Effective Notetaking  ## Metadata - Author: [[Fiona McPherson]] | [[3. Resources/Authors/Fiona McPherson|Fiona McPherson]] - Full Title: Effective Notetaking - Category: #books - Kindle: [Open in Kindle](https://www.amazon.com/dp/B004J35LQ2) - Document Tags: [[PKM]] ## Document Notes ## Highlights - We take notes from a book or a lecture; we make notes as preparation for an essay or presentation or exam, or to clarify our thoughts. ([Location 90](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=90)) - Note: Identify the purpose for taking each note. Are we summarizing information consumed for some later use, or do we have a clearly defined goal for every note? - the difference between taking notes from a lecture and taking notes from a book. ([Location 92](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=92)) - Note: A different strategy may be needed between lectures, videos, podcasts vs written works. - research reveals the main value of note-taking is through its effect on how you encode the information in your brain. That is, the act of note-taking is more important than the result. ([Location 97](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=97)) - Note: Taking notes involves multiple learning styles. We retain more information when we summarize information into our own words and take active part in creating the notes. - paraphrase, organize and make sense of the information while taking notes2 — in other words, to the extent that you put the information in your own words. Verbatim notes (where you have recorded information word-for-word) are of minimal value, unless of course you are simply using them as a stepping stone and later paraphrase and reorganize them. ([Location 99](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=99)) - Several factors affect whether or not note-taking is effective: the density / complexity of the information the style of the presentation (for example, a very formal, ‘dry’ text is more likely to be recorded verbatim while a more informal passage is more likely to be paraphrased — and thus more effectively recorded) how well the information is organized by the presenter how skilled you are at taking notes (in particular, your skill at capturing the most important points) ([Location 101](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=101)) - in the case of taking lecture notes, we must add another factor: how fast the information is presented (note-taking is more likely to aid recall if presentation rate is slow and you can review your notes) ([Location 105](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=105)) - Working memory governs your ability to comprehend what you are reading or hearing, your ability to learn new words, your ability to reason, your ability to plan and organize yourself, and much more. ([Location 117](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=117)) - Probably the most widely known ‘fact’ about working memory is that it can only hold around seven chunks of information (between 5 and 9). ([Location 134](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=134)) - Note: Don’t trust your working memory to recall every detail you need. Implement processes and GTD systems to get it out of your head. - But the most important part of working memory, it now appears, is the executive control — your ability to control attention; your ability to concentrate and not be distracted by competing demands. ([Location 151](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=151)) - The cognitive load is the extent to which the material makes demands on working memory. There are two parts to it: intrinsic (how difficult the material is) and extrinsic (how it’s presented). ([Location 165](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=165)) - Distinguishing the important from the unimportant information is arguably the most critical skill in successful studying. ([Location 193](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=193)) - Note: How do I decide what information is important for me to capture? Is it the same as what is important for others? - When you are the one doing the highlighting, its value is mainly as an aid to focus your attention. ([Location 212](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=212)) - If there are too many important points in the text, or the ideas are too complex to be conveyed in a brief phrase, then highlighting is not an effective strategy. ([Location 214](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=214)) - restrict your highlighting to no more than 10% of the text — i.e., one line in ten select those details that you want to remember, and don’t think you will (don’t highlight facts simply because they are important, if you already know them, or believe you will remember them without help) in information-dense text, or where the text is difficult, use highlighting only as an adjunct to other strategies ([Location 329](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=329)) - The presence of headings has been found to produce better summaries1, better outlines2, and better memory for the main points of a text3. ([Location 493](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=493)) - Headings have the same function as summaries — to emphasize topics and the organizational structure. Headings usually, but not invariably, improve recall for the information they emphasize. Headings may help you remember details that support the emphasized information. The recall of emphasized information is usually at the expense of those details that are not emphasized. ([Location 504](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=504)) - Learning to use the topic structure strategy To effectively use a topic structure strategy you need to understand the different types of text structure. Most texts will belong to one of these six types: Description: the extension or clarification of main ideas through explanations, examples, or information about attributes. Collection: a list of facts or elements. Classification: where items are grouped in classes. Sequence: a connecting series of events or steps, possibly causally related. Comparison: where two or more things are compared or contrasted. Problem: discussion of a problem and its solution, or a question and its answer. ([Location 547](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=547)) - In description, a paragraph always has a main idea. Other sentences in the paragraph either clarify the main idea by giving examples or illustrations, or extend the main idea by explaining it in more detail. ([Location 555](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=555)) - Collection passages may be a bulleted or numbered list, or a list of items in paragraph form, ([Location 559](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=559)) - In classification, items are grouped into categories. ([Location 561](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=561)) - A sequence describes a series of steps in a process. ([Location 563](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=563)) - Comparison/contrast This type of text looks at relationships between items. In comparison, both similarities and differences are studied. In contrast, only the differences are noted. ([Location 