Chapter 9: Active Listening and Note Taking Taking In and Recording Information Habit for Success featured in this chapter: Listen actively BRIEF CHAPTER OVERVIEW This chapter covers two inter-related topics, listening and note taking—both of which can improve dramatically with practice. It may aid retention to show students how listening actively can improve note taking, and even how taking comprehensive notes keeps a student actively listening. Taking notes, by its very nature, involves the student in the learning process and is one of the most effective test preparation tools. Because students cannot possibly write down every word they hear or see, they need to make decisions during the note-taking process about what to write down. This chapter helps students to think critically about their note-taking strategies. It also covers nuts-and-bolts information about how to take notes efficiently, criteria for choosing a note-taking system, and how to study effectively from notes. Many students have locked in on a note-taking style or have no idea that there is more than one way to take notes, so a common teaching challenge is helping students learn new methods so they can apply them successfully. We offer numerous activities for you to choose from to help students practice new techniques.
The main chapter headings are as follows:
How can you become a better listener?
What note-taking system should you use?
How can you make the most of class notes?
How do you combine class and text notes to make a master set?
How can you take notes faster?
CHAPTER NINE OUTLINE How Can You Become a Better Listener?
Know the Stages of Listening
Manage Listening Challenges
Hearing and Vision Problems and Learning Disabilities
Become an Active Listener
What Note-taking System Should You Use?
Take Notes in Outline Form
Guided Notes
Use the Cornell Note-taking System
Create a Think Link
Use Other Visual Note-taking Strategies
How Can You Make the Most of Class Notes?
Prepare for Note Taking
Record Information Effectively During Class
Review and Revise Your Notes
How Do You Combine Class and Text Notes to Create a Master Set?
Take a Step-by-Step Approach
How Can You Take Notes Faster?
CHAPTER WALKTHROUGH to assist you with lecture notes and student participation Icebreaker: Verbal Cues Have the students respond in writing to all of your verbal cues. Do not repeat any of the directions and keep the class quiet. Read these directions:
Draw a two-inch circle in the middle of the paper. Draw a square around the circle. Draw an “X” in the middle of the circle. Draw two vertical lines from the bottom corners of the square to the end of the paper. Draw three horizontal lines across the center of the paper.
Ask the students how they did during the listening activity and briefly explore why some didn’t listen effectively (distractions, learning style, and so on). [To encourage students to read the chapter thoroughly and thoughtfully, assign the Guided Notes – pp. 350-351 of this IM chapter -- along with the chapter reading.]
TOPIC 1: How Can You Become a Better Listener? [To highlight the chapter’s Habit for Success: See PowerPoint slide 2] [For this topic: See PowerPoint slides 3-7] Listening vs. Hearing: Remind students that listening and reading are two primary modes of taking in and making sense of information. In a lecture situation, listening is even more important than reading because the instructor will say far more than he or she will write. Ask students to describe the difference between listening and hearing. (Listening with energy and focus rewards the listener with retention of what was heard.) Example: At a party you are introduced to a guest, you are standing in a noisy group, you hear the name, say “nice to meet you,” and approximately ten seconds later you have forgotten the name entirely. You heard it but didn’t listen – didn’t focus, concentrate. The 4 Listening Stages: If time permits, review the 4 listening stages—sensation, interpretation, evaluation, and reaction (see Key 9.1) and explain how difficulties occur in the listening process. For instance, in the sensation stage, hearing loss, preoccupation, and distractions can hinder listening. In the evaluation stage, different values due to age, ethnicity, economics, or social background can affect listening. Four Challenges to (and Solutions for) More Active Listening: The text covers 4 listening challenges. You may want to list them, ask for examples of each challenge, and then ask for specific ways to manage each one. Suggestions follow.
Challenge 1: Divided Attention Action: Focus your attention.
Remove internal and external distractions. Focus senses on what you hear. For instance, don’t try talking on the phone, eating dinner, and watching a TV at the same time.
Challenge 2: Shutting Out the Message Often occurs when students perceive that a subject is difficult or uninteresting. tune out crucial information Action: Listen Actively in All Class Settings
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If an accidental lapse occurs, refocus concentration quickly instead of worrying about what was missed (an internal distraction). After class, ask to see a classmate’s notes to fill in the gaps or talk to the instructor.
