate Formats

Cornell Method

With the Cornell method, different parts of the notebook paper have different functions. Notes are recorded on one half, key words and concepts are recorded in another area called the recall column, and a summary is recorded at the bottom of the paper.

The Cornell method is similar to the two-column method and the REAP strategy. More information related to the Cornell method is included in the Reviewing Notes section of this page.

The Cornell method of notetaking offers several advantages. It results in more organized notes. It allows students to quickly and identify key words and key concepts from a lecture. The notes can easily be used as a study guide for exam preparation. The arrangement of information is aesthetically pleasing and easy to scan, making it easy to locate particular pieces of information. The strategy may be adapted to a number of presentation formats.

Directions for using the Cornell method are as follows.

• Divide the paper
• Use loose leaf notebook paper and write on one side of the page only.
• Divide the paper vertically by drawing a line from top to bottom about 2" from the left side of the page.
  
• Documentation
  • Write the following information at the top of each page: student name, course, date, and page number.
• Record Notes
  • During lecture, record the main ideas and concepts on the right side of the page. This is the notes column.
  • Rephrase the information in your own words before writing it down.
  • Skip one line between ideas and several lines between topics.
  • Avoid writing in complete sentences; use symbols and abbreviations instead.
  • The format or style of the notes can vary, but avoid using a formal outline. Suggestions for organizing the notes are:
    • Paragraph Style: For unstructured information, record notes in paragraph style with short, telegraphic sentences and phrases.
    • Topic and Ideas Style: For expanded topic information, record topics and ideas.
    • Sentence Style: For ideas and concepts, record notes in short sentences.
    • Definition Style: For main topics and features, record definitions and explanations of words in short phrases.
• Review and Clarify
  • As soon after class as possible, review the notes in the right column and clarify any ambiguous information.
  • Compare the information with the book and/or other students' notes.
  • Then pull the main ideas, concepts, terms, places, dates, and people from the right column and record them in the left-hand recall column.
  • Summarize
• Prepare a summary of the lecture material and record it at the end of the notes.
  • The summary may be in sentences or short phrases. It should include only the main ideas from the lecture.
• Study
  • Use both sections of the notes to prepare for quizzes and exams.
  • Some reviewing strategies that are suited to the Cornell format are NoteSHRINK, NoteTALK, and NoteTHINK.

An example of the Cornell method of notetaking is provided below.

Two-Column Method

The two-column method of notetaking involves dividing the paper into two columns and recording different types of information in each column. It is similar to the Cornell method. The main differences between the two methods are that, with the two-column method, key words and ideas are recorded while taking notes and are not repeated in both columns.

Like the Cornell method, the two-column method allows for easy scanning of notes to locate certain pieces of information. Notes taken using the two-column method may be used as study guides for exam or quiz preparation.

Directions for using the two-column format are as follows:

• Divide Paper
  • Use loose leaf notebook paper and write on one side of the page only.
  • Divide the paper vertically into two columns by drawing lines from top to bottom.
• Documentation
• Write the following information at the top of each page: student name, course, date, and page number.
• Record Key Words or Ideas
• Record all key words, ideas, people, or events in the left-hand column.
• Information in this column must be very brief.
• Record Descriptions or Discussions
• For each key word or idea, record the corresponding description or explanation next to it in the right-hand column.
• Review and Clarify
  • As soon after class as possible, review the notes in the right column and clarify any ambiguous information.
  • Compare the information with the book and/or other students' notes.
• Study
  • Use both columns of the notes to prepare for quizzes and exams.
• Modify
  • Add extra columns if necessary, depending on the material.
  • For example, you may want to add an extra column for recording relevant information from the textbook at a later date.

Two examples of the two-column method of notetaking are provided below.

REAP Strategy

REAP stands for Relating, Extending, Actualizing, and Profiting (Devine, 1987). The purposes of the strategy are to organize notes and to make course content more personal to students. Class notes are taken on one side of the paper and the opposite page is used for recording memory triggers and related information.

REAP is similar to the Cornell method of notetaking and is related to the NoteTHINK strategy of reviewing notes. There is also related information in the Motivation strategies page under Creating Interest and Relevance - Make Learning Meaningful.

Directions for the REAP strategy are as follows:

• Divide Paper
• Use a spiral notebook or a three-ring binder with loose-leaf paper.
• Divide the left-hand page into two columns by drawing a vertical line from top to bottom. Label the left column "Triggers" and the right column "REAP."
• Leave the right-hand page as is. Include the student name, course, date, and page number at the top of the right-hand page.
• 
• Record Notes
  • Takes notes only on the right-hand pages.
  • Use short sentences and skip lines between major ideas.
• Record Triggers
  • The trigger column is used to record words, phrases, or visual images that will trigger the corresponding main idea in the notes section.
  • Refer to the Memory page for strategies that help to trigger memory.
  • Fill in this section immediately or shortly after class.
• Record REAP Words
  • The REAP column should also be filled in immediately or shortly after class.
  • In the REAP column, the student writes words or phrases that...
    • Relate the material to his/her own life
    • Extend the material outward into the outside world
    • Actualize the material; note how information might work in the world
    • Profit from the ideas - consider how the student and society might profit from the ideas

An example of the REAP strategy of notetaking is provided below.

Outline Format

The outlining strategy involves organizing information so that inclusive material is followed by more exclusive but related pieces of information. In other words, the information is arranged from general to specific. The format may be used while recording notes, or it may be employed when recopying and reorganizing notes.