564](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=564)) - Problem This type of text can resemble a sequence structure, in that it may include cause and effects. Typically, a text with this structure will state a problem and its causes and effects, then suggest one or more solutions; sometimes solutions might be suggested first, followed by problem, causes, effects. ([Location 568](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=568)) - Collection: in addition to, and ... and ... and, a number of, many, one ... two ... three ([Location 574](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=574)) - Classification: belongs to, types, classes, categories, group ([Location 575](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=575)) - Sequence: first ... second ..., finally, therefore, consequently, the next, if ... then, leads to, causes, because ([Location 575](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=575)) - Comparison: likewise, similarly, same, in comparison ([Location 576](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=576)) - Contrast: in contrast, but, on the other hand, on the contrary, different ([Location 577](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=577)) - Checklist Have you stated the main idea of the passage? Do you have all the important information? Have you included any information that is not important? Is it in your own words? ([Location 978](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=978)) - Rules for more effective summarizing 1. Preview and reflect 2. Read 3. Identify the main idea, and put it in your own words (without looking at the text) 4. Identify the important supporting ideas, and put them in your own words 5. Check ([Location 993](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=993)) - A good summary: is short, contains only, and all, the most important information, and is in your own words. ([Location 1203](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1203)) - The graphic organizer, on the other hand, allows connections between clusters to be more readily seen. ([Location 1261](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1261)) - working memory is thought to have two sub-systems — one that is essentially visual, and one essentially auditory. When we read text, notwithstanding we are receiving the information through our visual sense, we tend to encode it through auditory working memory (because words are fundamentally sound-based). ([Location 1271](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1271)) - Outlines and graphic organizers Outlines and graphic organizers are useful strategies for hierarchical information. Graphic organizers are better at showing the relationships between concepts. Tree diagrams and matrices are the most common type of graphic organizer. Graphic organizers are more effective for long-term recall and developing understanding. Outlines are easier to produce than graphic organizers. Graphic organizers are only needed for longer and more complex text. Both outlines and graphic organizers are more effective than conventional notes. ([Location 1459](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1459)) - Multimedia summaries Multimedia summaries are useful for cause-&-effect relationships. Multimedia summaries help develop understanding. The best multimedia summaries are concise, coherent, and coordinated. ([Location 1463](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1463)) - Maps Maps help you remember spatial relations. To benefit from maps you need to pay attention to the relationships between the features. The most effective maps have a limited number of features, and use simple, familiar icons. ([Location 1465](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1465)) - four principles for constructing information blocks: Chunking: group the information into small, manageable chunks (let the constraints of working memory guide you) Relevance: a chunk should only include information relating to a single main point Consistency: within a subject, be consistent in your use of words, labels, format, and ways of arranging your information (for example, you might always put definitions in a rectangular box, and examples in an oval) Labeling: label your chunks and groups of chunks according to specific criteria. ([Location 1476](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1476)) - Criteria for labeling: Clear: clearly describes what the block is about Brief: long enough to be clear, but no longer Consistent: the words you use should match those you use in the block (for example, if the text in the block talks about ‘meat-eaters’, don’t then use the word ‘carnivores’ in the label) Familiar: Horn specifies the use of familiar words, rather than technical or difficult words that may not be familiar 'to your audience’. However, this is not such a consideration when the diagram is only for your own use. It’s a good idea to prefer familiar words to ensure it’s readily comprehensible, but if part of the purpose is to learn technical vocabulary, then using the to-be-learned terms as labels is helpful. Appropriate: the label should reflect the significance of the block — if the information is very important, or, on the contrary, merely interesting, the label should point to this. Independent: labels should act as advance organizers, preparing the reader for what’s in the block; it should be able to stand alone — not require the associated block to make sense of it. ([Location 1480](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1480)) - seven basic types of information: Procedure: involves sequential steps for accomplishing a task Process: involves sequential events leading to a specific end Structure: defines the parts of something Classification: involves dividing things into classes Concept: defines a group of things Fact: bare information that states something without providing any evidence Principle: such as rules and guidelines ([Location 1580](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1580)) - strategies that help you make connections that foster understanding. These strategies include: asking questions making comparisons looking for similarities and differences making analogies drawing concept maps drawing mind maps ([Location 1703](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1703)) - The idea behind elaborative interrogation is that relevant prior knowledge doesn’t always readily come to mind when you are trying to learn new information, and sometimes you need help to make the right connections. To help you do that, elaborative interrogation guides you to construct reasons for the relationships between bits of information, taking you beyond the information given to you. ([Location 1906](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1906)) - Elaboration strategies include: Making comparisons Asking questions Elaborative interrogation Self-explanation Mnemonic associations ([Location 1963](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=1963)) - Building a concept map, step-by-step: Articulate your focal question List the key concepts Describe the attributes of these concepts Articulate the relationships between the concepts Order the concepts in a rough hierarchy from most general to most specific, in