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Why should every student record the lecture with notes? Isn't it better if they get a copy of the lecture notes, and they only add their own notes, thereby paying more attention to the lecture instead of copying things manually which can be printed/photocopied for all sutdents?
Just listening doesn't work as well for most people.
Why should every student record the lecture with notes? Isn't it better if they get a copy of the lecture notes, and they only add their own notes, thereby paying more attention to the lecture instead of copying things manually which can be printed/photocopied for all sutdents?
Personally I think it takes more than a note taking process, there has to be some personal intrinsic motivation to understand and a genuine desire to know. Otherwise its just test cramming and will be forgotton soon after.
Why should every student record the lecture with notes? Isn't it better if they get a copy of the lecture notes, and they only add their own notes, thereby paying more attention to the lecture instead of copying things manually which can be printed/photocopied for all sutdents?
At that point, I can refactor my notes including the professor's outline, adding details I missed or elaborating on parts of the outline that might have been sparse.
Why should every student record the lecture with notes? Isn't it better if they get a copy of the lecture notes, and they only add their own notes, thereby paying more attention to the lecture instead of copying things manually which can be printed/photocopied for all sutdents?
I went back to college late in life and now with cellphones and cloud storage people often recorded lectures with permission. One person used OBS most others used their mobile phone's note recorder app. Many used Microsoft OneNote (free Office 365 with tuition) to record and photos of whiteboard notes and diagrams. OneNote can OCR the text and even adjust skew of the image.
I still wrote my own notes though at first hand written because I wrote in cursive which is far faster than block printing. But I was persuaded by the masses typed my notes into a document on my laptop. I regret that now because I noticed a significant difference in retention between hand-written versus typed. When I wrote by hand I recalled much more of the material.
And take this with a grain of salt because I'm friggin' old.
My approach is:
* Take lecture notes during the lecture, pausing the lecture to really understand everything (active listening). I never re-watch a lecture (takes too long), so I make sure the lecture notes have all info needed to review for an exam.
* Before an exam review all lecture notes.
That is about all I need to ace pretty much any exam that is about information retention.
If the exam requires real understanding and thought (algorithms, math), then the best way to prep is doing lots of practice. No note-taking system is going to help you there, it will only waste your time.
Earlier quoted context omitted.
I've designed specific "note-taking" sheets for regular meetings I attend. There are separate places for me to write down "Things I want to say" and "Things I need to take action on" and "Things I need to to pass to other people." As time goes on, I refined the page. We all travel a bit, so I added a section for "where's the staff this week." I liked this idea so much that I've created similar templates for each of m…
Interesting: I have icons I tag for action items I have to take (* but I draw it as a 5 pointed star) (note that passing things on, and producing something are both action items for me), questions I have (?), and things that are important, surprising or urgent (!).
And the very important star for things I don’t want to forget or that are important.
Most people just interrupt because they are afraid they’ll forget and must bring up their very important point right now.
I also sometimes make a diagram showing the seating arrangement of everyone in the meeting so I can know who was present and refer to them by name if I’m unfamiliar with them.
Another note taking trick I use is to use circled numbers to refer to things elsewhere on this page or other pages.
Most important of all is that I never use a notebook with rippable paper; these notebooks are important documents I keep with me forever. Every page gets a page number and the date at the top. I reserve the first page of each notebook for a table of contents. Whenever something happens that I might need to refer to later I put it and its page number in the table of contents. Many table of contents entries end up with many page numbers after them, such as pages with T-shirt ideas, game ideas, and haikus. Because of this system I can say “see #3 on 2016-05-24” and go right to something I noted years ago. I go through about one notebook per year and have them going back a long time.
Why should every student record the lecture with notes? Isn't it better if they get a copy of the lecture notes, and they only add their own notes, thereby paying more attention to the lecture instead of copying things manually which can be printed/photocopied for all sutdents?
It's not about conveying the information, it's about how to get your brain to integrate and hang on to the information. The process of writing it down, and the other steps described are all about cajoling the brain to learn new material quickly. Personally I think it takes more than a note taking process, there has to be some personal intrinsic motivation to understand and a genuine desire to know. Otherwise its just…
In my experience we often missed things, because there was too much info, so it was very hard to copy the info and pay attention at the same time.
It would have been much better to get a copy of the notes beforehand and add only my observations, making it personal.
Why should every student record the lecture with notes? Isn't it better if they get a copy of the lecture notes, and they only add their own notes, thereby paying more attention to the lecture instead of copying things manually which can be printed/photocopied for all sutdents?
Because often the instructor or professor may ad lib based on a question from a student. It may result in a really good answer that probably won't be in the official lecture notes. Instructors with decades of experience have anecdotes that may not be suitable for lecture notes but may give express an idea better using analogy that is spur of the moment. I went back to college late in life and now with cellphones and…
Exactly, that's why I said everyone should get a copy of the official notes beforehand and write down their own notes on them.
It's much more efficient than slavishly copying everything you hear, making it harder to pay attention.
I tried the cornell system when I started back at school (OMSCS). I didn't really like it. It felt overly tedious to me. I think it's probably an okay starting point if you have no idea how to learn things. At some point you'll figure out your own personalized way of learning and retaining information - at that point you'll become a lot more productive than following some formula. My approach is: * Take lecture notes…
no doubt in 2001 we had maybe <1% classes available as pre-recorded. this seems like a good foundational approach, better than "just take notes and pause". What if you are in- you know- an actual lecture? I took copious notes but had no review process or built in repetition (which this does).