Outlining is a fairly versatile format for organizing notes because it can be modified to accommodate personal needs and preferences. For example, outlines can be formal or informal (e.g. with or without Roman numerals) and symbols for distinguishing inclusive and exclusive material can be varied. Notes in outline form help the student to detect and understand relationships and associations among different pieces of information. Notes in outline form can also be modified easily into study guides for exam preparation.

Directions for taking or transcribing notes into outline form are as follows:

• Develop a Template
• Part of the outlining task can be completed before class.
• Do the required reading to be covered in class, and develop a "skeleton" outline or template based on the reading.
• Use the major headings in the chapter to form the major sections of the outline.
• The details are filled in during lecture.
• Arrangement of Information
• Each major section of the outline should cover one major topic.
• Arrange the information within the section from most inclusive to most exclusive, indenting the information each time the level of inclusiveness changes.
• All of the levels may or may not be used.
• Symbols
• The most common symbols used in outlining are Roman numerals, upper and lower case letters, and numbers.
• Other symbols like circles and squares may be added or substituted for these according to personal preference.
• Record Notes
• Short phrases, symbols, shorthand, and abbreviations may be used to record notes in the outline.
• Drawings or figures may be incorporated to the right of the notes or between lines

A sample outline is given below.

• I. MOST INCLUSIVE INFORMATION ON A TOPIC (GENERAL)
  • A. More Inclusive
    • 1. Least Inclusive
      • a. least exclusive
        • (1) more exclusive
        • (2) more exclusive
          • (a) most exclusive (specific)
    • 2. Least Inclusive
  • B. More Inclusive
    • 1. Least Inclusive
• II. MOST INCLUSIVE INFORMATION ON ANOTHER TOPIC (GENERAL)
  • A. More Inclusive
    • 1. Least Inclusive
      • a. least exclusive
        • (1) more exclusive
          • (a) most exclusive (specific)
        • (2) more exclusive

An example of a formal outline is provided below.

Marge Feser - Intro to Prehistory
10/25/95 - Page 2

ORIGINS OF AGRICULTURE

• I. AGRICULTURE COMPARED TO HUNTING-GATHERING
• A. Advantages of Agriculture
• 1. More efficient use of land
• a. agric: 1 sq km supports 50 people
• b. h-g: 25-30 sq km supports 5-6 people
• 2. More Stable food source thru year (w/ storage)
• 3. More free time in non-critical seasons
• B. Disadvantages of Agriculture
• 1. Malnourishment
• a. farmers often deficient in protein
• 2. Labor intensive in critical seasons
• 3. High risk if crops/herds fail
• II. IDENTIFYING DOMESTICATES IN ARCH'L RECORD
• A. Plants
• 1. Seeds are bigger in size
• 2. Seed coats are thicker
• B. Animals
• 1. Size changes
• 2. Finer or thicker fur
• 3. Different horn shape

The following is an example of an informal outline.

Marge Feser - Intro to Prehistory
10/25/95 - Page 2

ORIGINS OF AGRICULTURE

I. AGRICULTURE COMPARED TO HUNTING-GATHERING

• Advantages of AgricultureMore efficient use of land
• agric: 1 sq km supports 50 people
• h-g: 25-30 sq km supports 5-6 people
• More Stable food source thru year (w/ storage)
• More free time in non-critical seasons
• Disadvantages of Agriculture
• Malnourishment
• farmers often deficient in protein
• Labor intensive in critical seasons
• High risk if crops/herds fail

II. IDENTIFYING DOMESTICATES IN ARCH'L RECORD

• Plants
  • Seeds are bigger in size
  • Seed coats are thicker
• Animals
  • Size changes
  • Finer or thicker fur
  • Different horn shape

FORM Strategy

The FORM strategy is an advanced organizer instructional routine teachers use at the beginning of class (REFERENCE). It aids in organizing content-area instruction. The goals are to provide students with the main idea of the lecture and to preview how information will be presented. The strategy helps students to follow lectures and pick out the most important information to be recorded in notes.

FORM the big picture of the lesson...

• Focus of Lesson
• What will the lesson be about?
• What are the key points that will be addressed?
• What questions do students hope will be answered?
• Organization of Lesson
  • How will the key points be presented?
  • What learning enhancers will be used to make it easier?
  • What is the sequence of activities you will be using during this lesson?
• Relationship
  • Relationship to the past: What have students learned in the past that will make learning this easier?
  • Relationship to the future: If students master the material, then how will they benefit?
• Most Important to Learn
  • If students don't learn anything else from the lesson but this one thing, what would it be?

Topic and Concept Cards

Topic and concept cards provide alternatives to loose leaf paper for recording notes. Notes are taken or recopied on 3 x 5 or 5 x 7 lined index cards. The topic or concept is written on one side of the card, and the explanation or description is written on the other side. Usually, only one topic or concept is written on each card.

Compared to loose leaf paper notes, topic and index cards offer the advantage of being highly manipulable. The cards may be arranged and rearranged into stacks of related items. Like the Cornell and two-column methods, cards can be used for exam preparation and self-testing. However, the card strategy for notetaking lends itself only to certain types of information, especially topical lectures. It also may require more paper supplies.

Concept cards are covered in more detail in the Memory page.

A generic topic card and a completed example are shown below.

Front

Back

Front

Back

A generic concept card and a completed example are illustrated below.

Front

Back

Front

Back

Alternate Formats

Alternate notetaking formats use less conventional methods of organizing information. Notes may be recopied and reorganized into concept maps, spider maps, flow charts, and other formats. Examples of spider maps are given below. For complete descriptions and illustrations of these formats, refer to the Information Organization section of the Organization page.

Example 1

Example 2