Transcript FP_chapter7 - Nash Community College

Engaging, Listening, and
Note-Taking in Class
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© 2012 Wadsworth, Cengage Learning
You’re About to
Discover…
© 2012 Wadsworth, Cengage Learning
Rachel White
© 2012 Wadsworth, Cengage Learning
p. 156-157
Note Taking
Step 1: What is your present
situation?
In your journal, describe the note
taking challenges you are having
(or can forsee having) in your
courses.
Ex..Most of my classes are boring lectures.
My mind wanders and I start thinking about
other things. I get distracted by students
whispering (and sometimes I join in). I take
some notes but I always have huge gaps
where I wasn’t paying attention.
© 2012 Wadsworth, Cengage Learning
Step 2: How would you like your
situation to be?
1. Identify your desired outcomes
and experiences for note-taking
and state them in the present
tense as if they already exist…
Ex. I sit in the front near the
instructor to best engage in the
lecture. I attend every class and
actively listen for key concepts
and supporting details. I ask
relevant questions to fill in any
gaps.
FOCUSED MULTITASKING
DIRECTIONS:
•FOR THE REMAINDER OF THE CLASS, YOU WILL TAKE NOTES USING
THE NOTE-TAKING SYSTEM YOU WERE ASSIGNED.
•MIND-MAP AND POWERPOINT MINITURE SUPPLIES WILL BE
PROVIDED.
•FOR CORNELL NOTES, USE THE TEMPLATE PROVIDED OR DRAW
THE LINES FOR THE APPROPRIATE SIZE COLUMNS AND SUMMARY
SECTION IN YOUR OWN NOTE-PAPER.
•FOR OUTLINE,USE YOUR OWN NOTE PAPER AND REMEMBER TO
INDENT CONSISTANTLY AND STICK WITH MAIN POINTS /SUB-POINTS
STRUCTURE
THERE WILL BE A QUIZ AT THE END. WILL ONE METHOD DOMINATE?
© 2012 Wadsworth, Cengage Learning
Note-Taking By System and Subject
The Cornell System:
Uses a two column system. Take
notes on the right, then fill in
questions or keywords on the left for
later review.
Mind Maps:
Bridge the logical and creative sides
of the brain. Use graphical
representations to link concepts and
ideas.
© 2012 Wadsworth, Cengage Learning
Note Taking By System and Subject
Outline
This traditional method
includes main ideas
and sub points.
© 2012 Wadsworth, Cengage Learning
Note-Taking By System and Subject
PowerPoint Miniatures:
Some instructors may provide lecture
notes or PowerPoint minis. These can
be very valuable tools, but it still helps
you learn if you take your own notes.
Parallel Note-Taking:
Since many instructors provide esupport for lectures, it may be possible
to have two separate sources for notes.
Use provided material along with your
own in-class notes to create a
comprehensive record of the lecture.
© 2012 Wadsworth, Cengage Learning
Note-Taking By System and Subject
Timeline Notes:
Timelines are particularly useful for
history classes or other subjects
where specific dates and chronology
of events is important
Math Classes:
3 Column notes can be used in any
subject where you have specific
topic headings. For math it is very
useful to show problems, solutions
and their explanation.
© 2012 Wadsworth, Cengage Learning
Using Lecture Notes
Manipulating involves working with your notes by
typing them out later.
Paraphrasing is the process of putting your notes into
your own words.
Summarizing is a process of
writing a brief overview of all
of your notes from one
lecture.
© 2012 Wadsworth, Cengage Learning
Exercise 7.4:
Note-Taking 4M
Get Engaged in Class
“ ”
What actually correlates with success are not grades,
but ‘engagement’—genuine involvement in courses
and campus activities. Engagement leads to ‘deep
learning,’ or learning for understanding. That’s
very different from just memorizing stuff for an
exam, then forgetting it.
John Merrow, reporter, USA Today
© 2012 Wadsworth, Cengage Learning
Dare to Prepare
1. Look ahead.
2. Do the assigned reading.
3. Show up physically.
4. Show up mentally.
5. Choose your seat strategically.
6. Bring your tools.
7. Don’t sit by your best friend.
8. Posture counts!
9. Maintain your health.
10. Focus.
© 2012 Wadsworth, Cengage Learning
The Rules of Engagement
1. Be aware that gab is not a gift.
In class, talking while others are speaking is inappropriate.
2. Control Your Hunger.
Get in the habit of eating before or after class and
not during.
3. Turn off your cell phone, please!
Yes, we can hear your phone vibrating, too. And texting
in class shows where your attention really is.
4. Better late than never?
Arriving late and leaving early disturbs students and
instructors.
5. Actively choose to engage, not disengage.
You must make a conscious decision to become engaged.
© 2012 Wadsworth, Cengage Learning
Soft vs. Hard Listening
SOFT Listening Skills:
-- Used in emotionally charged situations.
-- You must be accepting, sensitive, and nonjudgmental.
-- You don’t have to assess, analyze, or conclude.
HARD Listening Skills:
-- Used in classroom/educational situations.
-- Pay close attention and think critically.
-- Evaluate, analyze, and make decisions
about new information.
© 2012 Wadsworth, Cengage Learning
Listening with Focus
 Calm yourself.
 Be open.
 Don’t make snap judgments.
 Assume responsibility.
 Watch for gestures that say “Here comes something important!”
 Listen for speech patterns that

