- Compare different note-taking strategies
Effective note-taking helps students retain what they learned in class so that they can use the material to study and build their knowledge and tackle more complex concepts later on. In fact, research indicates that there’s a 34 percent chance that students will remember key information if it’s present in their notes but only a 5 percent chance if it’s not. It doesn’t matter whether you prefer to write brief summaries or make visual guides and diagrams in your notes. The important thing is to find a note-taking strategy that works for you. The following are a few recommendations to try out:
- Stay organized: Keep your notes and handouts separate for each class. For example, you might have a different notebook and folder for each class, or a large notebook with a different tab for each class. This will save you the time of trying to organize and locate your notes when studying for an exam.
- Use visual cues: Try highlighting, underlining, or drawing arrows or exclamation points next to any main or difficult concepts. This will call attention to these sections and remind you to spend more time reviewing them.
- Group together similar concepts: Grouping or “chunking” material is a good way to make studying and memorization easier. You can try drawing the main concept and connecting it to smaller, related concepts or making an outline of the information. Either one can serve as an effective study guide.
- Make notes legible: Some people have messy handwriting. However, writing as clearly as possible when you take notes will make it easier to review them later. It’s also helpful if you’re asked to share your notes with another student who missed class. If laptop use is permitted during class, you can also type your notes.
Take Notes To Remember
If for no other reason, you should take notes during class so that you do not forget valuable and important information. Despite living with incredible search engines on computers and smart phones that give us a plethora of information 24 hours a day, seven days a week, students do not have the ability to access those during exams. Instructors want to know what you know not what Google knows. We’ve become accustomed to searching for information on demand to find what we need when we need it. The consequence is that we don’t often commit information to memory because we know it will be there tomorrow if we wish to search for it again. This causes challenges with preparation for exams as what we’re tested on is in our brain rather than information we can search for. Thus, there is an importance of taking notes. “Note-taking facilitates both recall of factual material and the synthesis and application of new knowledge, particularly when notes are reviewed prior to exams.”
The first step in being able to review is to take notes when you are originally learning the information. Students who do not take notes in class in the first place will not be able to recall all of the information covered in order to best review.
In his book Outliers, Malcolm Gladwell refers to the “10,000-hour rule.” Based on research by Anders Ericsson, the rule states that 10,000 hours of dedicated practice in your particular field will allow for the greatest potential of mastery. I do not expect you to practice taking notes for 10,000 hours, but the point is that practice, just like many things, is necessary to become more skilled.
Some instructors will give you cues to let you know something is important. If you hear or see one of these cues, it’s something you should write down. This might include an instructor saying, “this is important,” or “this will be covered on the exam.” If you notice an instructor giving multiple examples, repeating information or spending a lot of time with one idea, these may be cues. Writing on the board or presenting a handout or visual information may also be a cue.
There are many different ways to take notes during lectures and I encourage you to find the way that works best for you. Different systems work best for different people. Experiment in different ways to find the most success.
Tips for Taking Notes During the Lecture
Arrive early and find a good seat. Seats in the front and center are best for being able to see and hear information. A seat at the 50-yard line for the Super Bowl is more expensive for a reason: it gives the spectator the greatest experience.
Do not try to write down everything the instructor talks about. It’s impossible and inefficient. Instead, try to distinguish between the most important topics and ideas and write those down. This is also a skill that students can improve upon. You may wish to ask your instructor during office hours if you have identified the main topics in your notes, or compare your notes to one of your classmates.
Use shorthand and/or abbreviations. So long as you will be able to decipher what you are writing, the least amount of pen or pencil strokes, the better. It will free you up so you can pay more attention to the lecture and help you be able to determine what is most important.
Write down what your instructor writes. Anything on a dry erase board, chalkboard, overhead projector and in some cases in presentations; these are cues for important information.
Leave space to add information to your notes. You can use this space during or after lectures to elaborate on ideas.
Do not write in complete sentences. Do not worry about spelling or punctuation. Getting the important information, concepts and main ideas is much more important. You can always revise your notes later and correct spelling.
Often, the most important information is delivered at the beginning and/or the end of a lecture. Many students arrive late or pack up their belongings and mentally check out a few minutes before the lecture ends. They are missing out on the opportunity to write down valuable information. Keep taking notes until the lecture is complete.
The Cornell System
One way of taking notes in class is using the Cornell System. Created in the 1950s by Walter Pauk at Cornell University, the Cornell System is still widely used today. Perform a web search for “Cornell note taking method.”
The note-taking area is for you to use to record notes during lectures.
Students use the column on the left to create questions after the lecture has ended. The questions are based on the material covered. Think of it as a way to quiz yourself. The notes you took should answer the questions you create.
Tips for after the lecture
Consolidate notes as soon as possible after the lecture has ended. Identify the main ideas and underline or highlight them.
Test yourself by looking only at the questions on the left. If you can provide most of the information on the notes side without looking at it, you’re in good shape. If you cannot, keep studying until you improve your retention. Review periodically as needed to keep the information fresh in your mind.
Students use the bottom area for summarizing information. Practice summarizing information — it’s a great study skill. It allows you to determine how information fits together. It should be written in your own words (don’t use the chapter summary in the textbook to write your summary, but check the chapter summary after you write yours for accuracy).
The Outline Method
Another way to take notes is the outline method. Students use an outline to show the relationship between ideas in the lecture. Outlines can help students separate main ideas from supporting details and show how one topic connects to another.
Perform a web search for “outline note taking method” to see what they look like.
Visual learners may want to experiment with mind maps (also called clustering). Invented by Tony Buzan in the 1960s, it’s another way of organizing information during lectures. Start with a central idea in the center of the paper (landscape is recommended). Using branches (like a tree), supporting ideas can supplement the main idea. Recall everything you can as the lecture is happening. Reorganization can be done later. Perform a web search for mind maps for note-taking.
The most important aspect of reviewing your lecture notes is when your review takes place in relation to when your notes were taken. For maximum efficiency and retention of memory, it’s best to review within 20 minutes of when the lecture ends. For this reason, I do not advise students to take back-to-back classes without 30 minutes in between. It is important to have adequate review time and to give your brain a break. Reviewing shortly after the lecture will allow you to best highlight or underline main points as well as fill in any missing portions of your notes. Students who take lecture notes on a Monday and then review them for the first time a week later often have challenges recalling information that help make the notes coherent.
If you wish to go “above and beyond,” you may consider discussing your notes in a study group with your classmates, which can give you a different perspective on main points and deepen your understanding of the material. You may also want to make flashcards for yourself with vocabulary terms, formulas, important dates, people, places, etc. Online flash cards are another option. Students can make them for free and test themselves online or on their phone.
The Big Picture
Keep in mind that students who know what their instructor is going to lecture on before the lecture are at an advantage. Why? Because the more they understand about what the instructor will be talking about, the easier it is to take notes. How? Take a look at the syllabus before the lecture. It won’t take much time but it can make a world of difference. You will also be more prepared and be able to see important connections if you read your assigned reading before the lecture. It’s not easy to do, but students that do it will be rewarded. If I have read information assigned before the lecture and know what the lecture will be about, I have best prepared myself for taking notes during the lecture and given myself the greatest potential for understanding relationships between the reading material and the lecture.
Cornell System: a note-taking method where the notebook page has one section for in-class notes, one for related questions formulated after class, and a third for a summary of the lecture material
mind map: a more visual note-taking method where a central idea is positioned in the middle of a page and the supporting ideas branch out from it
- "Effective Note Taking Strategies." Utah State University Academic Success Center, 1999, https://www.usu.edu/academic-support/class/effective_note_taking. 10 Feb 2016. ↵