Using cognitive learning strategies through the use of note taking, cues, questions, and advanced organizers is used daily in my classroom as I’m sure as it is used in several others. The uses of these strategies are used to deepen a student’s knowledge and understanding by connecting new ideas with the old. Through the use of questions and cues a teacher is able to lead a student discovering whether or not the material that was assigned was understood or not. Having the students type key terms and note taking is another strategy that I use as I am sure others do as well. At our school we have several students that are in AVID and start learning how to take notes in the sixth grade. These students use Cornell Notes which is a two column system. The left hand column is the cue column and the right is the Note taking column existing of recording the lecture and possible questions if needed. I t is also an area used for reflection. At the bottom of sheet is an area set aside for summarizing. This then placed in a notebook, but in my class I have the students save the information electronically. According to the article “FOCUS ON EFFECTIVENESS,” “Without explicit instruction in note taking, however, many students simply write down words or phrases word for word, without analysis (or good effect)”. (2010) By completing the notes students have a source of their learning that they can use a later date, I believe a student should be able to use his/her notes when taking a test or quiz after all why have a student take notes if they are unable to make use of them.
I use technology in all of my classes by creating the Cornell sheets for their notes and today I had the students create a concept map using lines and bubbles using Microsoft word. I have explained to the class that we will be taking a virtual trip very soon and that we were going to use concept mapping as an experiment in note taking versus the Cornell Notes. I find that technology reinforces the cognitive strategies that I use in my room.
Resource:
Focus on Effectiveness, Researched-Based Strategies, 2010, http://www.netc.org/focus/strategies/summ.php and http://www.netc.org/focus/strategies/cues.php
10 Years of Blogging: Time for a Change and a Book
14 years ago
Monty,
ReplyDeleteSince I teach first grade, note taking is not a skill that I really use, but I really think it is a wonderful idea that you include an area for reflection in your students' notes. Part of making a better connection to the material is for them to process it in a way that is meaningful to them. By reflection, you are giving them this opportunity.
I started using the Spiderscribe website with my students this week to build a concept map online, and I thoroughly believe using advanced organizers is an effective learning strategy for any age.
Thank you for sharing some insights in how the older grades process the information they are learning!
~Matt Larson
Monty,
ReplyDeleteI have to agree with you about letting students use their notes on tests and quizzes. I know I have many teachers at my school who think I am being too easy on the students. They tell me they have the students take notes, but for a tool to study from. I think this is total and utter stupidity. Instead of pages of notes, the students could place sticky notes in their book to help them study. I tell the students that they are creating a resource. If they put the time and effort into the notes, they should be allowed to use them. Honestly, I do not know of too many jobs where you are required to memorize everything and not use any resources at hand. I am not making it easier for students, but I am teaching them, to be perfectly cliché, how to work smarter not harder.
Landon Harrison
Monty and Harrison,
ReplyDeleteI could not agree with you more. When my students take notes, they are permitted to use them. I discuss the importance of using notes to find answers, and encourage my students to do so, even if they think they already know, just to double check and 'prove it to a partner'. I also lead by example in this area by never 'pretending' to know an answer. My students are constantly seeing me look information up on the computer or in the dictionary. I believe my willingness to show that I am not all knowing, makes it more comfortable for my students to look things up without the fear of being ridiculed by their classmates.