| Why take class-notes? There are at least two | | | | likely take an affinity towards Column-Style Note |
| principal functions of taking class-notes. One is to | | | | Taking, while visual learners will more likely prefer |
| make a record of what you are experiencing at the | | | | Webbing. Students may try both styles of note taking |
| moment, so that you can check with it later. The | | | | to know which one works best. |
| product of the note-taking process is a good memory. | | | | Column-Style Note Taking. By this way students |
| The other function of taking notes originated from the | | | | organize information that they hear into two different |
| process of note-taking itself. Students who learn | | | | columns. The left column is drawn 1/3 from the left |
| foreign language knows that the more sense you | | | | side of the page, and the right column is 2/3 from the |
| engage in learning a new word, the better. Just listening | | | | right side of the page. The student can label the left |
| to it cannot be sufficient. You must also speak it, see it, | | | | column "Main Ideas" and the right column "Notes." |
| and write it. This also has the great virtue of making | | | | In class, when the lecturer/teacher speaking, the |
| you more active, less passive. | | | | student take notes on the right side of the page, under |
| Taking notes in class can be a tough task for student. | | | | the "Notes" column. In class, nothing should be written |
| As lecture or class progress, in-class note taking | | | | under the "Main Ideas" column on the left. When the |
| demands become more and more challenging. They | | | | student comes home, they re-read the notes and |
| need listen to information, process that information, and | | | | group diverse segments of the lecture into particular |
| rewrite it in their own words in the form of | | | | main ideas. For example, if the entire lecture was on |
| easy-to-read notes. This process can be | | | | philosophy, some part may have been about the |
| overpowering. | | | | definition/ethymology or its origin/history. Thus, the |
| However, there are some useful means that students | | | | student would write "definition of philosophy" on the left |
| can use to increase their note taking skills. First, | | | | side of the page, under the "Main Ideas" column, next |
| students need learn how to jot down information | | | | to the information corresponding to that section of the |
| rapidly. Learning techniques to simplify this process will | | | | notes. |
| be principally useful for them. | | | | Column-Style Note Taking will push students to look |
| This skill is especially important in class, when lecturers | | | | back at their notes to make sure that they understood |
| teachers speak fast and communicate a lot of | | | | all of the information from the lecture. If there are any |
| information that students must comprehend. Students | | | | gaps of information in the notes, students can ask |
| often hear dates, names, numbers, and key names, | | | | others or research that information in their textbooks. |
| and must capture bits of information, usually in the form | | | | Webbing. Webbing is a proper strategy for students |
| of time-consuming full sentences. Learning shorthand | | | | who like better a more visual technique for taking |
| strategies can help students combat against | | | | notes. In this way, students first sketch a circle in the |
| writing-everything. Students can use abbreviations, | | | | center of their page. Inside that circle, they write the |
| symbols, and contractions when taking in-class notes: | | | | topic of the lecture (for example, Philosophy). Next, |
| Symbols. Symbols are swift to write and take fewer | | | | they sketch a line branching out of the middle circle. On |
| space than the words they represent. Symbols include: | | | | the line, they write the first section, or main idea, of the |
| percentage (%), question (?), number (#), etc. "I have a | | | | lecture (for example, definition and etimology of |
| question about problem number two and number four" | | | | Philosophy). They then draw bubbles branching out of |
| would be "I have ? about problem #2 & #43 | | | | that line containing details. |
| Abbreviations. Shortened versions of longer words will | | | | Once the teacher has terminated talking about that |
| break down words into smaller amounts of letters. This | | | | section, students draw another line branching out from |
| includes: international (intl), with (w/), without (w/o), etc. | | | | the middle circle. On that line, they write the next main |
| Students can choose their own abbreviations - there | | | | idea (for example, origin and history of Philosophy). |
| are no regulation. So, maybe would be myb or mb. | | | | They then draw bubbles branching out of that line with |
| However, students must keep in mind what the | | | | details and continue until the lecture is complete. |
| abbreviations stand for. | | | | Thus, note-taking helps us to find the structure in a |
| Contractions. Merge two words into one smaller and | | | | lecture. When I take notes, I shift subordinate points, |
| more dense word. For example, you are (you're) and | | | | creating an outline-like visual structure. The activity of |
| he's (he is). | | | | doing this while listening helps to bring out structure that |
| The notes. Having mastered shorthand methods, | | | | there is in a conversation. |
| student can find out how to combine these symbols, | | | | However, the method of listening in class and taking |
| contractions, and abbreviations into well-organized | | | | good notes can be overwhelming doings. Students |
| notes. The best way to organize a well-written page | | | | need to take more and more compound notes as |
| of notes will depends on the learning style of each | | | | they step forward during their education. Learning |
| student. Some students are more linear learners, while | | | | those above methods can relieve pain in this process |
| others are more visually-oriented. Linear learners will | | | | and students will increase confidence in their abilities. |
