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1. Discuss the Cornell notetakingmethod (based on the activity in this lesson). Also, discuss 2 othernotetaking success strategies you learned. How will you incorporate these notetakingtoolsin school and beyondafter you have read this week’s Lesson and watched the videos?
2. What are the main reasons you take notes?
3. How do you use your notes to identify main points, important terms, definitions, and synthesize information as you prepare for study and examinations?
4. How are you strengthening your listening, concentration, and organizational skills so that notetaking is becoming an active, valued activity for you?
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Chapter 4
Listening, Taking Notes, and Remembering
Figure 4.1
Thinkstock
176
Where Are You Now?
Assess your present knowledge and attitudes.
Yes Unsure No
1. I am satisfied with my grades.
2. I usually feel well prepared for classes.
3. I usually understand what is going on in class.
4. I find it easy to stay focused in class.
5. I am not shy or self-conscious about asking
questions.
6. I learn from recorded lectures and podcasts.
7. I take useful notes in class.
8. I go to the instructors office when I have a
question about an assignment.
9. I can successfully study for a test from the notes I
have taken.
10. I use different note-taking methods in different
classes.
11. I do not have trouble remembering facts and
ideas.
12. I retain useful information after an exam.
Chapter 4 Listening, Taking Notes, and Remembering
177
Where Do You Want to Go?
Think about how you answered the questions above. Be honest with yourself.
On a scale of 1 to 10, how would you rate your level of academic achievement at
this time?
A poor student An excellent student
1 2 3 4 5 6 7 8 9 10
In the following list, circle the three most important areas in which you think
you can improve:
Preparing for class
Taking notes on your laptop
Listening in class
Using different systems for note taking
Using seat selection to your advantage
Remembering facts and figures
Listening to podcasts
Remembering ideas and concepts
Asking good questions
Choosing a memory method thats right for you
Taking notes on paper
Using a memory system
Are there other areas in which you can improve your academic performance?
Write down other things you feel you need to work on.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Chapter 4 Listening, Taking Notes, and Remembering
178
How to Get There
Heres what well work on in this chapter:
Setting yourself up for success by following the learning cycle
Listening actively
Listening in class
Asking good questions
Taking effective notes
Learning the principal note-taking methods
Modifying your note-taking methods to meet your learning style
and your instructors approach to the material
Understanding how your memory works
Using your memory effectively
Learning memory-building tips
This Is Not Like High School; This Is Not Like Work
As you embark on your college career, you have found yourself in an environment
like no other. You soon will discover the new social structure, you may be
invigorated by a new freedom, and you may be daunted by the number of options
you have for activities. We cover these nonacademic aspects of college life starting
in Chapter 9 “The Social World of College”. But for now, consider some of the
differences between college classes and what you likely were used to in high school.
These differences are important because they demand you change your behavior if
you want to be a successful student.
Table 4.1 Differences between High School and College Classes
In High School In College
Your teacher would guide
you and let you know when
you were falling behind.
You are expected to take responsibility for your academic
success.
Your teacher would take
attendance and report you
when you were absent; the
Your instructor rarely takes attendance but expects you to
be in class and understand the material.
Chapter 4 Listening, Taking Notes, and Remembering
179
In High School In College
teacher would help you make
up the material you missed.
Your teacher would write
assignments on the board
and remind you to complete
them.
It is up to you to read, save, and follow the course syllabus
and to know what material you must read and understand
and by when. Since the syllabus makes this clear,
instructors will rarely remind you of assignment due dates.
Each class would typically
meet three to five times each
week with minimal
homework each night.
Each class meets less frequently but requires much more
work from each student. You should generally count on
doing two to three hours of studying for each hour of class.
What seems like an eight-hour work day may quickly
become fourteen hours or more of academic work. Take
responsibility for budgeting your time and not falling
behind. In college it is much harder to catch up if you do
get behind.
High school teachers are
passionate about guiding
their students and teaching
them to learn.
