Kelly, I thought the charts were very useful for note taking as well. I like that this chapter mentions that the teacher needs to tell the students why their note taking van be useful, which helps them pay attention and what to pay attention to. I often hear teachers use the signal words noted here, “this is important,” and “be sure to write this down.” At this point I was thinking of the students who still continue to sit there and not write anything down even after being prompted about what is most important and wondered what else you do to get those students motivated to write. Then I came across the charts, which hold the students accountable. I can see using these in any class.
Note taking seems to be an impossible task for students but teaching how to take notes is a lost art form. Im used to the roman numerals,alphabet then numeric system of taking notes. Apparently a lot has changed since then and this chapter has me learning how to take notes all over again. Distinguishing between note taking and note making is a new concept. I find the graphic organizer to be useful and could see how beneficial it could be middle schoolers. I would have notes be part of the grading criteria as well as a summative assessment at the end of each lesson
Note taking seems to be an impossible task for students but teaching how to take notes is a lost art form. Im used to the roman numerals,alphabet then numeric system of taking notes. Apparently a lot has changed since then and this chapter has me learning how to take notes all over again. Distinguishing between note taking and note making is a new concept. I find the graphic organizer to be useful and could see how beneficial it could be middle schoolers. I would have notes be part of the grading criteria as well as a summative assessment at the end of each lesson
I agree with both Fred and Kelly, I have never heard of there being a distinction between note taking and note making. When I was in fifth grade my teacher taught as how to take notes, set-up the pages and outline of the notes. The 7th grade math class I was in today, the teacher taught students how to set up their notebooks and how to correctly take notes so that they can refer back to them when they get stuck.
I forget where I 1st saw it...but I started using colored party cups on the corner of the desks to indicate levels of work. Red solo cup=I am stuck and can't move forward; yellow=have a question or need some assistance but able to keep working; green= I am working ok, have no questions. Unfortunately I didn't use it consistently so it didn't become a habit or routine in the classroom. I'll have to try it again!
Agreed Fred, note-taking is difficult, it can be a difficult skill to learn and teach. Based on my experience it seems many teachers assume students know HOW to take notes and WHAT to take notes on when they enter their classroom. Additionally, the distinction between note-taking and note-making was interesting. I never thought to separate the two before but it makes perfect sense. As a special educator, this is an area I try to empower my students with learning. It is difficult in the moment within the past pace of the general education setting and frequently requires small group explicit instruction. I'm a big fan of 2 column notes and after reading the chapter, the Cornell method. Research itself is another "loaded" concept to teach! The ELA teachers I co-teach with have used the research grid / matrix which is a visual support for my students. The math example was great and I want to try the English note taking practice strategy dictoglos however, I don't want the take away to be that it is important to write down everything said- that is my caution with my "literal" population of students I service.
I wanted to respond to the same two methods, Heather - split-page and research matrix. We use a program called the Comprehension Toolkit (Harvey and Goudvis) to target specific reading skills, like activating and connecting background knowledge, and making inferences when reading a text. They seem to use a two column or three column chart in every book, for every lesson, just with different headings! They also have students "keep tracks of their thinking" throughout the reading, by noting reactions and questions on sticky notes. After reading, they transfer info from the stickies to the charts to help make sense of what they've read and organize for the next steps. My kids love using the stickies; it makes them feel grown-up and they think it's fun. My librarian has used a research matrix with our students, to go along with the graphic organizers and other tools we, the classroom teachers, have given them. A few students have used it effectively, but more of them seem to be overwhelmed by the amount of information (number of questions and number of sources to keep track of) on one page. I think for many 6th graders, the matrix is too detailed, unless it was pared down a little. I have the opposite issue with the matrix, at least for longer research projects: the boxes don't allow room enough for more detailed or extensive notes! I could see using it for a quick, short research - or investigation - of a topic, but not as much for a longer project.
The self-assessment would also serve as a valuable tool indicating where students rate themselves individually, what their perceptions are about the process, and use the rubric to assist in further developing their learning.
In my experience there is no single correct way or system to take notes. We take notes for lots of reasons: to prepare for a test, to write a paper, because we simply want to remember stuff, or to clarify our thinking, or to organize an idea. The note taking strategies we teach our students should be linked to the question of purpose. Why am I collecting this information? I also think we need to break out of the habit of taking notes in linear formats. How many of us have watched kids thumb through pages of notes looking for a single piece of information just because their reading notes followed the pages in the book rather than the ideas or concepts. I try to teach kids how to clump information by subject rather than by book. Sometimes I hand out tabs that they stick to the edge of their notebook pages with ideas written on the tabs. Finally, I really think we as teachers need to read notebooks, see how kids are using them, and offer feedback and strategies based on what we see. Strategies need to be connected to the work the kids are doing and not in a vacuum. Sometimes I pull up alongside a student and talk about the work they are doing and offer on the spot suggestions about how to organize some information - maybe its a table, a timeline, a web or some other strategy. I collect notebooks in the middle and at the end of every unit and give students written feedback on their work. My expectation is that they will revise their notebook based on that feedback. I also make every student glue a copy of the notebook rubric on the inside cover.
