Transcript Geon-based Grammar

Note-taking
with Richard Spacek
A. Lectures and Note-Taking
B. General Strategies
C. Special Note-Taking Systems
Purpose of Lectures
• immediate event: unlike
televised/taped presentations,
lectures progress in real time
• demand mental and physical
participation.
• your attitude makes them
valuable (it CAN, at least)
• stimulates FOCUS
Goals of Notes
• Challenge: capture the essence of
your lecture “while [you are]
simultaneously listening,
studying, or observing” (Piolat,
Olive, & Kellogg, 2005, p. 291)
• note taking serves two functions:
encoding and external storage
(DiVesta & Gray, 1972)
• ENCODING . . .
Encoding
• Conversion of perceived
elements of the environment to
mental constructs that can be
stored in memory
• . . . In short, LEARNING
Functions of Notes
• help you to learn the material
through abbreviating operations,
syntactical short-cuts, paraphrasing statements, physical reformatting
• CREATIVE acts
• part of active learning
Note Taking & Speed
• effort equated with memorability
• considerable effort involved in
creating notes, b/c of difference
between speech and writing
• writing speed: 0.2 to 0.3 WPS
• Speaking speed: 2 to 3 WPS
• (Foulin, 1995; A. Piolat,
unpublished PhD thesis, 1982)
Lectures
Lecturing
2 words per second
Writing
0.2 words per second
Keeping up is a challenge!
Effects of Note Taking
• according to Kobayashi (2006),
note taking provides a
substantial learning effect
(qualifies as elaborative
rehearsal)
• comparative data show effort of
note taking > than that of
reading, studying (Piolet, Olive, &
Kellogg, 2005)
Distraction Effect (ms)
BUT—Bad Notes Are Bad
• Most students are poor note
takers
• typically record less than half of
the key ideas presented (Hartley
& Cameron, 1967)
• Note-taking training not always
successful
Printed Notes?
• pre-printed course packs ensure
crucial material is accurate and
complete
• allow the student to concentrate
on the lecture (reducing multitasking) BUT
• reduce the student's role in
note production—Problem?
Ideal Lecture Notes
• ideally, work with prepared course
note packages
• annotate, highlight, and mark
them vigorously
Good point!
No Printouts?
• Printouts are not always available
• Printing requires time & money
• What is the best way to take
notes if printouts are not an
option?
• 3 Principles, 3 Formats
Note-Taking Principles
1. Filter the information.
• do NOT copy every word
• filter the lecture
• note only the points that prompt
your memory
• concentrate on key ideas
Note-Taking Principles
2. Classify the information.
• lectures include three types of
information: (1) substantive
content,
• (2) references, and
• (3) illustrations
Note-Taking Principles
3. Organize the information.
• consider adopting a consistent,
formal note-taking plan
• may improve clarity or save time
• preparing pages for note-taking
triggers attention, prepares you to
study
Three Note-Taking
Formats
outline system
2. branching
3. Cornell system
1.
1. Outline System
1. Illustrates the relative value of
major points and supporting
ideas
a) highly structured
b) effort of forming a coherent outline
makes the material memorable
2. Organized appearance also
makes the notes comprehensible
3. Drawbacks of outline format:
a) too slow for many situations
b) only useful for lectures with clear
structure
2. Branching &
Mind Mapping:
• informal, strongly visual ways of
expressing relationships between
ideas
• start in the middle of the page
with a key idea; draw a radiating
line for each subtopic
• indicate connections between
ideas with branching lines
What is a Mindmap?
• A mindmap is a way of organizing
ideas in a highly pictorial way
Sample Hand-Drawn
Mindmap
Why mindmap?
• Use right brain (visual, intuitive)
as well as left brain (logical,
linear)
• Make new connections between
ideas
• Fast and easy to create
• Easy to learn
• Fun!
3. Cornell System:
Simple system that
1. Leaves adequate room for later
re-organization
2. Creates an automatic quiz
system
Cornell Note Style
• Developed in 1949 at Cornell
University by Walter Pauk.
• Designed in response to frustration
over student test scores.
• Meant to be easily used
as a test study guide.
• Adopted by most major law schools
as the preferred note taking method.
Name
Date
Course
Page x of y
3-Part System
Phase 1: Before the Lecture
• Review previous notes
• Prepare paper for current notes
(date, course, name, page
numbers)
3-Part System
Phase 2: During the Lecture
• record notes on the right-hand side of
the page
• capture main points writing quickly
• you may NOT have time to re-write
• only re-write notes if this is a crucial
study activity for you!
• notes should convey the necessary
information the first time you write
them.
3-Part System
Phase 3: After the Lecture
• jot down key words and phrases
on the left side of the paper
• helps organize material
• TEST: cover the right side of the
notebook
• use key words and phrases as test
questions
Hybrids
• Note that you can combine
approaches—e.g., branching
diagram plus Cornell
Branching/Cornell Approach
-how ticks find
cattle?
One/several
batches—
1000s!
Releases apyrase
(anti-coag.) &
kininase (no itch)
-responses:
warm/cold?
-why does blood
continue to flow in
host?
