Although the studies on the effectiveness of note-taking as an aid to
reading comprehension and learning in general have yielded results, Lapp
and Flood (1992) argued that note-taking is essentially a complex task
of rehearsal that requires time for the reader to learn how to select
and practice strategies that lead to information acquisition and
retention. In the studies in which note-taking has been found to be an
aid to reading comprehension and learning, it has been argued that
performance increases because the reader is directed to specific text
ideas and permitted to reflect on these ideas that have been presented
in a meaningful context (Seitz, 1997; Tomlinson, 1997).

I am not sure how much and in what ways the effectiveness of note-taking
would transfer from a reading situation to a listening situation, such
as listening to a lecture instead of reading a book.

If anyone who is interested in the specific bibliographic info of the
three above-cited studies, please let me know. I will be more than happy
to provide.

Thank you,

Hanfu

-----Original Message-----
From: Teaching Breakfast List [mailto:[log in to unmask]] On
Behalf Of Terry L. Helser
Sent: Tuesday, January 27, 2009 11:02 AM
To: [log in to unmask]
Subject: FW: note-taking

This is part of a note taking thread on chem ed list. Relevant?
Terry

------ Forwarded Message
From: Ellen Loehman <[log in to unmask]>
Reply-To: CHEMED-L <[log in to unmask]>
Date: Mon, 26 Jan 2009 19:03:50 -0700
To: CHEMED-L <[log in to unmask]>
Subject: Re: note-taking

on 1/26/09 9:33 AM Brenda Gelinas wrote:

> What does education research say about note taking?  Have there been
good
> studies done?  Is the fill in the blank method with powerpoints notes
as
> effective as let's say the Cornell note taking method?

Marzano, Pickering & Pollock,
Classroom Instruction that Works: Research-based Strategies for
Increasing
Student Achievement
ASCD

Admittedly for the K-12 classroom, but you college folks might find some
gems in the lower echelons of education. The strategies are ranked in
order
of effect size and validity of metadata.

#1. Identifying similarities and differences
    Percentile gains 31%-46%
#2. Summarizing and note taking
    Percentile gains 23%-47%
    There is a long chapter on types of note-taking
#3. Reinforcing effort and providing recognition
    Percentile gains 22%-48%
#4. Homework and practice
    Percentile gains 1%-24%
#5. Nonlinguistic representations
    Percentile gains  19%-40%
#7  Cooperative learning
    Percentile gains 0%-28%
#8  Setting objectives and providing feedback
    Percentile gains 18%-41%
#9  Generating and testing hypotheses
    Percentile gains 2%-28%
#10 Cues, questions and advanced organizers
    Percentile gains 10%-39%

The first two strategies are especially recommended.


- - - - - - - - - - - - - - - - - -
Ellen Loehman
[log in to unmask]

------ End of Forwarded Message