College instructors are often more passionate about their
subject matter than they are about their teaching. But you
can tap into their passion for what they are talking about
and guide your own learning by asking questions, seeking
advice during office hours, and participating in class
discussions.
Daily homework assignments
and unit quizzes contributed
heavily to your grade.
Oftentimes a teacher would
offer extra credit
opportunities to give
students a chance to make up
for lapses along the way.
Your grade in a course may be determined primarily by
one or two exams and a long-term project or paper. A
subpar performance on a single exam or paper can really
drag your grades down. Identify the assignments on the
syllabus and get to work on them early and consistently.
Dont put off assignments or studying for tests until the
last minute! In college, extra credit is not an option to fall
back on!
You were told what you
should study and when. You
followed a predetermined
curriculum set by state and
local officials. Even your
parents and guidance
counselors had a major say in
your elective choices.
You determine what you want to learn. It is your
educationnot someone elses. Find your passion and
follow it! You will be a much better student if you do.
Chapter 4 Listening, Taking Notes, and Remembering
180
4.1 Setting Yourself Up for Success
LEARNING OBJECTIVE
1. Identify the roles of listening and note taking in the learning cycle.
Too many students try to get the grade just by going to class, maybe a little note
taking, and then cramming through the text right before an exam they feel
unprepared for. Sound familiar? This approach may have worked for you in high
school where tests and quizzes were more frequent and teachers prepared study
guides for you, but colleges require you to take responsibility for your learning and
to be better prepared.
Most students simply have not learned how to study and dont understand how
learning works. As we discussed in Chapter 1 “You and Your College Experience”,
learning is actually a cycle of four steps: preparing, absorbing, capturing, and
reviewing. When you get in the habit of paying attention to this cycle, it becomes
relatively easy to study well. But you must use all four steps.
This chapter focuses on listening1, a key skill for learning new material, and note
taking, the most important skill in the capturing phase of the cycle. These skills are
closely related. Good listening skills make you a better note taker, and taking good
notes can help you listen better. Both are key study skills to help you do better in
your classes.
1. Purposefully focusing on what
a speaker is saying with the
objective of understanding.
Chapter 4 Listening, Taking Notes, and Remembering
181
Figure 4.2 The Learning Cycle
KEY TAKEAWAYS
College is very different from high school.
You must take personal responsibility for your learning.
Time management is crucial.
Learning is a cycle of four steps: preparing, absorbing, capturing, and
reviewing.
Chapter 4 Listening, Taking Notes, and Remembering
4.1 Setting Yourself Up for Success 182
4.2 Are You Ready for Class?
LEARNING OBJECTIVES
1. Prepare for listening in class and taking notes.
2. Use a syllabus.
A professional athlete wouldnt take the field without warming up first. An effective
student wont go to a class without preparing for it first. To get the most out of a
class, you need to get yourself in the right frame of mind. This does not take a lot of
time, but it greatly increases your ability to listen actively and take good notes.
Like a good athlete, first you need to get psyched. Clearly visualize your goals.
Thinking about the following questions may help:
What do I want to get out of the class?
What is the main idea the class will cover?
How will todays class help me do better in this course?
Go to class with confidence. The best way to achieve this is to start early and be sure
youve completed any assignment the instructor gave you in the last class. Think
about how todays material will tie into what youve already learned. You should
also review the course syllabus2 to see what the instructor expects to cover in the
class and how it relates to what you have learned so far.
Be physically prepared, too:
Make sure you are getting enough sleep and eating nutritious meals,
including breakfast. Its hard to focus on learning when youre hungry.
Make sure you have all materials youll need for class (paper, pens,
laptop, books, etc.).
Be punctual. Give yourself plenty of time to get into your seat and
organize your space. If you are late, youll struggle to get into the right
mind-set for listening, and you wont feel in control of your learning as
you try to catch up with the class. If youre tardy, you also create a
distraction for your classmatesand the instructor, who will take
notice!
