LC Module: Notetaking Connections
GC219 – Notetaking – Topic Notetaking Tool
GC219-S3 – Topic Notetaking Sheet – Before lesson begins, Alexa or Instructor will guide students in drawing their own topic sheet for notetaking. The topic sheet will include a small space to write the topic and a main notetaking space for key points, details, examples or illustrations. Space will be included to rewrite notes in their own words and to insert a prospective quiz question. Last, students will be directed to use the topic sheet as a flash card by using a cover sheet or by folding sections back.
GC218 – Notetaking – Investigative Inductive Notetaking Process
GC218-S5 – Investigative Inductive Notetaking Process – The Investigative Inductive notetaking process provides fact-finding approaches to solving scenarios, case studies and other instruction. It involves investigating a happening, occurrence or action. Alexa or Instructor will guide students through the Investigative process using the Exploratory, Problem-Solving and Solutions Notetaking formats.
GC217- Notetaking – Comparison Notetaking Sheet
GC217-S2 – Comparison Notetaking Sheet – Comparison notetaking is an effective format for comparing ideas, concepts or objects during instruction. Experts claim that discovering similarities and differences is the “core” of all learning. Alexa or Instructor will guide students in creating comparison sheets for notetaking. Using a Comparison Notetaking Sheet makes notes easy to manage and consolidate. The more precise the pattern, the easier the organization, notetaking, learning, and recall of information
GC216 – Notetaking – Chronological Notetaking Sheet
GC216-S2 – Chronological Notetaking Sheet – Chronological Notetaking Pattern is effective format for noting chronological steps and other sequenced instruction. Alexa or Instructor will guide students in using chronological formats for notetaking that includes steps or sequences. Using a Chronological Notetaking Template makes notes easy to manage and consolidate. The more precise the pattern, the easier the organization, notetaking, learning, and recall of information.
GC215 – Notetaking – Deductive Notetaking Sheet
GC215-S2 – Deductive Notetaking Sheet – Deductive notetaking is the most common format used by lecturers and authors. Alexa or Instructor will guide students in creating a Deductive Sheet for notetaking, beginning with a general conclusive idea or statement, followed by supporting ideas and details. Using a Deductive Notetaking Sheet makes notes easy to manage and consolidate. The more precise the pattern, the easier the organization, notetaking, learning, and recall of information.
GC214 – Notetaking – Key Point Notetaking (Reading Notes)
GC214-S4 – Key Point Notetaking – Most lessons cover approximately three or four major topics or objectives. Alexa or Instructor will guide students in using a Key Point Notetaking sheet, which is a sheet of paper, folded in half, vertically. Before reading, students will label the front left side of each vertical sheet, with a major reading topic and a quiz question, saving space in the aligning right column for the quiz response Then, when reading, students will add key points in the right column, with details and examples, per topic. Last, after reading, a Topic Summary Statement will be added to the remaining right column. For Flash Sheets, students will add a General Quiz Question, with a response that includes the previously captured key points. (Three or more index cards can be substituted for a sheet. (Infusing summarization can increase student achievement by 33% – Marzano, Pickering and Pollack).
GC213 – Notetaking – Concept Map Notetaking Sheet
GC213-S4 – Concept Map Notetaking Sheet – In a three-step process, as directed, during notetaking, individually, with a partner or small group, Alexa or Instructor will guide students to create a concept map for notetaking. Notetaking will begin by inserting the lesson topic or image in a center circle, on a horizontal sheet of paper. Next, sub-topic squares will be linked, using key points or categories, as dictated by the lesson. Last, they will draw a line from the center circle to each square and insert a relevant linking word on each line. (Linking words are similar to verbs or action words, such as has, have, is, are, shows, values, may lead to, results from, may drive, determines, works with, etc.) By linking the lesson topic to the sub-topics, and the sub-topics to details, simple sentences are formed. (Infusing Graphic Organizers and Pictures– 27% increase in student achievement – Marzano, Pickering and Pollack).
GC212 – Notetaking – Visual Scratchpad Notetaking Tool
GC212-S4 – Visual Scratchpad Notetaking – Using a vertically folded sheet of paper, per topic, students will develop flash sheets by listening or reading intently, while visualizing pictures in their mind for each topic. Main topics for the lesson will be provided. Then, Alexa or Instructor will direct students to write a Quiz Question for each topic. During lesson, key points are inserted on the left column of the paper front and an Illustration on the back of each topic sheet. After lesson, students, either individually, with a partner or small group, will write a question response, with illustration, if applicable, on the back of card. Stick people and simple objects are acceptable. A Question Guide can help write quiz questions, if available. (Three index cards can substitute for each topic sheet.)
Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.