Notetaking

Learning Outcomes

• The purpose of SDS’ note-taking program

• Determining what is an accommodation and who may need a note-taker

• Challenges with note-taking in lectures

• Tips, Strategies and Resources for Note Taking

SDS’ Note Taking Program

Student s Volunt eersInstructors

Register wit h SDS and have note taking approved as an

accommodation

SDS

Complete an online registrat ion form by end of first five weeks

of class

Complete an online registrat ion form by end of first five weeks

of class

Receive let ter and NT announcement (plus

instructions) from student

Makes an announcement in class and works with the student to

facilitate a match

Student makes contact with volunteer and exchange begins

If a match is made volunteer contact information is sent t o the

student for follow up

E-mail sent to student with volunteer contact info.

Accommodations

• Refer to any arrangement equipment or service put in place to support a student with a disability

• Ensure that students have a fair and equal opportunity to learn and demonstrate learning in a way that respects individual differences and needs

• SDS coordinates academic accommodations and provides support services to students with documented disabilities

• Accommodations can include both the classroom and exam setting

Who May Require a Note Taker

• Students with visual processing impairments

• Students with auditory processing impairments

• Students with processing speed impairments

• Students with poor fine motor skills

• Students with attention difficulties

As a note taker you are expected to:

• Be a student too!

• Review your notes to ensure that they are complete

• Expand abbreviations/acronyms that you use

• Post your notes within 48 hours

Understanding the Success Loop

Note Taking Challenges• Pace is too fast

• Class distractions

• Not knowing what to write

• Difficulty organizing

• Questions about content

• Knowing what to expect allows you to focus on what is being said

Note Taking Challenges

Active Listening Means

• Looking for interesting aspects within information

• Looking for new perspectives

• Focusing on lecture content

• Making judgments after class

• Being intentional

Active Listening Also Means

• Making the lecture personally meaningful

• Staying focused

• Having already read and thought about content

• Reviewing notes to ‘refresh’ before each class and to ‘review’ after

Active Listening ALSO Means

• Be sure to note the page # if referencing the textbook

• Include information presented in videos or other media clips

• Include information presented by guest speakers

• Write out examples that the instructor provides

More on Active Listening

• Record the date and class

• Number your pages

• Highlight important items

• Put the information in your own words

• Include a “key” for abbreviations

Take Note Of:

• How the professor approaches the material

• Fundamental facts and details

• The professors perspective

If the Instructor…

• Repeats it• Places emphasis on it• Writes it on the board or overhead• Makes a direct reference to the textbook• Asks if everyone understands

Write It Down!

The Before Note Taking Tips

• Print resources ahead of time

• Write notes in your own words

• Think about what the instructor is saying

• Use underlining, highlighting, or symbols

• Write down all examples

• Use abbreviations

The After Note Taking Tips

• Reduce by summarizing main points• Highlight important terms• Fill in any missing information• Double check textbook page references• Expand any point form notes• Include an abbreviation/acronym key

Cornell Note Taking Strategy

Other Resources

• Mind Tools – Resources on note taking, active listening and study skills @mindtools

• The Cornell Note Taking System @ Cornell University

• Ten Active Listening Skills @ Power to Change

• Mindmapping @ mindmapping.com

THANK YOU