2. An outline of the course from
the instructor, which covers
the course objectives, the
material to be covered in each
class, and often assignments.
Chapter 4 Listening, Taking Notes, and Remembering
183
Clear away all other distractions before the instructor starts.
Remember that putting your cell phone on vibrate may still distract
youso turn it off, all the way off.
Now, take a deep breath, focus on the instructor, and listen and learn!
KEY TAKEAWAYS
To get the most out of a class, get yourself in the right frame of mind.
Clearly visualize your goals and approach the class with confidence.
Be physically prepared: rested, punctual, and not distracted.
Chapter 4 Listening, Taking Notes, and Remembering
4.2 Are You Ready for Class? 184
4.3 Are You Really Listening?
LEARNING OBJECTIVES
1. Listen actively in social situations and in class environments.
2. Apply strategies that make listening more effective.
3. Ask good questions.
Are you a good listener? Most of us like to think we are, but when we really think
about it, we recognize that we are often only half listening. Were distracted,
thinking about other things, or formulating what we are going to say in reaction to
what we are hearing before the speaker has even finished. Effective listening is one
of the most important learning tools you can have in college. And it is a skill that
will benefit you on the job and help your relationships with others. Listening is
nothing more than purposefully focusing on what a speaker is saying with the
objective of understanding.
This definition is straightforward, but there are some important concepts that
deserve a closer look. Purposefully focusing implies that you are actively
processing what the speaker is saying, not just letting the sounds of their voice
register in your senses. With the objective of understanding means that you will
learn enough about what the speaker is saying to be able to form your own
thoughts about the speakers message. Listening is an active process, as opposed to
hearing, which is passive.
You listen to others in many situations: to interact with friends, to get instructions
for a task, or to learn new material. There are two general types of listening
situations: where you will be able to interact freely with the speaker (everyday
conversations, small discussion classes, business meetings) and where interaction is
limited (lectures and Webcasts).
In interactive situations, you should apply the basic principles of active listening3
(see Principles of Active Listening). These are not hard to understand, but they
are hard to implement and require practice to use them effectively.
3. A strategy for listening
effectively in interactive
situations by focusing on what
is being said, confirming that
you heard the right message,
asking for any needed
clarification, watching for
nonverbal messages, and
listening for requests.
Chapter 4 Listening, Taking Notes, and Remembering
185
Principles of Active Listening
1. Focus on what is being said. Give the speaker your undivided
attention. Clear your mind of anything else. Dont prejudge. You
want to understand what the person is saying; you dont need to
agree with it.
2. Repeat what you just heard. Confirm with the speaker that what
you heard is what he or she said.
3. Ask speaker to expand or clarify. If you are unsure you understand,
ask questions; dont assume.
4. Look for nonverbal signals as well as the words used. Nonverbal
messages come from facial expressions, body positioning, arm
gestures, and tone of voice. Confirm these body language messages
just as you would verbal messages by saying, for example, You
seem very excited about this idea.
5. Listen for requests. A speaker will often hide a request as a
statement of a problem. If a friend says, I hate math! this may
mean, Can you help me figure out a solution to this problem?
ACTIVITY: L ISTENING WITH YOUR WHOLE BODY
Think of a person you consider an excellent listener. Picture that person
clearly in your mind. Focus on what she does, not what they she is saying.
Describe what actions and postures she uses to show she is listening. Put this
list on the left-hand side of the page.
Think of a person you consider a poor listener. Picture that person clearly in
your mind. Focus on what he does, not what he is saying. Describe what
actions and postures he uses to show he is not listening. Put this list on the
right-hand side of the page.
Now compare these lists with your own behavior. How many of the body
language signals from each side do you think you exhibit? How can you add
more of the left columns attitudes and actions to your own behaviors? How
can you control those behaviors you recognize in yourself from the right
column?
Chapter 4 Listening, Taking Notes, and Remembering
4.3 Are You Really Listening? 186
Listening in a classroom or lecture hall to learn can be challenging because you are
limited by howand how muchyou can interact with an instructor during the
class. The following strategies help make listening at lectures more effective and
learning more fun.