Challenge 3: Rushing to Judgment Emotional responses to what was said, unconscious prejudice, or preconceived notions of what will be said prevent active listening. Action: Stay receptive and non-judgmental. Keep your reactions at bay until the lecture is finished, and be aware of who and what you judge to keep your mind open as you listen. (Ex: cite the example of the foreign-born lecturer experiment listed in the text).
Challenge 4: Hearing Loss or Disability Action: Get a hearing checkup. If family or friends have been telling you to have your hearing checked, do it. They’re usually your best indicator of whether you need to seek professional help.
Strategies for Developing Active Listening Skills Describe strategies for developing active listening skills as described in this text section: Be there Set purposes for listening Ask questions Pay attention to verbal signposts (See Key 9.2) Know what helps and hinders listening Either as in-class or out-of-class homework, have students complete the in-text assessment on p. 352 to discover how their listening characteristics measure up the research of what makes a good and poor listener. (Consider using the Listening Assessment exercise on p. 352 of this IM chapter.) Habit for success integration: One requirement of listening actively is respecting sources of different perspectives. That respect leads to greater understanding of the information, regardless of whether you agree or disagree with it. Try taking a factual statement with useful information, perhaps from the front page of a newspaper, and having different students read it in different tones of voice and styles (calm, peppy, snooty, with a thick accent, clueless, etc.) to illustrate how the source can affect how the information is received.
(As an alternative, consider using the Actively Listening to a Video exercise on p. 347 of this IM chapter.)
Topic 2: What Note-Taking System Should You Use? [For this topic: See PowerPoint slides 8-12] Overview of Note-Taking Importance: Begin by highlighting the importance of having good notes. (Examples: Note taking is probably our greatest memory aid, and one of the best sources for material to use in test preparation.) The main connection between note taking and success is that taking notes involves students in the learning process. This happens in two key ways: taking notes creates 1) a record of what happened in class and 2) a useful set of study materials. Ask students to think about their current note taking strategies and challenges. Students might share answers to questions like these:
If you loaned your notes to others, could they be easily read?
Can you read your own notes easily?
Do you struggle keeping up with the instructor’s lecture?
Do you have difficulty taking notes when the instructor jumps from topic to topic?
Let students know that for a few minutes you’ll discuss, and they will practice, 3 different notetaking methods (Cornell, Think Link, Outline). Next, ask students to take out a sheet of notebook paper. Have them write the date and the subject at the top of the page and draw an upside-down T below. (Draw an example on the board.) Remind students that the right-hand side is used for the lecture outline. The left side is used as a cue column to highlight the main points. Show them the space under the T and remind them this area is used as a summary space and is an excellent area to write material they want to remember for exams. (For a sample, see Key 9. 4 or PowerPoint slide 11. For a photocopyready blank Cornell template, see p. 353 of this IM chapter.) Give the next part of your lecture in Think Link form. Draw a circle in the center of the board. In the middle, write the words “Think Link.” Off to one side of the first circle, draw a line to another circle. In the center of this circle write “a visual note-taking system.” Off that circle, draw two more lines. At the end of one of them write: “connects ideas using shapes and pictures.” At the end of the other line write “links main points with supporting information.” (For a sample, see Figure 9.5 or PowerPoint slide 12). Conclude with a review of informal outlines (you can either show samples on the board, show PowerPoint slide 10, or have students review Key 9.3 from the text). You may want to note the other visual note-taking strategies covered in the text. Important point: Be sure to discuss when and why to use different systems. No one system is better than another. The main factors in the decision are:
Personal taste/comfort level Course material Instructor style For example, a student might generally take notes in outline form, but use a Think Link with an instructor who jumps around a lot within topics. Course material is a big factor. Ask students what works well for them in which courses. There is no set-in-stone rule for what to use with which course material, but here are some general notes: Outlines – can work well in lectures that tend to have a linear progression, such as history, art or literature survey courses, social sciences (time lines are also a natural match for history courses). Cornell system – can work well for challenging material that demands regular revisiting and interaction and that uses formulas and terminology that must be mastered– biology and chemistry and other sciences, math. Think Links – can work well for courses that focus on lots of big ideas and don’t necessarily progress in a linear fashion – philosophy, religion, higher-level literature or art courses. Habit for success integration: Listening actively can help students try out different note taking systems. Have them gather in pairs or groups to look at one another’s notes and hear from other students about what is helpful about their systems. Encourage students to try out different systems in this class as well as others to see what works best and when. (Consider using the Comparing Note-Taking Systems exercise or the In-Class Graded NoteTaking Activity exercise both on p. 347 of this IM chapter.)