“ ”

subtly communicate “Make sure
you include this in your notes!”
Uncover general themes or
roadmaps for each lecture.
Appreciate your instructor’s prep
time.
You cannot truly listen to anyone and do anything
else at the same time.
M. Scott Peck, American author
© 2012 Wadsworth, Cengage Learning
Exercise 7.1:
Listening
Adapt to a Variety of Lecture Styles
The Rapid-Fire Lecturer
The Slow-Go Lecturer
The Review-the-Text Lecturer
© 2012 Wadsworth, Cengage Learning
The All-Over-theMap Lecturer
The Go-Beyond-theText Lecturer
The ContentIntensive Lecturer
The Active-Learning Lecturer
Exercise 7.2:
Multitasking
Ask and You Shall Receive
Have you ever decided NOT to ask
a question in class because you thought:
• I don’t want to look stupid.
• I must be slow. Everyone else seems
to be understanding.
•
•
•
•
I’m too shy.
I’ll get the answer later from the text.
I don’t think my question is important.
I don’t want to interrupt the lecture;
the instructor’s on a roll.
• I’m sure the instructor knows what
he’s talking about. He must be right.
© 2012 Wadsworth, Cengage Learning
The next time you find yourself in a
situation where you don’t understand
something, consider these points:
1. Remember that you’re not in this
alone.
2. Ask academically relevant
questions when the time is right.
3. Save personally relevant
questions for later.
4. Build on others’ questions.
QUIZ TIME!
© 2012 Wadsworth, Cengage Learning
Note Taking
Step 3: Consider your choices.
WHILE TAKING NOTES
(Reference handout for these choices)
•
BEFORE TAKING NOTES
• Assemble supplies
• Complete homework
• Go over notes from previous
class sessions
•
•
•
•
•
• Prepare a list of questions
• Eliminate distractions
• Attend every class
• Arrive early to select a good
seat
• Be organized (Label, date, etc)
© 2012 Wadsworth, Cengage Learning
•
•
Listen for key concepts, main
ideas and supporting material
Ask and answer questions
Listen for verbal ques
Watch for visual ques
Stay Focused
Speed up note taking (abbreviate,
leave white space, main ideas)
Record the class
Take Notes….(Next slide)
AFTER TAKING NOTES
• Polish notes within 24 hours
• Compare notes
Note Taking
Step 4 Which choices will I commit to
doing?
List five or more note taking and listening
strategies discussed today that you will use to
achieve your goals stated in Step 2 in your journals.
© 2012 Wadsworth, Cengage Learning
Chapter 7: Exercises and Activities
Chapter Exercise
p. 168
How Well Do You Listen?
Chapter Exercise
p. 179
Focused Multitasking
Chapter Exercise
p. 182
Note-Taking 4-M
Audio
Chapter Summary
Audio Summary of Chapter 7
Back to Menu
© 2012 Wadsworth, Cengage Learning
How Well Do You Listen?
© 2012 Wadsworth, Cengage Learning
Exercise 7.1, p. 168
Focused Multitasking
Exercise 7.2, p. 179
© 2012 Wadsworth, Cengage Learning
Note-Taking 4-M
© 2012 Wadsworth, Cengage Learning
Exercise 7.4, p. 182
Chapter 7 Audio Summary
© 2012 Wadsworth, Cengage Learning
FOCUS on Community
College Success
F CUSPoints
An Interactive Teaching Tool
FOCUS on COMMUNITY COLLEGE SUCCESS
Second Edition
Chapter 7
Constance Staley and Aren Moore
© 2012 Wadsworth, Cengage Learning