Mẹo về Is active listening possible while taking notes? Chi Tiết
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Maintain a written record.
Set down a written record for each of your classes. This is very important for studies have shown that forgetting begins almost immediately. Within two weeks you will forget 80 percent or more of what you have heard. In four weeks, you will be fortunate if 5 percent remains! (Langan, pg. 41). What these facts say is so important that it must be repeated: to guard against the inevitability of forgetting, you have to write down much of the information being presented in class. Then, review your notes later so that you understand and remember the ideas that were discussed. The more complete your notes are when you review, the more likely you are to master the information. Students often wonder how many notes should they take and whether or not certain terms, facts or information are significant enough to write down. The rule of thumb to follow is this: When in doubt, write it down. You have to remember that writing too much, instead of too little, may mean the difference between passing and failing a course or between a high grade and a lower one.
There is a saying common among teachers and it goes something like this: the farther in back of the class that a student sits, the lower that student’s grade. Now whether or not you agree with that statement is of little importance. What is important and has to be considered is the thinking that prompted the observation. What it says is that students who sit in the back of the classroom, starting on that first day of classes, those students who sit near the door, typically represent the students who will have a difficult time following lectures, whose minds are not so much on the class as it is getting through the day, who will present the most problems in terms of attendance. Unfortunately, with ten years of experience in the classroom, I have seen that statement proven true more often than not. Sitting in the back of the class brings its own set of problems, not the least being the fact that the teacher can very easily go an entire semester and not know your face or name when it comes time for grading — and believe me, you do not want to have a teacher guessing who you might be when it comes time to assign a grade for your work that semester!
The point here is that you want to sit where the teacher will always see you, and where you can see the blackboard easily and clearly (this is especially true if you happen to wear glasses or contact lenses!). If the class is truyền thông-intensive, where the instructor uses films and videotapes, then it is all the more important to get a seat near the front and establish it for the semester. Sitting in front also means that you are much more likely to stay focused in that classroom (you are not nearly as likely to fall asleep in the front row, or to daydream!). When you sit in back of the class, you may be signalling your attitude about the class or school itself — worried that you might be called upon (which is common to all students) or that you don’t really want to be in the class (which is an issue in and of itself).
Doing well in school, getting good grades on your exams, papers and in your classes, going to on to graduate and do well in your professional career, are all part of having a clearly defined and well-managed lifestyle. This refers back to the 9-Step TMP and integrating that type of effective time management into your life choices and decision making. For this third step in effective listening and note-taking, we are dealing with what on the surface appears to be the obvious — that good note-takers are people who read the material in advance; that is, the students who take the best notes have done the assigned reading and, accordingly, have little trouble following the lecture or understanding any new ideas discussed in class that spring from the reading. Their notes are more organized and easier to follow because they have a general grasp of the topic being discussed in class.
I always like to say that you have two types of students: students who come to view and students who come to review. That first type of student, the one who comes to view, is the one most likely to get into trouble. This is the student for whom everything happening or being discussed in the classroom is brand-new. This student is there, essentially, to “view” what is going on, often for the first time. That second type of student, the one who comes to”review,” has done some reading in advance of the lecture, has had a chance to go over notes from previous class meetings, and finds the lecture an opportunity to review some of the material that was read earlier, perhaps some material that was difficult to understand but now, with the lecture, the light bulb has come on and there is illumination where before there may have been just a hazy understanding of what was meant or implied. Needless to say, it is the student who comes into the classroom to “review” that most often gets the most out of the class, including the best grades. Doing reading in advance allows you to prepare questions for the instructor based upon the reading and the lecture itself, questions that the instructor can appreciate and elaborate on. To be able to do this, and do it on a consistent basis, means setting aside the time to read in advance and prepare effective reading notes.
