Write It Down

WRITE IT DOWN NOTE-TAKING EFFECTIVENESS AND THE DIGITAL CLASSROOM REVOLUTION From laptops to tradifional pencil and paper, there are many ways to fake notes. But is one more effective than the other? Is note-faking actually beneficlal, and Is the Increasingly digitized classroom helping students? Read on to find out. DOES NOTE-TAKING REALLY HELP? Humans forget things easily, and the more fime passes, the more we forget. According to Professor Walter Pauk at Cornell: After 20 Minutes After 1 Day After 2 Days After 75 Days After 78 Days 47% 62% 69% 75% 78% Note-faking combats forgetfulness by provlding a reference polnt for later: Only 10 percent of an audlo lecture may last In memory, but students who take and revlew their notes can recall about 80 percent of a lecture. Despite this benefit, only 66.5 percent of students fake notes during class, according 65.5% to a 2010 Chronicle survey. BEST NOTE-TAKING PRACTICES There are a number of note-taking styles. Here's the breakdown of the more popular techniques. The Cornell System 8.5" Developed by Professor Pauk, this system helps students condense and organize notes. A Cue Column: This is known as your "recall" column. You write in here only after you have faken notes in class. Write questions to test - 2.5" yourself and become more familiar wifth the material. B Summaries Area: Here you'll write a brlef summary of your notes. Try to use your own words, not Just regurgltated facts, to help you describe the info In a way you understand. C Note-Taking Area: Here is where you write in-class notes. Cornell Guided Notes Recap: 6" This method requires participation from teachers and students. Teachers prepare outlines with fill-in-the-blank areas for key concepts. Students interactively fake notes, so they don't miss important points. 2" B *Research suggests both the Cornell System and Gulded Notes help students perform better on exams. A 2008 Wichita State University study found those who used Gulded Notes Scored 84% on a quiz, while those who used the Cornell System scored 61% on the same quiz. Though the Cornell System group scored lower, they were better able to answer higher level questions than those who used Guided Notes. This suggests that Cornell System Notes are better for synthesizing information and making connections between Ideas, while Gulded Notes are better for recalling specifilc facts such as names, places, history and characters. Additional methods include: Outline System Flow-Based System This system creates a clean and efficiient patfern that's easier to review when studying later. Outline your page in the following way: This system encourages the capturing of maln Ideas rather than structured paragraphs and sentences. This type of note-takling Is belleve to be better for In-class learning because you're Primary Topic LSecondary Topic making connections while you hear them. A. Detailed bullet point paragraph notes B. Repeat Secondary Topic A. Detailed bullet point paragraph notes B. Repeat One note-taking method isn't definitively better than another. Try them all and stick to whichever works best for the way you learn. WRITING NOTES: THE BRAIN HAS A SAY University of Washington research suggests that physically writing activates reglons of the brain that Involve thinking, language, and working memory. Unlike typing, writing engages your brain during the process of forming and connecting letters. The brain is broken into cognitive regions that process information. The two most active while taking notes are the occipital and the femporal lobe. Temporal: Auditory perception, memory, speech, emotlons, visual perception Ocipital: Visual per ceptlon, spatlal recogniflon, color recognitilon If you're not taking notes during a lecture: The brain transfers auditory information to memory. However, it can't *Ik)a(!< easily decipher between what is important and what isn't. E=MC? When you are faking notes during a lecture: As you write, your brain is filtering and organizing the relevent information you're recording. It is this sorting process that helps us remember the information. However, technology has made it easier to take notes on your computer. Is fyping better? RPM x100 1st Average Student Writing Speed .3-.4 words a second Average Student Typing Speed Average Professor Words Per Second 1.5 words a second 2-3 words a second Typing also allows you to take advantage of tools available on Trade-off: your computer (e.g., looking up specific terms in real time). Writing notes with a pen and paper helps you remember more, whereas typing gives you a greater quantity of notes. Try both: If you feel you need to type notes to capture as much as possible during lecture, consider writing out the most important points when you get home to ensure you refain the key fopics. DIGITIZATION OF THE CLASSROOM: HOW WILL IT CHANGE HOW WE LEARN? Classrooms are becoming increasingly "smart," and more and more students are using fechnology to complement their studies. Is this the beginning of the end for pen and paper? When it comes to note taking, a Lifehacker poll showed: Teachers and Technology According to a PBS study: of people prefer handwritten notes 38% 21% of people prefer typed notes 80% 1% 40% of people prefer a combination 62% of teachers say they use TV or video to teach a lesson at least other of teachers use digital media once a month. twice a week. of teachers are The Best of Both Worlds: 76% streaming live on Technology in the classroom improves active participation and creativity In the classroom. the Web. Taking notes ensures higher Information retention rafes and hig her grades. Integrating new technology and classic note-taking can lead to better information retention as well as increased classroom creativity, engagement, and participation. COOL CLASROOM TECH Recording Pens: Allow students to engage in the Laptops: allow students to type notes quickly, classroom withouf worrying about writing which frees time to engage, ask questions and be everything down.This encourages in-class involved in discussions. participation while capturing comprehensive