ERIC Number: ED263537
Record Type: RIE
Publication Date: 1985-Apr-1
Reference Count: 0
Training and Evaluating Notetaking. College Reading and Learning Assistance Technical Report 85-06.
King, James R.; Stahl, Norman A.
An important question in teaching notetaking is how reading and study skills specialists lead students to become self-motivated and self-directed in their notetaking regime. A promising answer to this question can be found in a systematic approach to training students and evaluating notetaking that involves four stages over the course of a semester. The first two stages do not differ markedly from traditional teaching practices. During the first stage, modeling, the instructor plays a tape of a previously recorded introductory lecture from an undergraduate survey course, simultaneously demonstrating a selected notetaking method using an overhead projector and think-aloud, self-report or retrospective report strategies. The second stage is practicing, during which students engage in long-term, monitored practice with notetaking techniques. Students use and adapt the modeled techniques in one of their other classes for the rest of the semester. The third and fourth stages of the training model occur simultaneously in the context of notetaking practice. As students practice notetaking throughout the semester, their attempts are evaluated with the Notetaking Observation Training and Evaluation Scale (NOTES). Students receive both instructor feedback and peer review of the quality of their notetaking, and chart their progress with the NOTES packet. NOTES student feedback becomes a weekly function, and instructors using NOTES with a class have ready access to data that document their students' progress in notetaking. (A description of the NOTES scale and the scale are included.) (HTH)
Publication Type: Guides - Classroom - Teacher; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Georgia State Univ., Atlanta. Div. of Developmental Studies.