When taking notes, you want to do so in an organized, systematic fashion. There is no “magic” to the student who takes good notes, the student who, the end of the semester, is in a position to review effectively and efficiently for examinations and papers based upon the strength of their notes. They have developed a note-taking system, and have learned to stay with it. Here are eight steps towards effective, efficient note-taking that you can use:
- Use full-sized 8 1/2″x11″ paper. Do not use a small note tablet. You will be using the margin space provided by the full-sized paper. In addition, on a single page of full-sized paper you will often see ideas or groups of related ideas that might not be so easily seen when spread over several small pages;
- Use a ballpoint pen. This is in order to write quickly — something that can’t be done as well with a pencil or a felt-tip pen. Don’t worry about mistakes with a pen that makes marks you can’t erase. Just cross out the mistakes!;
- Keep all the notes from each course together in a separate section of a notebook. Use either a looseleaf binder with separate sections, or a large spiral notebook that has several sections. The looseleaf binder, however, allows you to insert course handouts and related materials;
- Date each day’s notes and try to title the notes for each lecture;
- Take notes on one side of the page only, leaving space the top and on the left-hand margin. Using only one side eliminates the bother, when you are studying, of having to flip pages over and then flip then back to follow the development of an idea or discussion. Leaving wide margins gives you space to add to your notes later, should you so desire;
- Write legibly. When you prepare for a test you want to spend the time studying — not trying to decipher your own handwriting;
- To save time when note-taking, abbreviate recurring terms. Place a key for these abbreviate terms in the top margin of your notes. For example, in a biology class ch could stand for chromosome ; in a sociology class o c could stand for operant conditioning . When the lecture is over, you may want to go back and fill in the words you have abbreviated (again, for easier reading when preparing for examinations).
In addition, abbreviate the following common words by using the symbols shown :
+ = and def = definition w/ = witheg = for example ex = exampleinfo = information 1,2,3 = one, two, three, etc. MI = Main Idea
You should also make note that you can often omit words like a , and , and the when taking notes.
- I always tell my students when handing them the course syllabus that one of the very first actions they should take is to highlight all of the examination dates listed in the document. Not only that, but they should transfer those exam dates to a pocket calendar, appointment book or diary that they refer to. They should do the same with due dates for major assignments, especially presentations and papers. Nothing can be more distressing for a student than to walk into class and see everyone ready for an examination but themselves, or to see people turning in papers and they left theirs home or forgot this was the due date for the project!
Try to write down your notes in the following outline form. Start main points the margin. Indent secondary ideas and supporting details. Further indent material that is subordinate to those secondary points.Main points are listed the margin.
Secondary points and supporting details are indented.
Material that is subordinate to secondary points is indented further.
Still another organizational aid: when the speaker shifts from one idea to another, show this shift in concern by skipping a line or two, leaving a clearly visible space.
As you can see, good listening and note-taking are special skills. When following lectures, for example, you want to be alert to the “signals” that lecturers give to indicate that certain material is important, that help you in further organizing your notes for later study and review. There are five such signals:Write down whatever your teacher puts on the blackboard. Ideally, print this material in large letters. If you don’t have time to print, write as you usually do and put the letters OB in the margin to indicate that the material was written on the board. When you review your notes later, you will know what ideas the teacher emphasized. Always write down definitions and enumerations. Most people instinctively will write down definitions – explanations of key terms in the subject being studied. But people often forget or ignore enumerations, which are often just as important. An enumeration is simply a list of items (marked 1,2,3 or with other symbols) that fit under a particular heading. Teachers often use enumerations, or lists, to show the relationship among a group of ideas. They are signaled in such ways as: “The four steps in the process are…..”; “There were three main ideas expressed in the novel….”; “The two primary effects were…” Your instructor might say, “This is an important concept…”; or “One point that will repeat itself in the material…”; or “The primary cause was….”; or “Pay special attention to…”; or “The basic idea here is…”; or “The thesis being advanced is…”; and so forth. You want to make sure to write down important statements announced by these and other emphasis words, and mark imp or some other mark of your own choosing (one that you can quickly and easily make out) to show their importance; If the lecturer repeats a point, you can usually assume that it is important or relevant. You might even write R in the margin to indicate that it was repeated in order to know that the instructor stressed the idea in class; and finally, A lecturer’s voice may slowdown, become louder, or otherwise signal that you are to write down exactly what is being said, word for word. When this happens, do it!