notes to review at home. Videos: Some professors allow their lectures to be Internet: The Internet allows teachers to share information and students to share notes via email and other communications recorded so students can review the lecture in its entirety on their own time. Processing visual material complements traditional note-faking. platforms, allowing for more collaboration. SOURCES: ETS.ORG, MONTGOMERYCOLLEGE.EDU, WICHITA.EDU, STUDYGS.NET, NWP.ORG, POLLDADDY, FUTURITY.ORG, UNIVERSITY OF WASHINGTON, WAC.COLOSTATE.EDU, LIFEHACKER, LIFEHACK, WMUR.COM, THETARTAN.ORG, Course Hero UNIVERSITY OF MISSOURI, CLASSICLIT.ABOUT.COM, SETONHILL.EDU, UNIVERSITY OF ILLINOIS AT Learn. Share. Teach. Achleve. URBANA-CHAMPAIGN, CHRONICLE, LANE COMMUNITY COLLEGE, SIDSAVARA.COM, UNIVERSITY OF NORTH CAROLINA, UNIVERSITY OF STAVANGER, ST. JOHNS UNIVERSITY, USNEWS, PBS, ABOUT.COM RECORD WRITE IT DOWN NOTE-TAKING EFFECTIVENESS AND THE DIGITAL CLASSROOM REVOLUTION From laptops to tradifional pencil and paper, there are many ways to fake notes. But is one more effective than the other? Is note-faking actually beneficlal, and Is the Increasingly digitized classroom helping students? Read on to find out. DOES NOTE-TAKING REALLY HELP? Humans forget things easily, and the more fime passes, the more we forget. According to Professor Walter Pauk at Cornell: After 20 Minutes After 1 Day After 2 Days After 75 Days After 78 Days 47% 62% 69% 75% 78% Note-faking combats forgetfulness by provlding a reference polnt for later: Only 10 percent of an audlo lecture may last In memory, but students who take and revlew their notes can recall about 80 percent of a lecture. Despite this benefit, only 66.5 percent of students fake notes during class, according 65.5% to a 2010 Chronicle survey. BEST NOTE-TAKING PRACTICES There are a number of note-taking styles. Here's the breakdown of the more popular techniques. The Cornell System 8.5" Developed by Professor Pauk, this system helps students condense and organize notes. A Cue Column: This is known as your "recall" column. You write in here only after you have faken notes in class. Write questions to test - 2.5" yourself and become more familiar wifth the material. B Summaries Area: Here you'll write a brlef summary of your notes. Try to use your own words, not Just regurgltated facts, to help you A describe the info In a way you understand. C Note-Taking Area: Here is where you write in-class notes. Cornell Guided Notes Recap: 6" This method requires participation from teachers and students. Teachers prepare outlines with fill-in-the-blank areas for key concepts. Students interactively fake notes, so they don't miss important points. 2" B *Research suggests both the Cornell System and Gulded Notes help students perform better on exams. A 2008 Wichita State University study found those who used Gulded Notes Scored 84% on a quiz, while those who used the Cornell System scored 61% on the same quiz. Though the Cornell System group scored lower, they were better able to answer higher level questions than those who used Guided Notes. This suggests that Cornell System Notes are better for synthesizing information and making connections between Ideas, while Gulded Notes are better for recalling specifilc facts such as names, places, history and characters. Additional methods include: Outline System Flow-Based System This system creates a clean and efficiient patfern that's easier to review when studying later. Outline your page in the following way: This system encourages the capturing of maln Ideas rather than structured paragraphs and sentences. This type of note-takling Is belleve to be better for In-class learning because you're Primary Topic LSecondary Topic making connections while you hear them. A. Detailed bullet point paragraph notes B. Repeat Secondary Topic A. Detailed bullet point paragraph notes B. Repeat One note-taking method isn't definitively better than another. Try them all and stick to whichever works best for the way you learn. WRITING NOTES: THE BRAIN HAS A SAY University of Washington research suggests that physically writing activates reglons of the brain that Involve thinking, language, and working memory. Unlike typing, writing engages your brain during the process of forming and connecting letters. The brain is broken into cognitive regions that process information. The two most active while taking notes are the occipital and the femporal lobe. Temporal: Auditory perception, memory, speech, emotlons, visual perception Ocipital: Visual per ceptlon, spatlal recogniflon, color recognitilon If you're not taking notes during a lecture: The brain transfers auditory information to memory. However, it can't *Ik)a(!< easily decipher between what is important and what isn't. E=MC? When you are faking notes during a lecture: As you write, your brain is filtering and organizing the relevent information you're recording. It is this sorting process that helps us remember the information. However, technology has made it easier to take notes on your computer. Is fyping better? RPM x100 1st Average Student Writing Speed .3-.4 words a second Average Student Typing Speed Average Professor Words Per Second 1.5 words a second 2-3 words a second Typing also allows you to take advantage of tools available on Trade-off: your computer (e.g., looking up specific terms in real time). Writing notes with a pen and paper helps you remember more, whereas typing gives you a greater quantity of notes. Try both: If you feel you need to type notes to capture as much as possible during lecture, consider writing out the most important points when you get home to ensure you refain the key fopics. DIGITIZATION OF THE CLASSROOM: HOW WILL IT CHANGE HOW WE LEARN? Classrooms are becoming increasingly "smart," and more and more students are using fechnology to complement their studies. Is this the beginning of the end for pen and paper? When it comes to note taking, a Lifehacker poll showed: Teachers and Technology According to a PBS study: of people prefer handwritten notes 38% 21% of people prefer typed notes 80% 1% 40% of