NOTETAKING
Our ability to receive and retain information is limited. The human brain can only store about seven items of information in our short-term memory for about 20 seconds. As outlined in the Memory, Retention and Recall page, it is critical to store information in our long-term memory to be able to access the information when we need it, such as during a test. Taking notes is an essential part of learning as it serves the function of recording what we see, read, and hear. The learner can review notes and apply methods (such as summarizing and scheduled reviews) to help store the information in their long-term memory.
Without good notes a student would be hard pressed to remember much after a one-hour video, three-hour lecture, or 50-page chapter. Notes act as an external storage device, similar to the role of the 'cloud.' Notes, however, do more than serve as a written record of the information we receive. The act of typing or writing notes aids in remaining focused and engaged when watching, reading or listening. Taking notes is a form of active learning which forces you to pay attention and write down ideas and thoughts that you deem important to revisit. Remember, you may sit in class for as many as 25 hours each week and read 20 or more hours of material, so you may as well make the most of your valuable time by taking good notes.
Notetaking tips and format options, such as the Outline Method, Cornell Method, and making notes on PowerPoint slides, are detailed in this LibGuide.
Effective notetaking is important because it:
How can you take EFFECTIVE notes?
Trying to keep up with your instructor's lecture pace and writing down as much as you can is not a good option, nor is it even possible (most students can successfully record only one to two out of every 10 words!). This approach can lead to illegible notes that are difficult to decipher. In addition, copying lectures verbatim is tiring and can be frustrating if you feel like you are missing much of what is being said. Attempting to copy down what your instructor says is a passive learning approach that does not support understanding, retention or recall.
This video (by Wellcast) demonstrates how important it is to take effective notes.
There are several notetaking options available and selecting the one that works best for you will depend on a few factors:
Previewing. When possible, it is best to preview class materials before a lecture (whether delivered online synchronously or in-person). Previewing materials helps increase retention and comprehension as it prepares the learner to more actively engage when they are in class (and take better notes). Spending some time previewing materials in advance and taking notes/summarizing is an effective method of improving your notetaking process during lectures and labs.
We suggest you first take notes from readings and other sources prior to attending a lecture (see box above: Preparing for Lectures). Remember, be sure to write down the page number you are referencing from your readings so you can locate the information later, if needed. After you have completed your previewing notes, you can then add your lecture notes. Putting your notes together from both the pre-learning and lecture will help keep the information organized and accessible.
It is helpful to choose a different color for your lecture notes (maybe black for pre-learning notes and red for lecture notes) so you can distinguish (when studying) what was in the pre-learning material and what the instructor taught in class. If the instructor is touching on a topic not covered in pre-learning, then create a new heading, with supporting subheadings.
Generally, what the instructor focuses on during lectures is the material they will test you on. Your notes will be a key resource for test preparation.
When reviewing the assigned readings write down things you are challenged by (highlight them) and see if your instructor touches on these ideas/subjects during the lecture and then add to your notes from the readings.
Then, during class, focus on the main points which typically are ideas, terms, subjects, formulas, methods, and processes that were outlined in the assigned readings. Listen and think about what you are hearing: try to ‘understand’ the information and not simply regurgitate it into your notebook. Thinking about what you are hearing will help you retain the information longer term.
The Outline Method is a common and simple, yet effective notetaking system. Many students prefer this system because it is structured, logical, and can be a strong tool for test preparation. This method works well for both hand-written and typed notes.
Key Components
If you are hand-writing your notes, be sure to leave space under each heading, subheading, and supporting point so you can add notes from other sources, such as PowerPoint slides, or lectures. It is easy to add more information below each point if you are taking notes digitally.
Outline Method Structure: Example from Previewing (notes from chapter)
The Handbook on Radiology, Ch 1, pp 10-19 (this is the subject source)
About Radiology (this is the heading or main subject)
Diagnostic Radiology (this is the subheading)
Outline Method Structure: Pre-learning and Lecture Notes Synthesized
The content in black are notes from the pre-learning, and content in red is added from the lecture.
The Handbook on Radiology, Ch 1, pp 10-19
Date: add the date of the lecture
About Radiology
Diagnostic Radiology
A popular method for taking notes from readings and lectures is the Cornell Note-taking System. The Cornell method requires students to think critically which aids in retention. To use this method experts recommend taking notes by hand (which, according to research, also increases retention).
If you preview course materials prior to a lecture, a useful way of organizing your notes is to write the preview notes on the left-hand page or your notebook and leave the adjacent page (right-side) blank. Then, during the class, you can write associated information from the lecture across from the notes you took from sources such as chapter readings.
Key Components
Divide each page in your notebook into three sections (draw lines to separate each-see example below). If you require more space, you may prefer to use two pages of your notebook and write the ‘cues’ on the left page and notes on the right page. You can write your summary on a third page.
Cornell Notetaking Structure: Example
Subject title Date of lecture
Writing down the subject and date helps with organization.
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Cues Key words, facts, stats, formulas, processes, definitions: the info you need to remember. Questions: create questions that help recall what is written in the notes section- this will help anticipate test questions. Comments: write down your thoughts about what you have read/heard. Ideas: try to connect information together (critical thinking). Follow up: jot down what you need to explore further or better understand. |
Notes It is important to listen carefully during lectures to try to discern the main points your instructor is sharing. For readings, you will use a similar approach and look for the main ideas presented in each section. Try to BOLD or highlight section headings or new subjects (this will aid in finding information later). Write concisely and clearly: using abbreviations (such as ‘ex.’ for ‘example) and shorthand symbols (such as ‘&’ for ‘and’) aids in keeping pace with lectures. Write down page numbers from readings to help locate information when you need to revisit the source. Avoid copying everything down: this process does not engage your brain (you are not thinking) and will not help with retention. To critically think about information and reduce the need to write everything you hear verbatim we suggest you preview a reading or pre-learn before a lecture (see Reading Textbooks). |
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Summary Try to recall what you have learned and write the information in your own words. Creating your own summary helps to think about the information and is proven to aid with retention and success on assessments. For textbooks/articles: students find it most helpful to write a summary after each section. For lectures: summarizing each section may be more difficult. We suggest you set aside some time after lectures to write a summary of the entire lecture. |
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Making notes on PowerPoint slides is another simple, yet effective, method. Of course, this approach can only be used in those classes where the instructor makes their lecture PowerPoint slide deck available in advance. This method works whether you are taking notes by hand or digitally. However, if you are taking notes by hand, you will need to download and print the slides in advance of the lecture.
Taking notes onto slides offers some advantages and disadvantages. A major disadvantage is the amount of space provided on the slides for notes, which makes adding both reading and class notes difficult.
Typing Onto Slides