Read through your notes from the previous lecture before class as well. This will help you get back up to speed on where you last left off in the class. [1] X Research source
It may be tempting to just print out that lecture outline or slideshow and figure you can skip note-taking during class – or just jot down a few things on the printout here and there. But it is much better to use these materials to structure your notes. This is the best way to process information, which is after all the goal of note-taking.
On the other hand, using a laptop or other electronic device makes it easier to format, save, edit, share, and read notes (with no worries about messy handwriting). Note-taking aids available on laptops are nearly endless, such as: “notebook layout” formatting on Microsoft Word, etc. ; software that connects a recording of the lecture to your notes; note organization programs that let you unite materials of various type and formats, such as emails and PDFs; and collaborative note-taking platforms that allow you to team up with others to take notes in real time. These may be lifesavers or distractions for you. Only you can judge what works best. Some instructors and institutions ban the use of laptops in class, so don’t discount the need to know how to write notes by hand.
If you find yourself distracted by noisy fellow students, an air conditioning vent, or an unfortunate glare on the projector screen, discreetly move to a new seat if you can do so without causing a significant disruption. Otherwise, do your best this time and find a new spot for the next time.
Some people prefer using loose note sheets so they can lay them out on the table or floor when studying, while others find bound notebooks more tidy.
If you have multiple pages of notes, include page numbers as well. This will help you keep your notes in order.
Be warned that lecturers are not always organized about following main points with subpoints. Keep in mind that you may have to reorganize your notes after the lecture.
For instance, instead of spending time writing down every detail of Theodore Roosevelt’s various foreign policy actions, strive to establish key concepts of his overall foreign policy and identify the examples as support. This way, you have already begun the process of learning and understanding (or, in other words, studying). This necessity of active engagement is one reason why many experts advise against recording lectures. [6] X Research source If you have an access requirement that means it would be important to record lectures, or you feel it would be helpful to, make sure to ask the professor beforehand if it’s okay to record. The lecture is considered the professor’s intellectual property. In addition, some institutions have specific policies regarding recording - make sure to enquire about this, and sign any paperwork as necessary.
Lectures often begin with an explicit preview of what will be covered, or at least implicit “leads” about what is to follow. Listen carefully to the opening of the lecture for context clues that can help your organization and discernment of what will be most important. Don’t pay attention to students who arrive late or who are not yet ready to take notes.
Recognize main ideas by identifying signal words and phrases that indicate something important is to follow. Your instructor is not going to send up a rocket when she states an important new idea or gives an example. But she will use signals to convey what she is doing. Every good speaker does it, and you should expect to receive these signals. Examples include: There are three reasons why. . . First. . . second. . . third. . . The significance of this is. . . The impact of this is. . . From this, we can see… Learn to identify other clues as well. When making a key point, the lecturer may speak more slowly or loudly; repeat a word or phrase; take a longer pause before resuming speaking (perhaps even to take a drink of water); gesture with his or her hands more demonstratively; stop walking around and / or look more intently into the audience; and so on.
Use abbreviations and skip unimportant words to take notes efficiently. Only record the important words that you need to get the idea of the point made. Skip words like “the” and “a” that do not convey additional meaning to the lecture content. Create abbreviations to help you write things down quickly, such as drawing arrows for increase/decrease or to show causation, and especially for terms used over and over again (e. g. , IR for international relations). Paraphrase everything except formulas and specific definitions or facts that will likely be required verbatim on the exam. Underline, circle, star, highlight, or otherwise identify key examples, definitions, or other important materials. Devise your own marking code to indicate each type. Try drawing diagrams or pictures for concepts you can’t quickly describe or immediately understand. For instance, draw a pie chart to roughly indicate the relative strength of political parties in a particular election instead of writing these details out.
If there is a summary at the end of the lecture, pay close attention to it. You can use it to check the organization of your notes. If your notes seem disorganized, copy down the main points that are covered in the summary. It will help in revising your notes later. [10] X Research source
If you are self-conscious about holding up the class by asking a question (and annoying the students who already have one foot out the door), ask your professor after class. You’ll likely find other students doing the same, and can listen in on their questions as well. You can also bring a list of questions to your professor’s office hours.
Use the clues you picked up during the lecture regarding structure and key concepts to reorganize what you wrote down. Fill in weak spots with material from the textbook.
Don’t rely on a notes-for-sale service. Most universities have a policy against using these types of notes. Remember, using purchased notes is not “active learning” that aids in understanding and retention. If you have a physical or other documented disability which makes note-taking difficult, discuss options with your professor and your institution’s student services. Various options, including perhaps special lecture guides, note-taking assistance, permission to record lectures, or tutoring, will likely be available.
For laptop users, there are programs that can format your word processor in Cornell Method style.
Add examples, diagrams, charts, and other material that the instructor discusses.
You can develop potential test questions from this material. What do you think the instructor is going to ask on an exam? When you are studying your notes for an exam, cover the right-hand side of the page. See if you can answer the questions that you’ve included on the left-hand side.
