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Aamiin....

NOTETAKING SKILL
Nur Hayati
Medical Education Unit
Faculty of Medicine and Health Science

Notetaking_self assessment
I take notes as I read my textbook
assignments.
I take notes in lectures.
After taking notes, I review them before
going on to something else.
I rewrite lecture notes.
I compare notes with one or more
classmates to check completeness and
accuracy.

 Cornell note taking stimulates critical

thinking skills.
Note taking helps students remember what
is said in class.
A good set of notes can help students work
on assignments and prepare for tests
outside of the classroom.

 Good notes allow students to help each other

problem solve.
Good Notes help students organize and process
data and information.
Helps student recall

Writing is a great tool for learning!

Note taking is an
important part of
academic life
To be successful at note taking, you
need to
Improve your listening skills.
Develop your note taking skills.
Be able to use your notes to study.

Like All Skills

Listening and note taking
improve ONLY with practice
Practice every day

Note taking = Dictation

Note taking is writing complete ideas;
dictation is writing complete
sentences.

Examples
Dictation/speakers say:
Hippocrates, a Greek who is
considered to be the father of modern
medicine, was born on the island of
Cos in 460 B.C.
Notes say: Hippocrates (Gr.) Father of
med. B. Cos 460BC

The Note-Taking Process

Flows
Review

Observe

Notes

Record

Observe
Set the stage
Complete outside assignments
Bring the right materials
Sit front and center
Conduct a short pre-class review
Clarify your intentions

Observe
Be here now in class
Notice your writing
Be with the instructor
Notice your environment
Participate in class activities
Relate the class to your goals
Think critically about what you hear

Observe
Watch for clues
Be alert to repetition
Listen for introductory, concluding,
and transition words and phrases
Watch the board or overhead projector

Observe
Watch for clues
Watch the instructors eyes
Highlight the obvious clues
Notice the instructors interest level

Record
The Cornell format: using the cue column
Format your paper: draw a vertical line
two inches from the left edgethe cue
column
Take notes, leaving the cue column blank
Condense your notes in the cue column
Write a summary at the bottom of each
page

Topic
Questions,
Subtitles,
Headings,
Etc.

First & Last Name

Class Title
Period
Date

Class Notes

2 1/2

3 to 4 sentence summary across

the bottom of the last page of the
days notes

Subject: Why take Cornell notes?

PROCESS
(output)

Date: 11/20/01

Main Ideas (input)

Can be used to provide an outline of chapter or lecture.

Organized by main ideas and details.
How can
Cornell notes Can be as detailed as necessary.
Sequential-- take notes as they are given by instructor or
help me
text in an orderly fashion.
organize my
After class, write a summary of what you learned to
ideas?
clarify and reinforce learning and to assist retention.
Can be used as study tool:
Which side for
1. Define terms or explain concepts listed on left side.
diagrams?
2. Identify the concept or term on the right side.
Can be used to provide a "big picture" of the chapter or
Why use
concept maps? lecture.

Organized by main ideas and sub-topics

Limited in how much detail you can represent.
Simultaneous- you can use this method for instructors
who jump around from topic to topic.
After class, you can add questions to the left side
What are the
Can be used as a study tool
-- to get a quick overview
benefits to me? and to determine whether you need more information or
need to concentrate your study on specific topics.

Subject: Notetaking

Date: 11/20/01

Summary:
There are a couple of ways that you can take notes. The Cornell
method is best when the information is given in a sequential, orderly
fashion and allows for more detail. The semantic web/concept map
method works best for instructors who skip around from topic to
topic, and provides a "big picture" when you're previewing
materials or getting ready to study for a test.

Summary is added at the end of ALL

note pages on the subject (not at the
end of each page)
Summary added AFTER questions
are finished

(Questions
about it )
How do the
ticks find the
cattle?

Why dont the

ticks usually
kill their host?
How could
tick
infestations in
cattle impact
humans?

(Diagram copied
during lecture)

Record
Create mind maps
Mind maps are visual patterns that
provide a framework for recall
They work on both verbal and
nonverbal levels
Creating a mind map helps you think
from general to specific

Record
Create mind maps
Set the
stage

Observe
Be here
now

Review
Note-taking

Watch for
clues

Record

Record
Create mind maps
Give yourself plenty of room
Determine the main concept
of the lecture
Use key words only
Jazz it up
Create links
Combine formats

Record
Create Outlines
An outline shows the relationship
between major points and supporting
ideas
Outlining occupies your attention
Play with variations

Record
Use pictures and diagrams

Lungs

Record
Use tape recorders effectively
Use complete sentences when
material is important
Take notes in different colors

Review

Review within 24 hours

Edit notes
Fill in key words in left-hand column
Use your key words as cues to
recite

Review
Conduct short weekly review
periods
Consider typing up your notes
Create mind map summaries

 Lets get out a

sheet of Cornell
note paper and
get ready to
practice the skill.

THE CORNELL NOTE

TAKING SYSTEM

Step #1: Prepare

Record Column

--2 Inches--

--6 Inches--

Reduce ideas
after class
into a few
words.

Record the lectures as fully

as possible.
--2 1/2 Inches--

Recall Column

Reduce Column
Reduce the main
points of this page of
your lecture notes.

Step #2: Record

Record in Class
During the lecture, write as many facts as
you can.
Use shorthand to get the full idea.
Leave spaces between ideas so you can fill in
more later.

Step #3: Reduce

Reduce after class
As soon after class as possible,
summarize these ideas and facts in as few
words as possible in the Reduce Column.
Helps show relationships between points &
strengthens memory.
Prepares you for exams gradually & ahead of
time.

Step #4: Recall

Recalling what your wrote in your notes,
write questions in the Recall column of
your notes to quiz yourself on the
material.
Write your questions as close as possible to
the beginning of the section in your notes
you are quizzing yourself on.
Write a question for each new idea
presented in your notes.

Step #4: Recall, Continued

The questions you write in the Recall
column will become your best method for
checking what you have learned!

Step #5: Recite

Recite from the Recall Column.
Cover the Record Column.
Using only the words in the Recall Column, say
over the facts as fully as you can in your own
words!

Then, uncover your notes and check what

you have said against the facts.
This will help transfer ideas to your

long-term memory!

Step #6: Reflect

Reflect on possible test questions and
mark unclear points.
Helps in making sense of your notes by finding
relationships and order in the material.
Try to put ideas in categories & tie old material
to the new.
Think about which points will appear on tests
& highlight any unclear points so you can ask
questions about them before the next lecture.

Step #7: Review

Review to improve your memory.
If you will spend ten (10) minutes every week or
so in a quick review of these old notes, you will
retain most of what you have learned and you
will relate the facts and ideas to present lectures
or readings.

The End!

Doa penutup majelis

Subhaanakallohumma
wabihamdika
asyhadu anlaa illaaha illa anta
astaghfiruka wa atuubu ilaika