Note-Taking Comes in Many Forms
I have heard heated debates regarding note-taking. Many educators insist that students take notes of their learnings using paper and a pencil. Some speak to the need for specific graphic organizers or detailed structures for organizing information. Still others allow students to create sketchnotes, take pictures of content using a cellphone, or use digital notetaking means.
As a teacher, at the beginning of any professional learning session or meeting I attended, I would open a Google Doc, share it with colleagues on my team (whether they were in the room with me or not), and we would begin collaborative note-taking. At conferences I attend, educators, including myself, often take notes via Twitter, in a public space where anyone following the hashtag can learn. In a recent professional learning workshop, I observed an educator using the Google Docs voice typing feature to record all of what the speaker said. Another used her cell phone to record a presenter who was conducting a tutorial of how to use a particular tool.
Is there a best way to take notes of learning?
What are Your Memories of Note-Taking?
Educators were once in classrooms as students. Most of us recall the process of taking notes in middle school, high school, and or college. As a student in middle school, my humanities teachers insisted we use the Cornell notes method, using a template copied onto yellow paper (my classmates and I were told that research revealed that yellow paper resulted in better retention of content).
In my mathematics class at the end of my middle school day, I was given choice as to how I would take notes. As long I demonstrated understanding on formative and summative assessments, it was determined that my method of note-taking was effective. In this class, I color-coded my notes. I chose to use a spiral bound notebook (not a binder as was the preference of most of my classmates) and sorted concepts according to color. I remember the validation and motivation I felt in being granted the autonomy to discover and utilize a method of note-taking that worked best for me, which may vary from classmates.
As I moved on to high school, I continued to use color-coding to take note of my learning. This was especially beneficial in social studies, science, and English literature. Personally, I did not prefer Cornell notes. I wanted to see concepts and details at a glance, grouped (by color) based on the connections I made in my mind. As I progressed through college and into my current career as an educator, my note-taking has continued to evolve. I began taking notes digitally as a college student. Now, I often use a Pixelbook and Pixel Pen to take handwritten, color-coded notes using the touchscreen.
Celebrate Variability: It’s Backed By Neuroscience!
What has been the most impactful way for you to take notes? I encourage you to ask your colleagues this reflective question as well. It is likely that the answers will vary.
International and national standards call for student ownership of their learning (click here to read a blogpost that expands on this topic). Can we empower students even in their note-taking process? And will it be any more effective?
Choice based note-taking is backed by neuroscience. In optimizing individual choice and autonomy, we activate the affective network of the brain. Learners become more purposeful, thoughtful, and motivated in the learning process.
I have always allowed adult learners to take note of their learning using any method that works best for them. As I facilitate a professional learning session, I do not ask educators to put away their phones, scratch paper, or cell phones.
In the past few months, I have gone a step further. I place colored pencils, blank and lined paper, and post-its on tables. I encourage attendees to take pictures of slides and resources with their cell phones if they prefer.
I am explicit in encouraging learners to use their choice of resource and method for synthesizing information. I have been amazed at the variability and motivation that has occurred with this method.
At a recent professional learning session, educators took notes according to their choice. As seen in the images, methods included but were not limited to creating slides with images and phrases, sketchnoting, utilizing a Google doc, and organizing information using post-it notes.
What is Your Purpose?
Whether you are in a situation in which you are a facilitator of learning or a learner yourself, it is vital that you consider the purpose of note-taking. Is note-taking implemented merely to “keep kids on task”? To ensure they are paying attention? Are you taking notes as a learner because your administrator requires you to return from a meeting or learning experience with a written record of what occurred? If the aforementioned reasons are your purpose, I encourage you to rethink note-taking.
Note-taking allows learners to synthesize input and express their understanding. Note-taking should not be “copying”. When we ask students to copy our notes from the board we send the message that there is one right answer, that knowledge is disseminated from the teacher to be recalled by the learner at a later time. Note-taking should require students to think critically, to take an active role in the learning process.
Tips for Personalized Note-Taking that Works
- Note Connections: Neuroscience teaches us that new learning is sustained when the brain makes connections to context. This makes learning “sticky”. It remains in memory. If this is the case, should we not allow students to take pictures of the learning experience with their phone? The image of a presentation slide or a sketch on the board drawn by the teacher attaches the content to a memory. When I take pictures of a slide used by a presenter during a keynote or session, the colors and images bring me back to the memory of the moment. I better recall the words that were spoken. I have seen teachers encourage students to note connections between content and their lives by adding hashtags or sketches to their written or typed notes. This helps to better cement the learning.
- Embrace Collaboration: Connections in the brain during new learning experiences are strengthened as we build upon the ideas of others. Collaborative note-taking is powerful. Students can take notes in a safe, collaborative digital space within a learning management system (click here for ideas on note-taking during a “socratic seminar on steroids“). For a low-tech options, chart paper, post-its, or white boards can be used.
Personalized note-taking validates learners. It promotes critical thinking, communication, and creativity. And note-taking can also be collaborative. Remember the purpose of your note-taking activity and take a risk in trying something new as a learner, and with the learners you serve.