people prefer a combination 62% of teachers say they use TV or video to teach a lesson at least other of teachers use digital media once a month. twice a week. of teachers are The Best of Both Worlds: 76% streaming live on Technology in the classroom improves active participation and creativity In the classroom. the Web. Taking notes ensures higher Information retention rafes and hig her grades. Integrating new technology and classic note-taking can lead to better information retention as well as increased classroom creativity, engagement, and participation. COOL CLASROOM TECH Recording Pens: Allow students to engage in the Laptops: allow students to type notes quickly, classroom withouf worrying about writing which frees time to engage, ask questions and be everything down.This encourages in-class involved in discussions. participation while capturing comprehensive notes to review at home. Videos: Some professors allow their lectures to be Internet: The Internet allows teachers to share information and students to share notes via email and other communications recorded so students can review the lecture in its entirety on their own time. Processing visual material complements traditional note-faking. platforms, allowing for more collaboration. SOURCES: ETS.ORG, MONTGOMERYCOLLEGE.EDU, WICHITA.EDU, STUDYGS.NET, NWP.ORG, POLLDADDY, FUTURITY.ORG, UNIVERSITY OF WASHINGTON, WAC.COLOSTATE.EDU, LIFEHACKER, LIFEHACK, WMUR.COM, THETARTAN.ORG, Course Hero UNIVERSITY OF MISSOURI, CLASSICLIT.ABOUT.COM, SETONHILL.EDU, UNIVERSITY OF ILLINOIS AT Learn. Share. Teach. Achleve. URBANA-CHAMPAIGN, CHRONICLE, LANE COMMUNITY COLLEGE, SIDSAVARA.COM, UNIVERSITY OF NORTH CAROLINA, UNIVERSITY OF STAVANGER, ST. JOHNS UNIVERSITY, USNEWS, PBS, ABOUT.COM RECORD WRITE IT DOWN NOTE-TAKING EFFECTIVENESS AND THE DIGITAL CLASSROOM REVOLUTION From laptops to tradifional pencil and paper, there are many ways to fake notes. But is one more effective than the other? Is note-faking actually beneficlal, and Is the Increasingly digitized classroom helping students? Read on to find out. DOES NOTE-TAKING REALLY HELP? Humans forget things easily, and the more fime passes, the more we forget. According to Professor Walter Pauk at Cornell: After 20 Minutes After 1 Day After 2 Days After 75 Days After 78 Days 47% 62% 69% 75% 78% Note-faking combats forgetfulness by provlding a reference polnt for later: Only 10 percent of an audlo lecture may last In memory, but students who take and revlew their notes can recall about 80 percent of a lecture. Despite this benefit, only 66.5 percent of students fake notes during class, according 65.5% to a 2010 Chronicle survey. BEST NOTE-TAKING PRACTICES There are a number of note-taking styles. Here's the breakdown of the more popular techniques. The Cornell System 8.5" Developed by Professor Pauk, this system helps students condense and organize notes. A Cue Column: This is known as your "recall" column. You write in here only after you have faken notes in class. Write questions to test - 2.5" yourself and become more familiar wifth the material. B Summaries Area: Here you'll write a brlef summary of your notes. Try to use your own words, not Just regurgltated facts, to help you A describe the info In a way you understand. C Note-Taking Area: Here is where you write in-class notes. Cornell Guided Notes Recap: 6" This method requires participation from teachers and students. Teachers prepare outlines with fill-in-the-blank areas for key concepts. Students interactively fake notes, so they don't miss important points. 2" B *Research suggests both the Cornell System and Gulded Notes help students perform better on exams. A 2008 Wichita State University study found those who used Gulded Notes Scored 84% on a quiz, while those who used the Cornell System scored 61% on the same quiz. Though the Cornell System group scored lower, they were better able to answer higher level questions than those who used Guided Notes. This suggests that Cornell System Notes are better for synthesizing information and making connections between Ideas, while Gulded Notes are better for recalling specifilc facts such as names, places, history and characters. Additional methods include: Outline System Flow-Based System This system creates a clean and efficiient patfern that's easier to review when studying later. Outline your page in the following way: This system encourages the capturing of maln Ideas rather than structured paragraphs and sentences. This type of note-takling Is belleve to be better for In-class learning because you're Primary Topic LSecondary Topic making connections while you hear them. A. Detailed bullet point paragraph notes B. Repeat Secondary Topic A. Detailed bullet point paragraph notes B. Repeat One note-taking method isn't definitively better than another. Try them all and stick to whichever works best for the way you learn. WRITING NOTES: THE BRAIN HAS A SAY University of Washington research suggests that physically writing activates reglons of the brain that Involve thinking, language, and working memory. Unlike typing, writing engages your brain during the process of forming and connecting letters. The brain is broken into cognitive regions that process information. The two most active while taking notes are the occipital and the femporal lobe. Temporal: Auditory perception, memory, speech, emotlons, visual perception Ocipital: Visual per ceptlon, spatlal recogniflon, color recognitilon If you're not taking notes during a lecture: The brain transfers auditory information to memory. However, it can't *Ik)a(!