I love how this chapter discussed the importance of note taking. Many of my students find note taking to be a "waste of time." One of the first paragraphs in chapter 7 says we as teachers need to not only teach note taking but also show how it is important and how they can " use it later." I did just that... In one of my classes I told the students how important it was to take notes and how they would need this strategy in High School, etc... (you know all the reasons why note taking is good) I told them they are a great tool to use for studying and how they can use it for homework help, etc... Fast forward to test day... (The day I will show my students how they can use it later) After I gave students the materials for the test I said "oh, you can use your notes for this test." I saw a mixture of faces and heard a mixture of responses. The evidence spoke for itself... Those who took the time to take notes and used the strategies provided to take good notes did significantly better on the test, those that didn't, learned a very valuable lesson. One other thing I like about this chapter is that it gives many ideas and strategies for note taking that isn't copy off the board or copy out of a book. One strategy I liked and have begun implementing in my classes is the four square approach. This is a great way for students to learn the material and have a place to go to look back at all of the important concepts associated with the topic. I really like the structure of this strategy because it gives the students a way to not only learn the material but make it their own.
Figure 7.4 Notes evaluation criteria I just need some other points of view about the use of ink. This chart hold pen use above pencil. Leaving math out of it, why would pencil be worse? I can think of one or two reasons but they aren't enough to convince me that my use and love of pencil is evil. One: Breakage and sharpening... however the use of mechanical eliminates these . Two: Erasing... The time it takes to erase for those that like things perfect could be an issue, but I personally single line my pencil mistakes. I make a mess with ink and the friction of the lead is something I need.
This may seem like an odd thing to choose to post, but I really bothered me for some reason. =P
Also, this chapter rocks! I see so many classroom teachers using "technology" where they are just righting notes for students to copy... how much less engaging can it get. It's like reading without a pencil in your hand, or is that just me??
I have seen the solo cups used as well. In particular in a math class where students work do their work on computers and have the cups on their desk. If it is green they are working fine and red means they have a question or need help. I think it is a great way for students to stay focused and keep working with out being distracted by others shouting out or turning around to raise their hand.
Kelly, I thought the charts were very useful for note taking as well. I like that this chapter mentions that the teacher needs to tell the students why their note taking van be useful, which helps them pay attention and what to pay attention to. I often hear teachers use the signal words noted here, “this is important,” and “be sure to write this down.” At this point I was thinking of the students who still continue to sit there and not write anything down even after being prompted about what is most important and wondered what else you do to get those students motivated to write. Then I came across the charts, which hold the students accountable. I can see using these in any class.
ReplyDeleteNote taking seems to be an impossible task for students but teaching how to take notes is a lost art form. Im used to the roman numerals,alphabet then numeric system of taking notes. Apparently a lot has changed since then and this chapter has me learning how to take notes all over again. Distinguishing between note taking and note making is a new concept. I find the graphic organizer to be useful and could see how beneficial it could be middle schoolers. I would have notes be part of the grading criteria as well as a summative assessment at the end of each lesson
ReplyDeleteThe notetaking and note making is brilliant.
DeleteI scribbled in my book: Taking from Talk, Making from Material
Note taking seems to be an impossible task for students but teaching how to take notes is a lost art form. Im used to the roman numerals,alphabet then numeric system of taking notes. Apparently a lot has changed since then and this chapter has me learning how to take notes all over again. Distinguishing between note taking and note making is a new concept. I find the graphic organizer to be useful and could see how beneficial it could be middle schoolers. I would have notes be part of the grading criteria as well as a summative assessment at the end of each lesson
ReplyDeleteI agree with both Fred and Kelly, I have never heard of there being a distinction between note taking and note making. When I was in fifth grade my teacher taught as how to take notes, set-up the pages and outline of the notes. The 7th grade math class I was in today, the teacher taught students how to set up their notebooks and how to correctly take notes so that they can refer back to them when they get stuck.
DeleteI forget where I 1st saw it...but I started using colored party cups on the corner of the desks to indicate levels of work. Red solo cup=I am stuck and can't move forward; yellow=have a question or need some assistance but able to keep working; green= I am working ok, have no questions. Unfortunately I didn't use it consistently so it didn't become a habit or routine in the classroom. I'll have to try it again!
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAgreed Fred, note-taking is difficult, it can be a difficult skill to learn and teach. Based on my experience it seems many teachers assume students know HOW to take notes and WHAT to take notes on when they enter their classroom. Additionally, the distinction between note-taking and note-making was interesting. I never thought to separate the two before but it makes perfect sense. As a special educator, this is an area I try to empower my students with learning. It is difficult in the moment within the past pace of the general education setting and frequently requires small group explicit instruction. I'm a big fan of 2 column notes and after reading the chapter, the Cornell method. Research itself is another "loaded" concept to teach! The ELA teachers I co-teach with have used the research grid / matrix which is a visual support for my students. The math example was great and I want to try the English note taking practice strategy dictoglos however, I don't want the take away to be that it is important to write down everything said- that is my caution with my "literal" population of students I service.
