There were interesting points in the chapters “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” from Using Technology with Classroom Instruction that Works. In the chapter “Cues, Questions, and Advance Organizers” the authors describe ways to use word processing applications, spreadsheets, organizing and brainstorming software, and multimedia applications to connect student learning. All of these tools connect with cognitive learning theories. They provide visual representations of what they are learning and organization to the material. Both of these components are essential to creating multiple connections in a student's brain. The multiple connections encourage the information to be stored in their brain. They can use many of these technology tools to create concept maps that organize the topic they are studying. When students create assignments using these tools they have moved past the recall or reproduction of learned materials and into a deeper level of thinking for what they are learning.
One thing that stood out to me in the chapter “Summarizing and Note Taking” is when they stated, "Although note taking is one of the most useful study skills a student can cultivate, teachers rarely teach it explicitly as a skill in itself." (p. 120) I do not remember a teacher ever teaching me how to take notes. If this skill is truly as important as they say, why aren't more teachers teaching it? I was also surprised to see one of the recommendations was to provide teacher-prepared notes for students. I have seen teacher-prepared outlines for notes, but never full notes. Once I thought more about this, it does make sense. As teachers, we are constantly modeling for our students. Why not model how notes should look? I was also impressed to discover that you can summarize information using Microsoft Word. I had no idea this was possible. This feature would be very beneficial for middle and high school students. The idea I liked the best in this chapter was the inverted T for taking notes. I think this method could work for elementary through high school levels. It aligns with cognitive learning theory in that students have key words, create their own visual representation, and provide a summary at the bottom. There are three connections in their brain that are created just with this type of note taking. There is an even stronger connection created because they used their own personal connections to produce their visual representations. They are more likely to remember this information by taking notes this way.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Shonda,
ReplyDeleteNice post! I, too was surprised about the lack of instruction for note taking. When I was taught note taking and when I used to teach English I taught it. It's going on 12 years since I've taught English, though and I'm sure quite a bit has changed. the inverted T was an intructional tool I liked as well.
Good job!
Sherry
Hello Shonda. I too believe that note taking should be taught by teachers. The inverted T would be great in the lower grades. I teach first grade, and my students more than likely would be able to use it as a note taking tool. I believe that if I model it enough in class and I walk them through it using a think aloud they will get it. Ofcourse, they would have many opportunities to practice before they can actually master it. Great post!
ReplyDeleteShonda,
ReplyDeleteI agree with you that note-taking should be taught as a lesson and that teachers should model for their students how to take notes. I've observed English and Reading teachers teach how to use a highlighter while reading to identify the main points of a story. This is a beneficial technique to help students grasp what they are reading. Taking that a step further, teachers can help students identify important facts during instruction that they need to recall later. PowerPoint would be a helpful application to assist with this because these types of presentations are only suppose to show the main points of a topic. The points are used to help the presenter recall additional information about the topic so that they can speak to the audience more in-depth when necessary.