< easily decipher between what is important and what isn't. E=MC? When you are faking notes during a lecture: As you write, your brain is filtering and organizing the relevent information you're recording. It is this sorting process that helps us remember the information. However, technology has made it easier to take notes on your computer. Is fyping better? RPM x100 1st Average Student Writing Speed .3-.4 words a second Average Student Typing Speed Average Professor Words Per Second 1.5 words a second 2-3 words a second Typing also allows you to take advantage of tools available on Trade-off: your computer (e.g., looking up specific terms in real time). Writing notes with a pen and paper helps you remember more, whereas typing gives you a greater quantity of notes. Try both: If you feel you need to type notes to capture as much as possible during lecture, consider writing out the most important points when you get home to ensure you refain the key fopics. DIGITIZATION OF THE CLASSROOM: HOW WILL IT CHANGE HOW WE LEARN? Classrooms are becoming increasingly "smart," and more and more students are using fechnology to complement their studies. Is this the beginning of the end for pen and paper? When it comes to note taking, a Lifehacker poll showed: Teachers and Technology According to a PBS study: of people prefer handwritten notes 38% 21% of people prefer typed notes 80% 1% 40% of people prefer a combination 62% of teachers say they use TV or video to teach a lesson at least other of teachers use digital media once a month. twice a week. of teachers are The Best of Both Worlds: 76% streaming live on Technology in the classroom improves active participation and creativity In the classroom. the Web. Taking notes ensures higher Information retention rafes and hig her grades. Integrating new technology and classic note-taking can lead to better information retention as well as increased classroom creativity, engagement, and participation. COOL CLASROOM TECH Recording Pens: Allow students to engage in the Laptops: allow students to type notes quickly, classroom withouf worrying about writing which frees time to engage, ask questions and be everything down.This encourages in-class involved in discussions. participation while capturing comprehensive notes to review at home. Videos: Some professors allow their lectures to be Internet: The Internet allows teachers to share information and students to share notes via email and other communications recorded so students can review the lecture in its entirety on their own time. Processing visual material complements traditional note-faking. platforms, allowing for more collaboration. SOURCES: ETS.ORG, MONTGOMERYCOLLEGE.EDU, WICHITA.EDU, STUDYGS.NET, NWP.ORG, POLLDADDY, FUTURITY.ORG, UNIVERSITY OF WASHINGTON, WAC.COLOSTATE.EDU, LIFEHACKER, LIFEHACK, WMUR.COM, THETARTAN.ORG, Course Hero UNIVERSITY OF MISSOURI, CLASSICLIT.ABOUT.COM, SETONHILL.EDU, UNIVERSITY OF ILLINOIS AT Learn. Share. Teach. Achleve. URBANA-CHAMPAIGN, CHRONICLE, LANE COMMUNITY COLLEGE, SIDSAVARA.COM, UNIVERSITY OF NORTH CAROLINA, UNIVERSITY OF STAVANGER, ST. JOHNS UNIVERSITY, USNEWS, PBS, ABOUT.COM RECORD WRITE IT DOWN NOTE-TAKING EFFECTIVENESS AND THE DIGITAL CLASSROOM REVOLUTION From laptops to tradifional pencil and paper, there are many ways to fake notes. But is one more effective than the other? Is note-faking actually beneficlal, and Is the Increasingly digitized classroom helping students? Read on to find out. DOES NOTE-TAKING REALLY HELP? Humans forget things easily, and the more fime passes, the more we forget. According to Professor Walter Pauk at Cornell: After 20 Minutes After 1 Day After 2 Days After 75 Days After 78 Days 47% 62% 69% 75% 78% Note-faking combats forgetfulness by provlding a reference polnt for later: Only 10 percent of an audlo lecture may last In memory, but students who take and revlew their notes can recall about 80 percent of a lecture. Despite this benefit, only 66.5 percent of students fake notes during class, according 65.5% to a 2010 Chronicle survey. BEST NOTE-TAKING PRACTICES There are a number of note-taking styles. Here's the breakdown of the more popular techniques. The Cornell System 8.5" Developed by Professor Pauk, this system helps students condense and organize notes. A Cue Column: This is known as your "recall" column. You write in here only after you have faken notes in class. Write questions to test - 2.5" yourself and become more familiar wifth the material. B Summaries Area: Here you'll write a brlef summary of your notes. Try to use your own words, not Just regurgltated facts, to help you A describe the info In a way you understand. C Note-Taking Area: Here is where you write in-class notes. Cornell Guided Notes Recap: 6" This method requires participation from teachers and students. Teachers prepare outlines with fill-in-the-blank areas for key concepts. Students interactively fake notes, so they don't miss important points. 2" B *Research suggests both the Cornell System and Gulded Notes help students perform better on exams. A 2008 Wichita State University study found those who used Gulded Notes Scored 84% on a quiz, while those who used the Cornell System scored 61% on the same quiz. Though the Cornell System group scored lower, they were better able to answer higher level questions than those who used Guided Notes. This suggests that Cornell System Notes are better for synthesizing information and making connections between Ideas, while Gulded Notes are better for recalling specifilc facts such as names, places, history and characters. Additional methods include: Outline System Flow-Based System This system creates a clean and efficiient patfern that's easier to review when studying later. Outline your page in the following way: This system encourages the capturing of maln Ideas rather than structured paragraphs and sentences. This type of note-takling Is belleve to be better for In-class learning because you're Primary Topic LSecondary Topic making connections while you hear them. A. Detailed bullet point paragraph notes B. Repeat Secondary Topic A. Detailed bullet point paragraph notes B. Repeat One note-taking method isn't definitively better than another. Try them all and stick to whichever works best for the way you learn. WRITING NOTES: THE BRAIN HAS A SAY University of Washington research suggests that physically writing activates reglons of the brain that Involve thinking, language, and working memory. Unlike typing, writing engages your brain during the process of forming and connecting letters. The brain is broken into cognitive regions that process information. The two most active while taking notes are the occipital and the femporal lobe. Temporal: Auditory perception, memory, speech, emotlons, visual perception Ocipital: Visual per ceptlon, spatlal recogniflon, color recognitilon If you're not taking notes during a lecture: The brain transfers auditory information to memory. However, it can't *Ik)a(!