Transcript NOTE-TAKING AND IN

STUDENT SUPPORT SERVICES
PRESENTS
SCHEDULING TIME
FOR STUDY
1. PLAN ENOUGH TIME FOR
STUDY.

A college expects a student to
average about two hours in studying
(including library work, term papers,
themes, etc.) for each hour spent in
the classroom. This is an appropriate
and realistic guideline. A genuinely
high ability student may get by
adequately with less. However, many
students would do well to plan for
somewhat more than the two-for-one
ratio.
2. STUDY AT THE SAME
TIME EVERY DAY.
In so far as possible, a student
should schedule certain hours
which are used for studying
almost every day in a habitual,
systematic way. Having regular
hours at least five days a week
will make it easier to habitually
follow the schedule and to
maintain an active approach to
study.
3. MAKE USE OF THE FREE HOURS
DURING THE SCHOOL DAY.

The hours between classes are
perhaps a student's most valuable
study time yet, ironically, the most
frequently misused. A student may
effectively utilize these hours
reviewing the material and editing
the notes of the preceding class
and/or studying the material to be
discussed in the following class.
4. PLAN STUDY PERIODS TO
FOLLOW CLASS PERIODS.

This should be done whenever
possible. The next best procedure is
to schedule the period for study
immediately preceding the class. A
student should specify the particular
course he will study rather than just
marking "study" on his schedule.
5. SPACE STUDY PERIODS.

Fifty to ninety minutes of study at a
time for each course works best.
Relaxation periods of ten or fifteen
minutes should be scheduled
between study periods. It is more
efficient to study hard for a definite
period of time, and then stop for a
few minutes, than attempt to study
on indefinitely.
6. PLAN FOR WEEKLY
REVIEWS.

At least one hour each week for
each class (distinct from study
time) should be scheduled. The
weekend is a good time for
review.
7. LEAVE SOME
UNSCHEDULED TIME FOR
FLEXIBILITY.

This is important! Lack of
flexibility is the major reason
why schedules fail. Students
tend to over-schedule
themselves.
8. ALLOT TIME FOR PLANNED
RECREATION, CAMPUS AND
CHURCH ACTIVITIES., etc.
 When a student plans his
schedule, he should begin by
listing the activities that come at
fixed hours and cannot be
changed. Classes and
laboratories, eating, sleep, and
jobs are examples of time uses
which the student typically
cannot alter.
8. ALLOT TIME FOR PLANNED
RECREATION, CAMPUS AND
CHURCH ACTIVITIES., etc.
 Next, he can schedule his
flexible time commitments.
these hours can be
interchanged with other hours if
he finds that his schedule must
be changed during the week.
8. ALLOT TIME FOR PLANNED
RECREATION, CAMPUS AND
CHURCH ACTIVITIES., etc.

Recreational activities are
planned last.
SCHEDULING TIME FOR
STUDY

When forced to deviate from his
planned schedule (and that will
invariably occur), the student should
trade time rather than steal it from
his schedule. Thus, if he has an
unexpected visitor at a time he has
reserved for study, he can substitute
an equal amount of study time for
the period he had set aside for
recreation.
NOTE-TAKING
AND IN-CLASS SKILLS
NOTE-TAKING
 Adequate notes are a necessary
addition to efficient study and
learning in college. Think over the
following suggestions and
improve your note- taking system
where needed.
IN-CLASS SKILLS
 Listen actively - if possible think
before you write - but don't get
behind.
 Be open minded about points you
disagree on. Don't let arguing
interfere with your note-taking.
 Raise questions if appropriate.
NOTE-TAKINGS
 Develop and use a standard method
of note-taking including punctuation,
abbreviations, margins, etc.
 Take and keep notes in a large
notebook. The only merit to a small
notebook is ease of carrying and that
is not your main objective. A large
notebook allows you to adequately
indent and use an outline form.
NOTE-TAKING
 Leave a few spaces blank as you
move from one point to the next so
that you can fill in additional points
later if necessary. Your objective is to
take helpful notes, not to save paper.
Do not try to take down everything
that the lecturer says.
 It is impossible in the first place and
unnecessary
 in the second place because not everything
is of equal importance.
 Spend more time listening and attempt to
take down the main points.
 If you are writing as fast as you can, you
cannot be as discriminating a listener.
 There may be some times, however, when
it is more important to write than to think.
Listen for Cues





