V.
Good lecture notes record the meaning of the lecture, its general
direction, and points for further study.
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A. If special presentations
are made (e.g., film, audio, VCR, overhead, or PowerPoint presentations), take especial
care to take thorough notes.
(Yes, the taking of notes will affect the enjoyment of the
presentation, but your grade isn't usually based solely on how much enjoyment you derive
from the presentation.)
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B. Classroom preparation
should be thought out in advance.
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1. Sit as close to the from
of the room as will make you slightly anxious, yet not too uncomfortable.
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a. Sit on the right-hand side of the
class if the teacher is right-handed--especially in language, mathematics, and science
classes.
(You can see the blackboard as the teacher is writing; on the left-hand side the
presence of the teacher obscures the board.)
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b. If you cannot initially see, hear,
or concentrate, immediately move to a place where you can.
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c. Generally speaking, a right-handed
teacher tends to call on students toward the back of the class
on the teacher's right, and a left-handed teacher tends to call on
students at the back of the class on the teacher's left.
(To
escape notice sit toward the front of the classroom at the left of a
right-handed teacher and vice-versa for a left-handed teacher.)
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2. If you
can afford a course planner, by all means, use one. In any case,
begin all lecture notes with
the record in the left-hand margin or at the right-hand top:
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Class: |
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Date: |
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Topic: |
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Assignment:
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3. Be ready to start taking
notes before the teacher enters.
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B. The major difficulty
in lecture classes is
that you must listen, select, and write at the same time. Most students will have to
overcome twelve years of classroom experience where they have become accustomed to passive
listening. Initially, you will have to dedicate yourself to the
attempt--after about two or three weeks, most note-taking difficulties
are overome.
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1. Doggedly try outline
form; it's better to write down too much than too little, at first.
Studies have shown that even good listeners
remember only about 25% of the spoken word immediately after class--and next to
nothing a week later.
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2. Select the main heading
for your outline form by ...
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a. the logical structure of the lecture
announced by the teacher, |
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b. basic principles drawn from assigned
readings, |
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c. definitions, and/or |
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d. new topics.
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3. Do not write out verbal
illustrations or examples--jot down only some key words to remind you of the
examples later. If possible, fill in the left-out steps
immediately after that class.
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4. Leave four or five blank
lines between major topics and subject-points so you can supplement with book notes or
other references later.
(Error on the side of leaving too much white space.) If you have an
acquaintance or friend who also wishes to do well in a course, it's a
good idea to compare notes not only to supplement your own notes, but
also to obtain concrete tips for improving your own note-taking
skills.
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C. Look through
your lecture
notes at the earliest opportunity after class for corrections and amplifications. Usually, these
revisions are best done immediately after class while the material is still fresh on your
mind--even if you only have a few moments between classes.
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D. On days when you do not
feel like doing anything (and there will be days like this), keep track of the subject in key words only, or think of this
class as an opportunity to improve your handwriting skills. As Aristotle
pointed out, usually, your actions determine your
state of mind, rather than your state of mind determining your actions.
By "pretending" to take notes, you will often be surprised
to find yourself
actually taking notes.
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