-host questing
risky—adaptations?
smell of butyric acid in
mammalian sweat
“seed
tick”
Anarchy in the UK: From
Leadership to Incapacity
The Failure of British Tank
Development, 1920-43
The New Warfare
• UK ignored implications of the
Spanish Civil War (1936-39)and
invasion of Poland (1939)
• both emphasized speed,
mobility, communication, and
air support
• Assumed “important” (i.e.,
Northern European) battles would
be slow, static campaigns)
The Gathering Storm
• Pre-WW2, both Britain and Russia
recognized the threat of the new
German weapons, especially
tanks
• The contrast in their responses is
instructive
USSR’s Response
• USSR drew upon other nations’
technological advances
• Continuous development (1920-39)
• Produced what German Field Marshall
von Kleist called “the finest tank in the
world”
• (crews called it “coffin for four
brothers”)
T-34, 1939
Armament: 76.2 mm.
Crew: 4
Speed: 33 mph
Height: 2.4 m
Weight: 26 tons
Length: 5.9 m
Sources:
Suspension by Walter Christie
(USA)
Engine: copy of BMW v-12 Diesel
(Germany)
USSR: Sloped Armour
Sloped Armour
Sloped armour
1. increases the chance of deflection, while
2. increasing the effective thickness of steel
plate
T-34: Winning Attributes
• T-34 combined armoured
protection, speed, & striking
power in an excellent balance
• Development aided by
international cooperation (and
copyright infringement!)
• Genuine advance
UK’s Response
• A generation of peacetime neglect and
doctrinal confusion (1920-1939)
• failed to develop new tanks and
develop doctrine & tactics for
armoured formations (Peden, 1984, p.
412)
• Priorities: 1) air force b/c of belief in
apocalyptic air war; 2) Navy b/c of its
traditional prestige
UK: The Lesson of France
• The rapid fall of France (10 May-22
June, 1940) was due to combined
arms tactics—but in the popular view,
it was mainly the result of the new
German tanks
• UK lost most of its current tanks in
France—their equipment had proven
under-gunned and unreliable
• They started fresh. . . .
UK, Then and Now
• In 1940, faced imminent invasion:
Immediate need for new weapons
changed priorities
• Had held position of world
technological leadership in 1917-18
(unlike Russia):
1918: Mark VIII Tank
Armour for a New Age
• Army had been a low priority
• When funds were finally made
available for substantial
development, what DID they
design . . . 20 years after their
period of leadership?
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TOG 1, October 1940
TOG,
1940
TOG 1
Mark VIII,
1918
When its many
faults became
obvious, it was
replaced with . . .
TOG 1
Armament: 40 mm.
Speed: 8.5 mph
Weight: 42 tons
Designers:
W. Wilson
Crew: 6
Height: 3.1 m
Length: 10.1 m
T. D’Eyncourt
Wm. Tritton
E. Swinton
TOG 2—1941
Armament: 76 mm.
Speed: 8.5 mph
Weight: 42 tons
Crew: 6
Height: 3.1 m
Length: 10.1 m
Egocentrism
•IN SPITE OF URGENT NEED for weapons,
used FORMER technological leadership
(1917-18) used as basis for development
•Ignored international developments
•HOWEVER, they recognized the
inadequacy of the designs; neither went
beyond prototypes
•They replaced them with. . . .
Churchill Tank
Armament: 40 mm.
British PM not v.
happy with name
Speed: 18 mph
Weight: 38.5 tons
Deployment of the
Churchill Tank
• Nemesis of the Canadians at
Dieppe raid, France, 1942
• “Infantry” tank—deliberately (or
at least unavoidably) slow
• Poor mobility—bogged down on
beach
• Later up-gunned—but
performance suffered (c. 15 mph)
Afterward
• Other “cruiser” tanks did appear, some
more capable—but very late (1944-45)
• Models with good armour, high speed,
and heavy armament eluded the UK for
most of the war
• Long-term effects: remedied two of these
post-war: armour and armament
• Even today, UK’s MBTs tend to be slower
but more heavily armoured and armed than
other tanks
Conclusion
• UK strength and experience lay in
“infantry tank” construction
• Slow to recognize changing nature of
warfare
• Failed to close the technology gap
throughout the war
• Relying on “home-grown”
solutions has advantages—but the
price can be very high
Now—Study Your Notes!
• Test & Survey
• But first: 10 minutes to study
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Testing as Study
• Every diagram is the basis for a
test (reproduce sketch diagrams
to self-test)
• highest learning gains from
testing; best form of study!
• Testing may actually replace
notes—soon
Testing
• Tests enhance learning and
improve long-term retention, a
phenomenon known as the
“testing effect” (Agarwal et al.,
2007)
• In a 2006 experiment, subjects
predicted they would recall more
in the future after repeated
studying than after testing
Know Thyself
• They were wrong
• testing enhanced long-term
retention better than restudying
• monitor and regulate your own
learning—you may surprise
yourself
Last Word: New
Technology
• Technology claims are usually
overstated (e.g., TABLETS!)
• Some new devices look promising
• Livescribe—not that I’m
advertising their product
New Technology
• Systems are maturing—and some
may really be better
• We are on the verge of HUGE
changes
• Be ready!