1. Get your mind in the right space. Prepare yourself mentally to
receive the information the speaker is presenting by following the
previous prep questions and by doing your assignments (instructors
build upon work presented earlier).
2. Get yourself in the right space. Sit toward the front of the room
where you can make eye contact with the instructor easily. Most
instructors read the body language of the students in the front rows to
gauge how they are doing and if they are losing the class. Instructors
also believe students who sit near the front of the room take their
subject more seriously and are more willing to give them help when
needed or to give them the benefit of the doubt when making a
judgment call while assigning grades.
3. Focus on what is being said. Eliminate distractions. Turn your cell
phone off and pack it away in your backpack. If you are using your
laptop for notes, close all applications except the one that you use to
take notes. Clear your mind and keep quiet. Listen for new ideas. Think
like an investigative reporter: you dont just want to accept what is
being said passivelyyou want to question the material and be
convinced that it makes sense.
4. Look for signals. Each instructor has a different way of telling you
what is important. Some will repeat or paraphrase an idea; others will
raise (or lower) their voices; still others will write related words on the
board. Learn what signals your instructors tend to use and be on the
lookout for them. When they use that tactic, the idea they are
presenting needs to go in your notes and in your mindand dont be
surprised if it appears on a test or quiz!
5. Listen for what is not being said. If an instructor doesnt cover a
subject, or covers it only minimally, this signals that that material is
not as important as other ideas covered in greater length.
6. Sort the information. Decide what is important and what is not, what
is clear and what is confusing, and what is new material and what is
review. This mental organizing will help you remember the
information, take better notes, and ask better questions.
7. Take notes. We cover taking notes in much greater detail later in this
chapter, but for now think about how taking notes can help recall what
your instructor said and how notes can help you organize your
thoughts for asking questions.
8. Ask questions. Asking questions is one of the most important things
you can do in class. Most obviously it allows you to clear up any doubts
Chapter 4 Listening, Taking Notes, and Remembering
4.3 Are You Really Listening? 187
you may have about the material, but it also helps you take ownership
of (and therefore remember) the material. Good questions often help
instructors expand upon their ideas and make the material more
relevant to students. Thinking through the material critically in order
to prepare your questions helps you organize your new knowledge and
sort it into mental categories that will help you remember it.
A note about tape-recording lectures: You may want to record a lecture to
double-check what you heard in class, but its usually not a good idea. Depending on
a recording may lead you to listen less effectively and think less actively.
Additionally, many instructors do not allow students to record their lectures, so
recording is usually not even an option.
Dealing with Special Listening Challenges
What to Do If
Your instructor speaks too fast. Crank up your preparation. The
more you know about the subject, the more youll be able to pick up
from the instructor. Exchange class notes with other students to fill in
gaps in notes. Visit the instructor during office hours to clarify areas
you may have missed. You might ask the instructorvery politely, of
courseto slow down, but habits like speaking fast are hard to break!
Your instructor has a heavy accent. Sit as close to the instructor as
possible. Make connections between what the instructor seems to be
saying and what he or she is presenting on the board or screen. Ask
questions when you dont understand. Visit the instructor during
office hours; the more you speak with the instructor the more likely
you will learn to understand the accent.
Your instructor speaks softly or mumbles. Sit as close to the
instructor as possible and try to hold eye contact as much as possible.
Check with other students if they are having problems listening, too; if
so, you may want to bring the issue up with the instructor. It may be
that the instructor is not used to the lecture hall your class is held in
and can easily make adjustments.
Chapter 4 Listening, Taking Notes, and Remembering
4.3 Are You Really Listening? 188
Now Thats a Good Question
Are you shy about asking questions? Do you think that others in the class will
ridicule you for asking a dumb question? Students sometimes feel this way
because they have never been taught how to ask questions. Practice these steps,
and soon you will be on your way to customizing each course to meet your
needs and letting the instructor know you value the course.