This is so obvious that people sometimes forget to do it, or take it for granted and then forget to do so. Write down any examples the teacher might provide during the course of a lecture, and then mark them with ex. These examples help you understand complex, abstract forms and concepts. If you don’t mark them with ex , then you are likely to forget their purpose when you later review them for study. You do not have to write down every single example, but you should do least one to help clarify the point(s) being made.
Always write down the details that connect or explain main points. Too many students copy only the major points the teachers puts on the blackboard. These students don’t understand that as time passes during the semester, they may (and will)forget the specifics that serve as connecting bridges between ideas. Make certain, then, to record the connecting details that the instructor provides. When you do, you are much more likely to remember and recall those relationships among the major points in your notes.
Leave some blank spaces for those ideas or items you miss. Immediately after class, ask another student to help you fill in the blank spaces. A good idea during the first week of class is to identify someone in the class you can work with. Exchange telephone numbers, making certain to indicate the best time to call. This way you are covered for the semester, especially for those times — and they do happen — when something comes up and you can’t make it to class that day. One thing, though, is not to make it a habit of missing classes. Your study friend can easily become annoyed, and feel that they are being misused, when they become the person receiving all the telephone calls for missed lectures. It is also a good idea to ask the instructor the beginning of the semester if it is permissible to tape lectures. This is another way to cover yourself for missed information.
In a word, get involved with the subject matter and the instructor. Don’t hesitate to ask questions is certain points are confusing to you. Draw the line, however, asking too many questions, or asking questions simply to be heard. Most instructors frown on this type of behavior from students. But keep in mind when asking serious, relevant questions that other students in the class probably have the same questions in mind but are reluctant to ask them. Teachers do look favorably upon students who show interest and curiosity in the subject.
Most students miss out on this most valuable of opportunities. They somehow perceive it in their minds as a sort of “time out” from class. The point is that you do not want to stop taking notes during discussion periods. There are lots of invaluable ideas that can and do come up during informal sessions, ideas that your instructor may not present later on. If your instructor puts notes on the board during a discussion period, you can take that as a good sign that the material is important. If the instructor pursues a point brought up during the discussion or takes the class in a certain direction based upon a point brought up during the discussion, then that is a strong bit of evidence that you should be taking notes. And always keep in mind the note from the first step: when in doubt, write it down.
Nothing is more irritating to an instructor than to see students start putting away their notebooks and pens when there are 3-4 minutes left in the class. It is as though the student is saying that nothing important will be said the end. Keep in mind that very often, because of time spent on discussions, teachers may have critical points they want to cover in those closing minutes of class and they will use that time to cram in that last bit of information which might just be the summary for the entire period. Be ready to write as rapidly as you can to get down this final rush of ideas.
Go over your notes soon after class. While the material is still fresh in your mind, make your notes as clear as possible. A day later may be too late because forgetting sets in almost once. The best time to start studying your notes is within a day after taking them. Because of the mind’s tendency to forget material rapidly, a few minutes et aside for study soon after class will give you more learning for less time and effort than almost any other technique you can practice.
Now that you have developed your notes, you need to go over how to study class notes. The following is one effective way to do so:
- Use the margin the side or top of each page. Jot down in the margin a series of key words or phrases from your notes. These key words or phrases, known as recall words , will help you in pulling together and remembering the important ideas on the page;
- To test yourself on the material, turn those recall words in the margin into questions. For instance, you might ask yourself, “What are recall words?” If you follow this approach on a regular basis, it will certainly help you remember the material covered in your classes. By using this method, you will not be left with a great giảm giá of material to organize and learn right before an exam. Instead, you will be able to devote quality time before that examination to a final intensive review of the subject matter.
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