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