Topic 3: How Can You Make the Most of Class Notes? [For this topic: See PowerPoint slides 13-15] Prepare for Note Taking: Highlight the importance of good preparation: Good notes happen when students come prepared to succeed. Explain what constitutes good preparation (more details in the “Preparation” text section), including coming to class with the reading completed and choosing the best note-taking system to match the course material, instructor’s style, and your learning style. Examples to illustrate idea: If an instructor jumps from topic to topic, a think link might work well. If the course material is highly structured, an outline may be best. If you are a strong visual/spatial learner, the Cornell system may work because of the page layout. Record Information Effectively During Class: Start with a question about their current notetaking challenges. What prevents you from taking effective class notes? Write a list on the board and see what solutions students can come up with as an entire class or in small groups. The text has a collection of tips and strategies. Emphasize that all are worth trying and that each student will arrive at a particular set of strategies that work best for him or her. You may want to write up a sample note page on the board or on an overhead to illustrate points such
as dating and labeling each page, leaving space, drawing diagrams or pictures, and indicating importance. For in-class work or homework, you may want to assign Take Action: Prepare to Listen and Take Notes in Your Hardest Class, asking students to focus on the class in which they have the most difficulty concentrating and paying attention. Students can bring the class syllabus to turn in with these notes and work in groups by topics to evaluate and offer suggestions. If this is graded, offer positive comments on notes and give constructive suggestions. Students should receive points for both their notes and comments. Review and Revise Your Notes: First, get a read on how students use their notes for review purposes. Do they review them at all? The key point is that the most outstanding notes won’t help unless they’re USED – they should be read, thought about, evaluated, rewritten, and condensed. Remind students that the review process helps solidify the information in memory so they can recall and use it to prepare for tests, complete assignments, or create new ideas. (Consider using the Note-taking Brainstorm exercise, Notes Comparison exercise, or Summarizing Notes Teamwork exercise all found on p. 348 of this IM chapter.) Habit for success integration: Listening actively will help students take and review notes comprehensively in two ways. One, in the classroom, it will encourage them to write down ideas from the instructor and fellow students that seem important even when they don’t necessarily agree with those ideas. Two, it will help them in a review setting in a pair or group, where they can hear about what someone else valued enough to write down, and perhaps integrate it into their own notes.
Topic 4: How Do You Combine Class and Text Notes to Create a Master Set? [For this topic: See PowerPoint slides 16-18] Many students don’t know understand the advantage of creating a set of master notes, nor do they know how. Review the positive effects that students will experience if they perform this process (more comprehensive notes, engaging in active studying, reinforcing memory of key ideas, increased support for important concepts, critical thinking boost from making idea connections). Assign the Take Action: Combine Class and Text Notes exercise for turning in at a later class meeting. The lecture notes have many facts not included in the reading. Have students highlight these and then list three in the exercise. They can annotate in the class notes to combine the text notes by adding details like the shorter definition or 10,000 incidents per year. Also, note the percentages given. Next, review how to create, and study from, the master set:
Combine class notes with text notes while the material is still fresh Distill the info to its essence Recite what you know in your own words from the distilled set Use critical thinking to review from the combined and original notes (i.e., ask what new information the professor has covered that improves your understanding). Review your notes using varying methods (in a group, practice tests, and so on).