< easily decipher between what is important and what isn't. E=MC? When you are faking notes during a lecture: As you write, your brain is filtering and organizing the relevent information you're recording. It is this sorting process that helps us remember the information. However, technology has made it easier to take notes on your computer. Is fyping better? RPM x100 1st Average Student Writing Speed .3-.4 words a second Average Student Typing Speed Average Professor Words Per Second 1.5 words a second 2-3 words a second Typing also allows you to take advantage of tools available on Trade-off: your computer (e.g., looking up specific terms in real time). Writing notes with a pen and paper helps you remember more, whereas typing gives you a greater quantity of notes. Try both: If you feel you need to type notes to capture as much as possible during lecture, consider writing out the most important points when you get home to ensure you refain the key fopics. DIGITIZATION OF THE CLASSROOM: HOW WILL IT CHANGE HOW WE LEARN? Classrooms are becoming increasingly "smart," and more and more students are using fechnology to complement their studies. Is this the beginning of the end for pen and paper? When it comes to note taking, a Lifehacker poll showed: Teachers and Technology According to a PBS study: of people prefer handwritten notes 38% 21% of people prefer typed notes 80% 1% 40% of people prefer a combination 62% of teachers say they use TV or video to teach a lesson at least other of teachers use digital media once a month. twice a week. of teachers are The Best of Both Worlds: 76% streaming live on Technology in the classroom improves active participation and creativity In the classroom. the Web. Taking notes ensures higher Information retention rafes and hig her grades. Integrating new technology and classic note-taking can lead to better information retention as well as increased classroom creativity, engagement, and participation. COOL CLASROOM TECH Recording Pens: Allow students to engage in the Laptops: allow students to type notes quickly, classroom withouf worrying about writing which frees time to engage, ask questions and be everything down.This encourages in-class involved in discussions. participation while capturing comprehensive notes to review at home. Videos: Some professors allow their lectures to be Internet: The Internet allows teachers to share information and students to share notes via email and other communications recorded so students can review the lecture in its entirety on their own time. Processing visual material complements traditional note-faking. platforms, allowing for more collaboration. SOURCES: ETS.ORG, MONTGOMERYCOLLEGE.EDU, WICHITA.EDU, STUDYGS.NET, NWP.ORG, POLLDADDY, FUTURITY.ORG, UNIVERSITY OF WASHINGTON, WAC.COLOSTATE.EDU, LIFEHACKER, LIFEHACK, WMUR.COM, THETARTAN.ORG, Course Hero UNIVERSITY OF MISSOURI, CLASSICLIT.ABOUT.COM, SETONHILL.EDU, UNIVERSITY OF ILLINOIS AT Learn. Share. Teach. Achleve. URBANA-CHAMPAIGN, CHRONICLE, LANE COMMUNITY COLLEGE, SIDSAVARA.COM, UNIVERSITY OF NORTH CAROLINA, UNIVERSITY OF STAVANGER, ST. JOHNS UNIVERSITY, USNEWS, PBS, ABOUT.COM RECORD WRITE IT DOWN NOTE-TAKING EFFECTIVENESS AND THE DIGITAL CLASSROOM REVOLUTION From laptops to tradifional pencil and paper, there are many ways to fake notes. But is one more effective than the other? Is note-faking actually beneficlal, and Is the Increasingly digitized classroom helping students? Read on to find out. DOES NOTE-TAKING REALLY HELP? Humans forget things easily, and the more fime passes, the more we forget. According to Professor Walter Pauk at Cornell: After 20 Minutes After 1 Day After 2 Days After 75 Days After 78 Days 47% 62% 69% 75% 78% Note-faking combats forgetfulness by provlding a reference polnt for later: Only 10 percent of an audlo lecture may last In memory, but students who take and revlew their notes can recall about 80 percent of a lecture. Despite this benefit, only 66.5 percent of students fake notes during class, according 65.5% to a 2010 Chronicle survey. BEST NOTE-TAKING PRACTICES There are a number of note-taking styles. Here's the breakdown of the more popular techniques. The Cornell System 8.5" Developed by Professor Pauk, this system helps students condense and organize notes. A Cue Column: This is known as your "recall" column. You write in here only after you have faken notes in class. Write questions to test - 2.5" yourself and become more familiar wifth the material. B Summaries Area: Here you'll write a brlef summary of your notes. Try to use your own words, not Just regurgltated facts, to help you A describe the info In a way you understand. C Note-Taking Area: Here is where you write in-class notes. Cornell Guided Notes Recap: 6" This method requires participation from teachers and students. Teachers prepare outlines with fill-in-the-blank areas for key concepts. Students interactively fake notes, so they don't miss important points. 