Can anyone share some experiences with Summarizing and Note Taking? We're not looking for new ideas, just how you might teach summarizing or note taking, how you model it, or unique ways of encouraging or organizing notes.
A quick search of "note taking" in Google presents a lot of ideas and handouts. Sure, we might expect students to have learned how to take notes by the time we see them, but then again, there are a lot who have never really been TAUGHT how to take notes. It doesn't have to be a separate lesson-- in fact, it should be taught embedded within our work.
Here are a few handouts from the web:
http://www.dartmouth.edu/~acskills/docs/taking_notes.doc
http://www.dartmouth.edu/~acskills/docs/cornell_note_taking.doc
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Especially at the beginning of 1st quarter I would let the kids put any notes they wanted on one side of a 3X5 card to use on the test. They would actually review the work in their packets to find the important information that might help them on the test. They learned to summarize, or write really small, or both as they completed the cards they would use during test time! Eventually I convinced them if they could get the main points on a 3x5 card that was a reasonable amount of information to actually learn. When students could no longer use notecards on a test, they were given credit for creating the cards and turning them in before the test was taken. Hopefully, after they moved on to higher grades, summarizing information in this way is a process my students continued to use to organize and master material they needed to know.
I loved the notecard comment. Will use it soon in my classroom
I spent some time the other day explaining to my students how to take notes in a modified Cornell form of notes. I told them that part of the page would be the lecture notes, another section would be their interactions with the notes.(relate to other readings, other notes, movies, life, ask questions, draw images, note what you need to look up...) Then I explained the important part of the notes. At the end of the class I would give them time to draw a rectangle at the end of the notes for them to fill in with one of the following: the main point(s) to the lecture, questions to look up, or most importantly, predict the essay question Baker may ask tomorrow as we walk in the door. Well today I looked at out the students as I was explaining archetypal characters and noticed they had their pages divided. At the end of the hour, I stopped to let them close their notes. Several students in the back of the room got into a discussion about the essay question I was going to start class with tomorrow. It is working as long as I remember to stop in enough time to let them close their notes. Tomorrow I will give them something (life saver, apple, sticker) if they can guess the essay question for the day. I don't assign the essay, just ask the question. Some days there will be essays and sometimes there will not.
When I have notes on my smartboard, I have been making a conscious effort to model highlighting or other ways to condense the written material I have in my notes. AP Stats tends to have a lot of verbiage and I'm trying to show them how to summarize or at least pick out the most important details I present. I guess it would be easier if I had bullet points or something like that, but I tend to present notes in full sentences. In AP Calc, I have been showing students how to take theorems in sentence form and rewrite them in flowchart form, showing how the premises (hypotheses) all lead to a conclusion.
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