Be prepared. Doing your assignments for a class or lecture will
give you a good idea about the areas you are having trouble with
and will help you frame some questions ahead of time.
Position yourself for success. Sit near the front of the class. It
will be easier for you to make eye contact with the instructor as
you ask the question. Also, you wont be intimidated by a class full
of heads turning to stare at you as you ask your question.
Dont wait. Ask your questions as soon as the instructor has
finished a thought. Being one of the first students to ask a question
also will ensure that your question is given the time it deserves
and wont be cut short by the end of class.
In a lecture class, write your questions down. Make sure you jot
your questions down as they occur to you. Some may be answered
in the course of the lecture, but if the instructor asks you to hold
your questions until the end of class, youll be glad you have a list
of the items you need the instructor to clarify or expand on.
Ask specific questions. I dont understand is a statement, not a
question. Give the instructor guidance about what you are having
trouble with. Can you clarify the use of the formula for
determining velocity? is a better way of asking for help. If you ask
your question at the end of class, give the instructor some context
for your question by referring to the part of the lecture that
triggered the question. For example, Professor, you said the
Union troops were emboldened by Lincolns leadership. Was this
throughout the Civil War, or only after Gettysburg?
Dont ask questions for the sake of asking questions. If your
question is not thought out, or if it appears that you are asking the
question to try to look smart, instructors will see right through
you!
Chapter 4 Listening, Taking Notes, and Remembering
4.3 Are You Really Listening? 189
KEY TAKEAWAYS
In all interactive learning situations, apply the basic principles of active
listening.
Focus on what is being said, confirm that you heard the right message,
ask for any clarification you need, watch for nonverbal messages, and
listen for requests.
Specific strategies are helpful for listening well in a lecture hall.
Be ready to compensate if your instructor speaks too fast, has a heavy
accent that makes understanding difficult for you, or speaks too softly.
Dont be shy about asking questions. Asking questions is easier when you
are prepared and positioned for success.
CHECKPOINT EXERCISES
1. List two things you should do before the class to prepare yourself
for active listening.
__________________________________________________________________
__________________________________________________________________
2. Where should you sit in the classroom? Why?
__________________________________________________________________
__________________________________________________________________
3. What are some of the ways instructors signal important
material?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Chapter 4 Listening, Taking Notes, and Remembering
4.3 Are You Really Listening? 190
4.4 Got Notes?
LEARNING OBJECTIVES
1. Explain why taking notes is important.
2. Use the four primary methods of note taking: lists, outlines, concept
maps, and the Cornell method.
3. Define which methods support your learning style and the instructors
teaching style.
4. Apply strategies to make note taking more effective.
5. Use some effective strategies if you happen to miss a class.
6. Organize your notes into effective study guides.
7. Use teacher handouts to complement your notes.
8. Determine what to do with your notes after the course is complete.
Everybody takes notes, or at least everybody claims to. But if you take a close look,
many who are claiming to take notes on their laptops are actually surfing the Web,
and paper notebooks are filled with doodles interrupted by a couple of random
words with an asterisk next to them reminding you that This is important! In
college, these approaches will not work. In college, your instructors expect you to
make connections between class lectures and reading assignments; they expect you
to create an opinion about the material presented; they expect you to make
connections between the material and life beyond college. Your notes are your road
maps for these thoughts. Do you take good notes? After learning to listen, note
taking is the most important skill to ensure your success in a class.
Effective note taking is important because it
supports your listening efforts,
allows you to test your understanding of the material,
helps you remember the material better when you write key ideas
down,
gives you a sense of what the instructor thinks is important,
creates your ultimate study guide.
There are various forms of taking notes, and which one you choose depends on both
your personal style and the instructors approach to the material. Each can be used
in a notebook, index cards, or in a digital form on your laptop. No specific type is
good for all students and all situations, so we recommend that you develop your
Chapter 4 Listening, Taking Notes, and Remembering
191
own style, but you should also be ready to modify it to fit the needs of a specific
class or instructor. To be effective, all of these methods require you to listen
actively and to think; merely jotting down words the instructor is saying will be of
little use to you.