2" B *Research suggests both the Cornell System and Gulded Notes help students perform better on exams. A 2008 Wichita State University study found those who used Gulded Notes Scored 84% on a quiz, while those who used the Cornell System scored 61% on the same quiz. Though the Cornell System group scored lower, they were better able to answer higher level questions than those who used Guided Notes. This suggests that Cornell System Notes are better for synthesizing information and making connections between Ideas, while Gulded Notes are better for recalling specifilc facts such as names, places, history and characters. Additional methods include: Outline System Flow-Based System This system creates a clean and efficiient patfern that's easier to review when studying later. Outline your page in the following way: This system encourages the capturing of maln Ideas rather than structured paragraphs and sentences. This type of note-takling Is belleve to be better for In-class learning because you're Primary Topic LSecondary Topic making connections while you hear them. A. Detailed bullet point paragraph notes B. Repeat Secondary Topic A. Detailed bullet point paragraph notes B. Repeat One note-taking method isn't definitively better than another. Try them all and stick to whichever works best for the way you learn. WRITING NOTES: THE BRAIN HAS A SAY University of Washington research suggests that physically writing activates reglons of the brain that Involve thinking, language, and working memory. Unlike typing, writing engages your brain during the process of forming and connecting letters. The brain is broken into cognitive regions that process information. The two most active while taking notes are the occipital and the femporal lobe. Temporal: Auditory perception, memory, speech, emotlons, visual perception Ocipital: Visual per ceptlon, spatlal recogniflon, color recognitilon If you're not taking notes during a lecture: The brain transfers auditory information to memory. However, it can't *Ik)a(!< easily decipher between what is important and what isn't. E=MC? When you are faking notes during a lecture: As you write, your brain is filtering and organizing the relevent information you're recording. It is this sorting process that helps us remember the information. However, technology has made it easier to take notes on your computer. Is fyping better? RPM x100 1st Average Student Writing Speed .3-.4 words a second Average Student Typing Speed Average Professor Words Per Second 1.5 words a second 2-3 words a second Typing also allows you to take advantage of tools available on Trade-off: your computer (e.g., looking up specific terms in real time). Writing notes with a pen and paper helps you remember more, whereas typing gives you a greater quantity of notes. Try both: If you feel you need to type notes to capture as much as possible during lecture, consider writing out the most important points when you get home to ensure you refain the key fopics. DIGITIZATION OF THE CLASSROOM: HOW WILL IT CHANGE HOW WE LEARN? Classrooms are becoming increasingly "smart," and more and more students are using fechnology to complement their studies. Is this the beginning of the end for pen and paper? When it comes to note taking, a Lifehacker poll showed: Teachers and Technology According to a PBS study: of people prefer handwritten notes 38% 21% of people prefer typed notes 80% 1% 40% of people prefer a combination 62% of teachers say they use TV or video to teach a lesson at least other of teachers use digital media once a month. twice a week. of teachers are The Best of Both Worlds: 76% streaming live on Technology in the classroom improves active participation and creativity In the classroom. the Web. Taking notes ensures higher Information retention rafes and hig her grades. Integrating new technology and classic note-taking can lead to better information retention as well as increased classroom creativity, engagement, and participation. COOL CLASROOM TECH Recording Pens: Allow students to engage in the Laptops: allow students to type notes quickly, classroom withouf worrying about writing which frees time to engage, ask questions and be everything down.This encourages in-class involved in discussions. participation while capturing comprehensive notes to review at home. Videos: Some professors allow their lectures to be Internet: The Internet allows teachers to share information and students to share notes via email and other communications recorded so students can review the lecture in its entirety on their own time. Processing visual material complements traditional note-faking. platforms, allowing for more collaboration. SOURCES: ETS.ORG, MONTGOMERYCOLLEGE.EDU, WICHITA.EDU, STUDYGS.NET, NWP.ORG, POLLDADDY, FUTURITY.ORG, UNIVERSITY OF WASHINGTON, WAC.COLOSTATE.EDU, LIFEHACKER, LIFEHACK, WMUR.COM, THETARTAN.ORG, Course Hero UNIVERSITY OF MISSOURI, CLASSICLIT.ABOUT.COM, SETONHILL.EDU, UNIVERSITY OF ILLINOIS AT Learn. Share. Teach. Achleve. URBANA-CHAMPAIGN, CHRONICLE, LANE COMMUNITY COLLEGE, SIDSAVARA.COM, UNIVERSITY OF NORTH CAROLINA, UNIVERSITY OF STAVANGER, ST. JOHNS UNIVERSITY, USNEWS, PBS, ABOUT.COM RECORD WRITE IT DOWN NOTE-TAKING EFFECTIVENESS AND THE DIGITAL CLASSROOM REVOLUTION From laptops to tradifional pencil and paper, there are many ways to fake notes. But is one more effective than the other? Is note-faking actually beneficlal, and Is the Increasingly digitized classroom helping students? Read on to find out. DOES NOTE-TAKING REALLY HELP? Humans forget things easily, and the more fime passes, the more we forget. According to Professor Walter Pauk at Cornell: After 20 Minutes After 1 Day After 2 Days After 75 Days After 78 Days 47% 62% 69% 75% 78% Note-faking combats forgetfulness by provlding a reference polnt for later: Only 10 percent of an audlo lecture may last In memory, but students who take and revlew their notes can recall about 80 percent of a lecture. Despite this benefit, only 66.5 percent of students fake notes during class, according 65.5% to a 2010 Chronicle survey. BEST NOTE-TAKING PRACTICES There are a number of note-taking styles. Here's the breakdown of the more popular techniques. The Cornell System 8.5" Developed by Professor Pauk, this system helps students condense and organize notes. A Cue Column: This is known as your "recall" column. You write in here only after you have faken notes in class. Write questions to test - 2.5" yourself and become more familiar wifth the material. B Summaries Area: Here you'll write a brlef summary of your notes. Try to use your own words, not Just regurgltated facts, to help you A describe the info In a way you understand. C Note-Taking Area: Here is where you write in-class notes. Cornell Guided Notes Recap: 6" This method requires participation from teachers and students. Teachers prepare outlines with fill-in-the-blank areas for key concepts. Students interactively fake notes, so they don't miss important points. 