ReplyDeleteI wanted to respond to the same two methods, Heather - split-page and research matrix.
DeleteWe use a program called the Comprehension Toolkit (Harvey and Goudvis) to target specific reading skills, like activating and connecting background knowledge, and making inferences when reading a text. They seem to use a two column or three column chart in every book, for every lesson, just with different headings! They also have students "keep tracks of their thinking" throughout the reading, by noting reactions and questions on sticky notes. After reading, they transfer info from the stickies to the charts to help make sense of what they've read and organize for the next steps. My kids love using the stickies; it makes them feel grown-up and they think it's fun.
My librarian has used a research matrix with our students, to go along with the graphic organizers and other tools we, the classroom teachers, have given them. A few students have used it effectively, but more of them seem to be overwhelmed by the amount of information (number of questions and number of sources to keep track of) on one page. I think for many 6th graders, the matrix is too detailed, unless it was pared down a little. I have the opposite issue with the matrix, at least for longer research projects: the boxes don't allow room enough for more detailed or extensive notes! I could see using it for a quick, short research - or investigation - of a topic, but not as much for a longer project.
This comment has been removed by the author.
DeleteThis comment has been removed by the author.
DeleteThe self-assessment would also serve as a valuable tool indicating where students rate themselves individually, what their perceptions are about the process, and use the rubric to assist in further developing their learning.
ReplyDeleteIn my experience there is no single correct way or system to take notes. We take notes for lots of reasons: to prepare for a test, to write a paper, because we simply want to remember stuff, or to clarify our thinking, or to organize an idea. The note taking strategies we teach our students should be linked to the question of purpose. Why am I collecting this information? I also think we need to break out of the habit of taking notes in linear formats. How many of us have watched kids thumb through pages of notes looking for a single piece of information just because their reading notes followed the pages in the book rather than the ideas or concepts. I try to teach kids how to clump information by subject rather than by book. Sometimes I hand out tabs that they stick to the edge of their notebook pages with ideas written on the tabs. Finally, I really think we as teachers need to read notebooks, see how kids are using them, and offer feedback and strategies based on what we see. Strategies need to be connected to the work the kids are doing and not in a vacuum. Sometimes I pull up alongside a student and talk about the work they are doing and offer on the spot suggestions about how to organize some information - maybe its a table, a timeline, a web or some other strategy. I collect notebooks in the middle and at the end of every unit and give students written feedback on their work. My expectation is that they will revise their notebook based on that feedback. I also make every student glue a copy of the notebook rubric on the inside cover.
ReplyDeleteI love how this chapter discussed the importance of note taking. Many of my students find note taking to be a "waste of time." One of the first paragraphs in chapter 7 says we as teachers need to not only teach note taking but also show how it is important and how they can " use it later."
ReplyDeleteI did just that... In one of my classes I told the students how important it was to take notes and how they would need this strategy in High School, etc... (you know all the reasons why note taking is good) I told them they are a great tool to use for studying and how they can use it for homework help, etc...
Fast forward to test day... (The day I will show my students how they can use it later) After I gave students the materials for the test I said "oh, you can use your notes for this test." I saw a mixture of faces and heard a mixture of responses.
The evidence spoke for itself... Those who took the time to take notes and used the strategies provided to take good notes did significantly better on the test, those that didn't, learned a very valuable lesson.
One other thing I like about this chapter is that it gives many ideas and strategies for note taking that isn't copy off the board or copy out of a book. One strategy I liked and have begun implementing in my classes is the four square approach. This is a great way for students to learn the material and have a place to go to look back at all of the important concepts associated with the topic.
I really like the structure of this strategy because it gives the students a way to not only learn the material but make it their own.
Figure 7.4 Notes evaluation criteria
ReplyDeleteI just need some other points of view about the use of ink. This chart hold pen use above pencil. Leaving math out of it, why would pencil be worse? I can think of one or two reasons but they aren't enough to convince me that my use and love of pencil is evil.
One: Breakage and sharpening... however the use of mechanical eliminates these .
Two: Erasing... The time it takes to erase for those that like things perfect could be an issue, but I personally single line my pencil mistakes. I make a mess with ink and the friction of the lead is something I need.
This may seem like an odd thing to choose to post, but I really bothered me for some reason.
=P
Also, this chapter rocks! I see so many classroom teachers using "technology" where they are just righting notes for students to copy... how much less engaging can it get. It's like reading without a pencil in your hand, or is that just me??
ReplyDeleteI have seen the solo cups used as well. In particular in a math class where students work do their work on computers and have the cups on their desk. If it is green they are working fine and red means they have a question or need help. I think it is a great way for students to stay focused and keep working with out being distracted by others shouting out or turning around to raise their hand.
ReplyDelete