Table 4.2 Note-Taking Methods
Method Description When to Use
Lists
A sequential listing of ideas as they are presented.
Lists may be short phrases or complete paragraphs
describing ideas in more detail.
This method is what
most students use as a
fallback if they havent
learned other methods.
This method typically
requires a lot of writing,
and you may find that
you are not keeping up
with the professor. It is
not easy for students to
prioritize ideas in this
method.
Outlines
The outline method places most important ideas along
the left margin, which are numbered with roman
numerals. Supporting ideas to these main concepts
are indented and are noted with capital letters. Under
each of these ideas, further detail can be added,
designated with an Arabic number, a lowercase letter,
and so forth.
A good method to use
when material
presented by the
instructor is well
organized. Easy to use
when taking notes on
your computer.
Concept
Maps
When designing a concept map, place a central idea in
the center of the page and then add lines and new
circles in the page for new ideas. Use arrows and lines
to connect the various ideas.
Great method to show
relationships among
ideas. Also good if the
instructor tends to hop
from one idea to
another and back.
Cornell
Method
The Cornell method uses a two-column approach. The
left column takes up no more than a third of the page
and is often referred to as the cue or recall
column. The right column (about two-thirds of the
page) is used for taking notes using any of the
methods described above or a combination of them.
After class or completing the reading, review your
notes and write the key ideas and concepts or
questions in the left column. You may also include a
summary box at the bottom of the page, in which to
write a summary of the class or reading in your own
words.
The Cornell method can
include any of the
methods above and
provides a useful format
for calling out key
concepts, prioritizing
ideas, and organizing
review work. Most
colleges recommend
using some form of the
Cornell method.
Chapter 4 Listening, Taking Notes, and Remembering
4.4 Got Notes? 192
The List Method
Figure 4.3 The List Method of Note Taking
The list method is usually not the best choice because it is focused exclusively on
capturing as much of what the instructor says as possible, not on processing the
information. Most students who have not learned effective study skills use this
method, because its easy to think that this is what note taking is all about. Even if
you are skilled in some form of shorthand, you should probably also learn one of
the other methods described here, because they are all better at helping you
process and remember the material. You may want to take notes in class using the
list method, but transcribe your notes to an outline or concept map method after
class as a part of your review process. It is always important to review your notes as
soon as possible after class and write a summary of the class in your own words.
Chapter 4 Listening, Taking Notes, and Remembering
4.4 Got Notes? 193
The Outline Method
Figure 4.4 The Outline Method of Note Taking
The advantage of the outline method is that it allows you to prioritize the material.
Key ideas are written to the left of the page, subordinate ideas are then indented,
and details of the subordinate ideas can be indented further. To further organize
your ideas, you can use the typical outlining numbering scheme (starting with
roman numerals for key ideas, moving to capital letters on the first subordinate
level, Arabic numbers for the next level, and lowercase letters following.) At first
you may have trouble identifying when the instructor moves from one idea to
another. This takes practice and experience with each instructor, so dont give up!
In the early stages you should use your syllabus to determine what key ideas the
instructor plans to present. Your reading assignments before class can also give you
guidance in identifying the key ideas.
If youre using your laptop computer for taking notes, a basic word processing
application (like Microsoft Word or Works) is very effective. Format your document
by selecting the outline format from the format bullets menu. Use the increase or
decrease indent buttons to navigate the level of importance you want to give each
item. The software will take care of the numbering for you!
Chapter 4 Listening, Taking Notes, and Remembering
4.4 Got Notes? 194
After class be sure to review your notes and then summarize the class in one or two
short paragraphs using your own words. This summary will significantly affect your
recall and will help you prepare for the next class.
The Concept Map Method
Figure 4.5 The Concept Map Method of Note Taking
This is a very graphic method of note-taking that is especially good at capturing