2" B *Research suggests both the Cornell System and Gulded Notes help students perform better on exams. A 2008 Wichita State University study found those who used Gulded Notes Scored 84% on a quiz, while those who used the Cornell System scored 61% on the same quiz. Though the Cornell System group scored lower, they were better able to answer higher level questions than those who used Guided Notes. This suggests that Cornell System Notes are better for synthesizing information and making connections between Ideas, while Gulded Notes are better for recalling specifilc facts such as names, places, history and characters. Additional methods include: Outline System Flow-Based System This system creates a clean and efficiient patfern that's easier to review when studying later. Outline your page in the following way: This system encourages the capturing of maln Ideas rather than structured paragraphs and sentences. This type of note-takling Is belleve to be better for In-class learning because you're Primary Topic LSecondary Topic making connections while you hear them. A. Detailed bullet point paragraph notes B. Repeat Secondary Topic A. Detailed bullet point paragraph notes B. Repeat One note-taking method isn't definitively better than another. Try them all and stick to whichever works best for the way you learn. WRITING NOTES: THE BRAIN HAS A SAY University of Washington research suggests that physically writing activates reglons of the brain that Involve thinking, language, and working memory. Unlike typing, writing engages your brain during the process of forming and connecting letters. The brain is broken into cognitive regions that process information. The two most active while taking notes are the occipital and the femporal lobe. Temporal: Auditory perception, memory, speech, emotlons, visual perception Ocipital: Visual per ceptlon, spatlal recogniflon, color recognitilon If you're not taking notes during a lecture: The brain transfers auditory information to memory. However, it can't *Ik)a(!< easily decipher between what is important and what isn't. E=MC? When you are faking notes during a lecture: As you write, your brain is filtering and organizing the relevent information you're recording. It is this sorting process that helps us remember the information. However, technology has made it easier to take notes on your computer. Is fyping better? RPM x100 1st Average Student Writing Speed .3-.4 words a second Average Student Typing Speed Average Professor Words Per Second 1.5 words a second 2-3 words a second Typing also allows you to take advantage of tools available on Trade-off: your computer (e.g., looking up specific terms in real time). Writing notes with a pen and paper helps you remember more, whereas typing gives you a greater quantity of notes. Try both: If you feel you need to type notes to capture as much as possible during lecture, consider writing out the most important points when you get home to ensure you refain the key fopics. DIGITIZATION OF THE CLASSROOM: HOW WILL IT CHANGE HOW WE LEARN? Classrooms are becoming increasingly "smart," and more and more students are using fechnology to complement their studies. Is this the beginning of the end for pen and paper? When it comes to note taking, a Lifehacker poll showed: Teachers and Technology According to a PBS study: of people prefer handwritten notes 38% 21% of people prefer typed notes 80% 1% 40% of people prefer a combination 62% of teachers say they use TV or video to teach a lesson at least other of teachers use digital media once a month. twice a week. of teachers are The Best of Both Worlds: 76% streaming live on Technology in the classroom improves active participation and creativity In the classroom. the Web. Taking notes ensures higher Information retention rafes and hig her grades. Integrating new technology and classic note-taking can lead to better information retention as well as increased classroom creativity, engagement, and participation. COOL CLASROOM TECH Recording Pens: Allow students to engage in the Laptops: allow students to type notes quickly, classroom withouf worrying about writing which frees time to engage, ask questions and be everything down.This encourages in-class involved in discussions. participation while capturing comprehensive notes to review at home. Videos: Some professors allow their lectures to be Internet: The Internet allows teachers to share information and students to share notes via email and other communications recorded so students can review the lecture in its entirety on their own time. Processing visual material complements traditional note-faking. platforms, allowing for more collaboration. SOURCES: ETS.ORG, MONTGOMERYCOLLEGE.EDU, WICHITA.EDU, STUDYGS.NET, NWP.ORG, POLLDADDY, FUTURITY.ORG, UNIVERSITY OF WASHINGTON, WAC.COLOSTATE.EDU, LIFEHACKER, LIFEHACK, WMUR.COM, THETARTAN.ORG, Course Hero UNIVERSITY OF MISSOURI, CLASSICLIT.ABOUT.COM, SETONHILL.EDU, UNIVERSITY OF ILLINOIS AT Learn. Share. Teach. Achleve. URBANA-CHAMPAIGN, CHRONICLE, LANE COMMUNITY COLLEGE, SIDSAVARA.COM, UNIVERSITY OF NORTH CAROLINA, UNIVERSITY OF STAVANGER, ST. JOHNS UNIVERSITY, USNEWS, PBS, ABOUT.COM RECORD WRITE IT DOWN NOTE-TAKING EFFECTIVENESS AND THE DIGITAL CLASSROOM REVOLUTION From laptops to tradifional pencil and paper, there are many ways to fake notes. But is one more effective than the other? Is note-faking actually beneficlal, and Is the Increasingly digitized classroom helping students? Read on to find out. DOES NOTE-TAKING REALLY HELP? Humans forget things easily, and the more fime passes, the more we forget. According to Professor Walter Pauk at Cornell: After 20 Minutes After 1 Day After 2 Days After 75 Days After 78 Days 47% 62% 69% 75% 78% Note-faking combats forgetfulness by provlding a reference polnt for later: Only 10 percent of an audlo lecture may last In memory, but students who take and revlew their notes can recall about 80 percent of a lecture. Despite this benefit, only 66.5 percent of students fake notes during class, according 65.5% to