this context Draw your first map Evaluate it: Are all the links clearly labeled? Are concepts as short as possible? (short phrases are fine; if they’re full sentences, it’s a sign you’re overloading the concept — it needs to be broken up) Are there good cross-links (ones from one section of the map to another), but not so many it’s confusing? (remember, almost everything can be seen to be connected; you have to be selective) Does the map cover the material? Does it answer the focal question? (novices are prone to wandering from the point; a good map is a focused map) ([Location 2121](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2121)) - A mind map has four essential characteristics: the subject is crystallized in a central image main themes radiate from it as branches the branches comprise a key image or key word the branches form a connected nodal structure. ([Location 2160](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2160)) - Mind maps are good for: generating ideas, getting your head in the right space preparatory to listening to a lecture or reading a text, doing a quick review — checking that you have all the main points down before a test. ([Location 2176](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2176)) - Concept maps, being more formal than mind maps, are better suited to situations where the concept is to be shared with others. ([Location 2182](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2182)) - Highlighting Highlighting is an aid to focus your attention. Don’t use highlighting when the text is brief or familiar, or is dense — that is, has too many important points, or the ideas are too complex to be conveyed in a brief phrase. Don’t use highlighting when your time is severely limited. Use highlighting when the text is relatively simple and reasonably long. In information-dense text, or where the text is difficult, highlighting can be used in addition to other strategies. ([Location 2784](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2784)) - Headings When the text has many topics or is not clearly organized, and headings are not provided, create headings that succinctly capture the main idea of the passage. When the text has many topics or is not clearly organized, and headings are provided but are uninformative, re-write the headings to succinctly capture the main idea of the passage. Where you’ve used headings to organize information, use the headings as retrieval cues. Headings used in this way are most useful when you’re going to be tested by writing essay-type answers in an examination (free recall). ([Location 2787](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2787)) - Overviews If an overview is provided, use it to provide a structure for you as you listen to a lecture or work your way through a text. Wholists benefit from overviews;… ([Location 2791](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2791)) - Organizational signals (headings, overviews, topical summaries) are of greatest benefit to those whose reading skills are of intermediate degree — that is, not so poor that signals won’t help them develop an understanding of the text’s structure; not so good that signals aren’t needed (although even experienced readers usually benefit from assistance). are of greater benefit (in recall, though not recognition) to those students who are not inclined to engage in effortful processing — presumably because students engaging in effortful processing are already doing the necessary work. are… ([Location 2793](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2793)) - Advance organizers Use advance organizers to give you an idea of the ‘big picture’. Advance organizers may be of greater benefit to able readers. Advance organizers may be… ([Location 2799](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2799)) - Outlines Outlines are used for hierarchical information. Outlines are used for surface processing. Outlines are useful where the text is short (1000 words or less). Outlines… ([Location 2800](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2800)) - Graphic organizers Graphic organizers are used for hierarchical information. Graphic organizers are generally more effective than outlines. Graphic organizers are useful where the text is longer and more complex. Graphic organizers… ([Location 2802](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2802)) - Multimedia summaries Use multimedia summaries for information that involves cause-&… ([Location 2804](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2804)) - Maps If you’re provided with a map: attend to the relationships between the features, rather than the features themselves use as an advance organizer. Maps are helpful for spatial information, where there are… ([Location 2805](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2805)) - Diagrams Use directional networks to portray sequential procedures and processes. Use treelike networks for structural and categorical… ([Location 2808](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2808)) - Concept maps Use concept maps to prime your mind before study, when you have a reasonable amount of relevant background knowledge. Use concept maps to review what you have learned. Use concept maps to take notes when the topic is complex, to give you an idea of the big picture. Use concept maps as aids to understanding rather than memory Use concept maps when you need to work out or demonstrate all the multitudinous ways in which different concepts are connected. Don’t… ([Location 2809](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2809)) - Mind maps Use mind maps to prime your mind before study, when you have little relevant background knowledge. Use mind maps to review what you have learned. Use mind maps for brainstorming, for outlining a problem or topic, for helping you sort out the main ideas. Don’t use mind maps for… ([Location 2814](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2814)) - Elaborative interrogation Only use elaborative interrogation when you have enough background knowledge to ask good questions. Elaborative interrogation is more effective when you’re going to be tested by answering multi-choice and… ([Location 2816](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2816)) - Self-explanation Use self-explanation when the text is demanding. Self-explanation doesn’t require as much prior… ([Location 2819](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2819)) - Mnemonics Create interactive images to help you remember when you lack the knowledge and understanding to use elaborative interrogation or self-explanation. Use mnemonics to memorize arbitrary details. Use… ([Location 2820](https://readwise.io/to_kindle?action=open&asin=B004J35LQ2&location=2820)) ## Related - [[3. Resources/Readwise/Books/Duly Noted|Duly Noted]] - [[3. Resources/Readwise/Books/How to Read a Book|How to Read a Book]] - [[3. Resources/Readwise/Books/The Bullet Journal Method|The Bullet Journal Method]] - [[3. Resources/Readwise/Books/Building a Second Brain|Building a Second Brain]] - [[3. Resources/Readwise/Books/How to Take Smart Notes|How to Take Smart Notes]] - [[3. Resources/Readwise/Books/The PARA Method|The PARA Method]] - [[3. Resources/Readwise/Books/Sketch Your Mind|Sketch Your Mind]]