Topic 5: How Can You Take Notes Faster? [For this topic: See PowerPoint slides 19-20] Ask students (or remind them of the question if you asked it before) whether they ever feel that they can’t keep their note taking speed up enough to keep up with the lecture they are hearing. Ask them what they do to try to solve the problem (or whether they just give up). Introduce the idea of using a personal shorthand to enable faster writing. Because the writer is the only intended reader, individual students can abbreviate or shorten words and phrases in ways only they understand. Many students already use a form of personal shorthand without knowing it (ask for people to think about it and volunteer examples). Important note on this topic: Remind the students that while being able to take faster notes is important, their notes are useless unless they are accurate and legible! Don’t speed up so much that you can’t read or understand what you wrote. Go through the list of types of shorthand that is found in the text, writing up examples for students to see. Then ask students for personal examples. Standard abbreviations – w/ and w/o, =, 2 for “to”, etc. Shortened words – prps for purpose, etc. Word beginnings – info for information, etc. Made-up symbols – b/4 for before, etc. Standard or informal proper noun abbreviations – DC for Washington D.C., etc. Established abbreviation for a particular topic – EP for Eva Peron, etc. (Consider using the Think-Pair-Share Shorthand exercise or Note-taking Speed exercise on p. 348 and p. 349 of this IM chapter respectively.) [Quote for discussion: See PowerPoint slide 22] ****************************
THIS CHAPTER’S HABIT FOR SUCCESS Listen actively First, reflect on the following from Habits creator Art Costa: `
“Highly effective problem solvers spend an inordinate amount of time and energy listening (Covey, 1989)… Accurately paraphrasing other people’s statements, detecting indicators of their feelings or emotional states (perceiving cues) in their oral and body language, and correctly interpreting their ideas, emotions, or problems are all indications of listening behavior (Piaget called it “overcoming egocentrism”). People with this habit of mind are able to take on the diverse perspectives of others. They gently demonstrate their understanding and empathy by recapping, building on, clarifying, or giving examples. Listening is one of the least-taught skills in schools. Some students laugh at others’ ideas, interrupt, or are unable to consider the merits of someone else’s views. When they think they are listening, they often are rehearsing in their heads what they are going to say next. We want our students to learn to devote their mental energies to listening to other speakers and thinking through their positions. We wish students to hold in abeyance their own values, judgments, opinions, and prejudices in order to entertain another person’s ideas…This does not mean that one must agree; a good listener simply tries to understand what the other person is saying.” Suggestions for integrating the habit for success with this chapter’s topics:
On the board or a projector at the beginning of class, write: “Effective problem solvers can monitor their own thoughts while considering someone else’s.” Have students read it, write their own reaction or comment on a piece of paper, and then share with the class if they would like.
Ask questions like these. “How can withholding judgment when listening to an instructor help you take listen well and take effective notes?” “When in your life has it been helpful to consider a point of view different from your own?” “How can listening actively to the ideas of others help you think through and solidify your own ideas?”
Complete and discuss, during class, the Habit-focused exercises in the chapter – i.e., Powerful Questions, Real People, the Habit summary, Test Prep: Start it Now in the endof-chapter exercise set, or Time for a Change: Take Steps to Improve a Habit for Success (at the end of the chapter).
Use the “Real People Listen Actively” profile of Ismael Valenzuela, as well as Bobbi Brown, to inspire comment and conversation about how these individuals used this habit. Refer to the Stop and Think questions. [See PowerPoint slide 21]
Ask for examples of what happened when students did NOT listen actively in the classroom. “Have you ever…gotten so tied up in your reactions to a student comment that you couldn’t hear the lecture? …found yourself unable to see things from the instructor’s perspective? If so, what happened?”
QUOTATIONS FOR REFLECTION To generate discussion, start class, or use as a short exercise, have students reflect on what any or all of the following quotes mean to them in a few lines, a short essay, or presentation. You may also want to use the “By the way…” facts, appearing periodically in the chapter, to inspire discussion or writing. It’s only through listening that you learn, and I never want to stop learning. Drew Barrymore No one cares to speak to an unwilling listener. An arrow never lodges in a stone. St. Jerome A good listener is not only popular everywhere, but after awhile he knows something. Wilson Mizner None so deaf as those that will not hear. Matthew Henry Taking notes forces you to think about concepts as you select and transcribe the instructor’s thoughts. Like a high performance automobile, you’re running on all eight cylinders instead of just two. Stephen Reid, Professor of English, Colorado State University The map is not the journey and the notes are not the course. Take notes, but don’t try to be a stenographer. Scott Woelfel, graduate of the University of Missouri Think much, say little, and write less. Italian Proverb He listens well who takes notes. Dante Alighieri
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