a 2010 Chronicle survey. BEST NOTE-TAKING PRACTICES There are a number of note-taking styles. Here's the breakdown of the more popular techniques. The Cornell System 8.5" Developed by Professor Pauk, this system helps students condense and organize notes. A Cue Column: This is known as your "recall" column. You write in here only after you have faken notes in class. Write questions to test - 2.5" yourself and become more familiar wifth the material. B Summaries Area: Here you'll write a brlef summary of your notes. Try to use your own words, not Just regurgltated facts, to help you A describe the info In a way you understand. C Note-Taking Area: Here is where you write in-class notes. Cornell Guided Notes Recap: 6" This method requires participation from teachers and students. Teachers prepare outlines with fill-in-the-blank areas for key concepts. Students interactively fake notes, so they don't miss important points. 2" B *Research suggests both the Cornell System and Gulded Notes help students perform better on exams. A 2008 Wichita State University study found those who used Gulded Notes Scored 84% on a quiz, while those who used the Cornell System scored 61% on the same quiz. Though the Cornell System group scored lower, they were better able to answer higher level questions than those who used Guided Notes. This suggests that Cornell System Notes are better for synthesizing information and making connections between Ideas, while Gulded Notes are better for recalling specifilc facts such as names, places, history and characters. Additional methods include: Outline System Flow-Based System This system creates a clean and efficiient patfern that's easier to review when studying later. Outline your page in the following way: This system encourages the capturing of maln Ideas rather than structured paragraphs and sentences. This type of note-takling Is belleve to be better for In-class learning because you're Primary Topic LSecondary Topic making connections while you hear them. A. Detailed bullet point paragraph notes B. Repeat Secondary Topic A. Detailed bullet point paragraph notes B. Repeat One note-taking method isn't definitively better than another. Try them all and stick to whichever works best for the way you learn. WRITING NOTES: THE BRAIN HAS A SAY University of Washington research suggests that physically writing activates reglons of the brain that Involve thinking, language, and working memory. Unlike typing, writing engages your brain during the process of forming and connecting letters. The brain is broken into cognitive regions that process information. The two most active while taking notes are the occipital and the femporal lobe. Temporal: Auditory perception, memory, speech, emotlons, visual perception Ocipital: Visual per ceptlon, spatlal recogniflon, color recognitilon If you're not taking notes during a lecture: The brain transfers auditory information to memory. However, it can't *Ik)a(!< easily decipher between what is important and what isn't. E=MC? When you are faking notes during a lecture: As you write, your brain is filtering and organizing the relevent information you're recording. It is this sorting process that helps us remember the information. However, technology has made it easier to take notes on your computer. Is fyping better? RPM x100 1st Average Student Writing Speed .3-.4 words a second Average Student Typing Speed Average Professor Words Per Second 1.5 words a second 2-3 words a second Typing also allows you to take advantage of tools available on Trade-off: your computer (e.g., looking up specific terms in real time). Writing notes with a pen and paper helps you remember more, whereas typing gives you a greater quantity of notes. Try both: If you feel you need to type notes to capture as much as possible during lecture, consider writing out the most important points when you get home to ensure you refain the key fopics. DIGITIZATION OF THE CLASSROOM: HOW WILL IT CHANGE HOW WE LEARN? Classrooms are becoming increasingly "smart," and more and more students are using fechnology to complement their studies. Is this the beginning of the end for pen and paper? When it comes to note taking, a Lifehacker poll showed: Teachers and Technology According to a PBS study: of people prefer handwritten notes 38% 21% of people prefer typed notes 80% 1% 40% of people prefer a combination 62% of teachers say they use TV or video to teach a lesson at least other of teachers use digital media once a month. twice a week. of teachers are The Best of Both Worlds: 76% streaming live on Technology in the classroom improves active participation and creativity In the classroom. the Web. Taking notes ensures higher Information retention rafes and hig her grades. Integrating new technology and classic note-taking can lead to better information retention as well as increased classroom creativity, engagement, and participation. COOL CLASROOM TECH Recording Pens: Allow students to engage in the Laptops: allow students to type notes quickly, classroom withouf worrying about writing which frees time to engage, ask questions and be everything down.This encourages in-class involved in discussions. participation while capturing comprehensive notes to review at home. Videos: Some professors allow their lectures to be Internet: The Internet allows teachers to share information and students to share notes via email and other communications recorded so students can review the lecture in its entirety on their own time. Processing visual material complements traditional note-faking. platforms, allowing for more collaboration. SOURCES: ETS.ORG, MONTGOMERYCOLLEGE.EDU, WICHITA.EDU, STUDYGS.NET, NWP.ORG, POLLDADDY, FUTURITY.ORG, UNIVERSITY OF WASHINGTON, WAC.COLOSTATE.EDU, LIFEHACKER, LIFEHACK, WMUR.COM, THETARTAN.ORG, Course Hero UNIVERSITY OF MISSOURI, CLASSICLIT.ABOUT.COM, SETONHILL.EDU, UNIVERSITY OF ILLINOIS AT Learn. Share. Teach. Achleve. URBANA-CHAMPAIGN, CHRONICLE, LANE COMMUNITY COLLEGE, SIDSAVARA.COM, UNIVERSITY OF NORTH CAROLINA, UNIVERSITY OF STAVANGER, ST. JOHNS UNIVERSITY, USNEWS, PBS, ABOUT.COM RECORD