Note taking
Note taking from Edu Tech wiki:
Cornell method
by Walter Pauk 40 yeras ago, divide paper into two columns, first column for key/cue words, second for notes (ideas and facts)
- Record
- Reduce (after lecture)
- Recite (using only key words, in own words)
- Reflect (how does this fit with what I already know?)
- Review (on a frequent basis)
- Recapitulate (each main idea, in complete sentence)
SQ3R
source (via edutech). Rowntree 1976, approach to reading and taking notes from text:
- Survey (scan through)
- Question (structure of the reading, relevancy, currency, suitability to purpose of study)
- Read (actively but not quickly, main points, no notes)
- Recall (main points of reading and really important facts, opinions that support main points. record bibliographic details)
- Review (finalise notes, re-read or write down how material covered related to question/task)
Charting
Spreadsheet, important concepts and implicit relations (which concepts go together, and which authors). Concepts in columns, and rows in articles.
- Read texts “diagonally” and just mark most relevant concepts, theories, models, hypothesis
- Make matrix of most important concepts
- Sort concepts, keep most important ones, unite similar ones, throw away the ones you won't need
- Write…
Critical web reader
Scaffolding (software) for evaluating web texts
- descriptive lens
- academic lens
- critical lens
- reflective lens
Other
The importance of chunking for short-term memory and processing (Bransford, Brown & Cocking, 2000Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn. DC National Academy Press Washington. ), isn't that what we do when we take notes, reorganize notes, make lists, headers etc? Structure. Both chunking and combining with pre-existing knowledge. “Hooks”, patterns, narratives.
