As I began to read this chapter, the first headline I read was "Why teach students how to take notes?". This instantly lead me to try to remember how I learned to take notes and realized that no one's ever taught me how to take notes. I've had to learn on my own, which makes going through school harder than it should have been. This makes the debate on whether to teach taking notes or not a yes, hands down.
I especially liked the "general note taking procedures" they've listed in the book. Although it is now easier for me to take notes, I've never actually thought about the steps to note taking. This can become very helpful to students who are just beginning to take lecture classes.
Mr. Williams's note taking technique for mathematics, I believe, is a different way of taking notes, but it is also very effective. While traditional note taking is in linear form, labeled with numbers, letters, bolded fonts, etc., Mr. Williams's note taking is in chart form. This helps the students to clearly see what detail or definition is for which word.
My favorite note taking in this chapter would also be in chart form. It is the note taking chart utilized in Ms. Butler's science class. This matrix for research helps the students to clearly see what they should be researching on while also keeping their resources organized, along with the information they found categorized into the separated topics.
My favorite quote from the text is "Many adolescent readers who struggle with reading possess inadequate organizational skills to store and retrieve information." This quote is very significant to me as a future teacher because I will be graduating with an endorsement area in reading. This quote is very critical to early readers in that without the necessary skills to take notes and pinpoint important information, these students may have a hard time during the comprehensions stage of reading.
While reading this chapter, I think about my third grade clinical classroom. How do I help students to learn to take notes if they're writing skills haven't fully developed? Is there a certain grade level note taking should be taught?
Great quote, Duyen, "Many adolescent readers who struggle with reading possess inadequate organizational skills to store and retrieve information." And your question troubles that very quote. I think there's no specific grade level per se where notetaking starts, but learning to draw a picture to help you remember what you did Monday is a type of notetaking skill that could be used in K, whereas using Cornell notetaking (aka the split page) might function well if students are required to recall specific information, say, for a test. Dr B
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