Listen for cues as to important points
transition form one point to the next
repetition of points for emphasis
changes in voice inflections
enumeration of a series of points,
etc.
See The Main Points
 Many lecturers attempt to present a few
major points and several minor points in a
lecture. The rest is explanatory material
and samples. Try to see the main points
and do not get lost in a barrage of minor
points which do not seem related to each
other. The relationship is there if you will
listen for it. Be alert to cues about what the
professor thinks is important.
Write So You Can Read
 Make your original notes legible enough for
your own reading, but use abbreviations of
your own invention when possible.
 The effort required to recopy notes can be
better spent in rereading them and thinking
about them.
 Although neatness is a virtue in some
respect, it does not necessarily increase
your learning.
Copy down everything on the
board, regardless.
 Did you ever stop to think that every
blackboard scribble may be a clue to
an exam item? You may not be able
to integrate what is on the board into
your lecture notes, but if you copy it,
it may serve as a useful clue for you
later. If not, what the heck -- you
haven't wasted anything. You were in
the classroom anyway.
Chose The Right Seat
 Sit as close to the front of the class
as possible, there are fewer
distractions and it is easier to hear,
see and attend to important material.
The Right Stuff
 Get assignments and suggestions
precisely - ask questions if you're not
sure.
Taking Lecture Notes
Using
the Cornell Method
Taking Notes
• Using the Cornell Method style for taking notes in class is
an effective way to visually organize your information for
studying.
• Simply draw a line approximately 1½’ - 2’ away from the
left edge.
• The Notes column on the right is for taking notes as you
normally would.
• The Recall Column on the left is for main ideas, questions,
and comments that are relevant to the notes on the right.
• This format is to reduce visual clutter, and to help you learn
and remember your notes more efficiently and effectively.
Taking Notes
The following table represents a Cornell layout; the content notes additional strategies for actually taking your notes.
Recall Column
Notes from Lecture
Before Lecture
Organizing everything I need
Have notes easily accessible.
Control time as to not miss class
NOTES: Get a 3-ring binder for notes from all classes
TIME: Classes are my primary appointments, and therefore attendance
is important –instructors notice.
Syllabus usage
What good is it? How can it help?
The syllabus is a great source for being aware of future assignments. Use it
to stay on top of the material discussed in class lectures and to plan
your master calendar for tests. Frequently looking at the syllabus
prevents getting lost or behind.
Priming the mind for class
Use previous notes as a warm-up to next lecture.
Take 10 min to look them over.
Think of ?’s to ask.
Reviewing notes from the last lecture will be a reminder of where the
instructor left off.
Reading over the section of the text to be covered in class will build
mental scheme, allows for better concentration. If nothing else,
preview the TITLE, SUBTITLES, and SUMMARY to prime the mind about
what can be expected in lecture.
Formulate questions to ask during lecture to stay awake and involved.
Taking Notes
During Lecture
Actively Listening
How can I stay awake and pay attention?
Taking notes more quickly
What if the instructor is going faster than my pen?
Making notes visually stimulating
How can I make my notes easier to read and less boring?
Listen Actively. Sit in the “T-zone”, somewhere in the front row or center
aisle. | Ask questions, even if completely lost. | Pick out verbal clues like
pausing, facial expressions, gestures, loudness, etc.
Streamline Notes. Take out vowels when trying to keep up with the
lecturer (e.g. tk out vwls whn trng 2 keep w/ prof). | Write incomplete
sentences if possible or some style of shorthand with symbols and
abbreviations.
Leave blank space. If miss part of the lecture, it’s best to skip down the
page and leave a large empty section to fill in later.
Record notes in a logical manner that is easy to see and understand. |
Recording the DATE at top of each page of notes facilitates your
organization. | The Cornell Method unfolds data logically from left to right,
then down the page. | Mind Maps or diagrams in notes are easy to
remember and help break the monotony of words on paper.| Use COLOR
with a variety of colorful pens, pencils, or highlighters to make material
visually pop out for easier reading and remembering.
Taking Notes
After Lecture
Writing in the Recall Column is studying.
When and how do I use it?
Take advantage of the material being fresh in mind after class.
How do I know if I took good notes?
Review notes within 4-6 hours after class for approximately 15-30 minutes
while the lecture is still fresh in the mind.| During this time and/or during
class fill in the recall column with questions about the material, main ideas
of the lecture, and/or comments about the material.
Reflect. Good questions to ask are “Self, do my notes do a good job of
representing what was presented in the lecture?”; “Self, do I understand
the key points and do they reflect the instructor’s presentation of them?”
Should I rewrite my notes?
Only when necessary; avoid just copying.
Rewriting notes is helpful if notes are sloppily unorganized to begin with.
Caution: keep from simply copying and pasting; thinking about the material
while rewriting is the key to learning it.
Taking Notes
• Try the Cornell method the next time
you take notes in class and see the
difference for your self.
• Share Your Note Taking Method
Study/Note Taking Skills
We hope something you heard or
something you saw will help you
achieve your goals here at MCTC.
Please complete the evaluation form.
Thank you for stopping by! Your Student
Support Services Staff