How I Take Notes for Different Subjects 🔗 **Source:** [How I Take Notes for Different Subjects](https://www.youtube.com/watch?v=uH2-I43kA7I) > [!note]+ Document Notes > tags: [note-taking, study-methods, academic-skills] > author: Mike & Matty > source: YouTube > reference: https://www.youtube.com/watch?v=uH2-I43kA7I > date created: 2024-12-19 14:30 > > # 🏷️ Title: How I Take Notes for Different Subjects > <!-- deep-read:sections start --> ## 🧰 Action Inbox - [H1] Implement QEC framework for non-technical classes — literature/history notes #study-skills - [H2] Apply PSA method to technical subjects — math/science problem sets #study-skills - [H3] Practice annotating problem-solving steps — understand reasoning not just memorization #study-skills ## 🧭 Table of Contents - [📝 Summary](#-summary) - [📖 Main Content](#-main-content) - [🗒️ Notes](#️-notes) - [📚 References](#-references) - [🗣️ Paraphrase](#️-paraphrase) - [📰 Newsletter](#-newsletter) - [✅ Action Items](#-action-items) - [🧪 Hypotheses](#-hypotheses) - [📊 Methodology](#-methodology) - [❓ Questions](#-questions) - [🔮 Future Research](#-future-research) - [💡 Implications](#-implications) - [🧠 Learning Styles Assessment](#-learning-styles-assessment) - [📊 Accessibility Assessment](#-accessibility-assessment) - [🌍 DEIB Assessment](#-deib-assessment) - [✅ Logical Validity](#-logical-validity) - [🛡️ DARVO Analysis](#-darvo-analysis) - [🎯 Conclusion](#-conclusion) ### 🔗 References - [Cal Newport - How to Become a Straight-A Student](https://www.calnewport.com) - [Mike & Matty Channel](https://www.youtube.com/channel/UCsT0YIqwnpJCM-mx7-gSA4Q) ## 📝 Summary - Two distinct note-taking frameworks: QEC for non-technical subjects, PSA for technical subjects - QEC (Question-Evidence-Conclusion) works for literature, history, and text-heavy classes - PSA (Problem-Steps-Answer) applies to math, science, and calculation-based courses - Key challenge is identifying which information fits each framework component - Advanced students need synthesis beyond basic frameworks to achieve deeper understanding ## 📖 Main Content Mike & Matty present Cal Newport's research-based note-taking frameworks designed for different academic subjects. The core insight is that schools don't teach effective note-taking despite it being a crucial skill that varies significantly between subject types. The QEC framework addresses non-technical classes where professors present questions, evidence, and conclusions but don't always clearly delineate these components. Students must actively identify and organize information into this structure, sometimes inferring unstated questions or conclusions. The PSA framework focuses on technical subjects where understanding problem-solving processes matters more than memorizing steps. The emphasis is on annotating why and when specific steps are used, building conceptual understanding rather than rote memorization. Both frameworks have limitations for advanced learners who need to synthesize information across topics and handle variations in problem types. ## 🗒️ Notes #### ⏱️ [00:00](https://www.youtube.com/watch?v=uH2-I43kA7I&t=0) — [H1] Schools Don't Teach Note-Taking - Key idea: Note-taking is a difficult, untaught skill that varies by subject type - Evidence: "Schools don't typically teach us how to take good notes which is crazy because it's a difficult skill" #### ⏱️ [00:23](https://www.youtube.com/watch?v=uH2-I43kA7I&t=23) — [H2] Cal Newport's Research Background - Key idea: Frameworks come from studying top Ivy League students across multiple institutions - Evidence: "He was a tough Ivy league student and then he went around interviewing other top students" #### ⏱️ [00:45](https://www.youtube.com/watch?v=uH2-I43kA7I&t=45) — [H1] Two Types of Classes - Key idea: Academic subjects divide into non-technical (text-heavy) and technical (problem-based) - Evidence: "Non-technical classes like literature history... technical classes like math science economics" #### ⏱️ [01:15](https://www.youtube.com/watch?v=uH2-I43kA7I&t=75) — [H2] QEC Framework Introduction - Key idea: Question-Evidence-Conclusion structure organizes non-technical class content - Evidence: "Make notes that clearly state qec for every big idea" #### ⏱️ [01:45](https://www.youtube.com/watch?v=uH2-I43kA7I&t=105) — [H3] Professor Teaching Patterns - Key idea: Many professors naturally use QEC structure but don't explicitly label components - Evidence: "They'll pose a question and they'll walk through some evidence and they'll reach a conclusion" #### ⏱️ [02:15](https://www.youtube.com/watch?v=uH2-I43kA7I&t=135) — [H2] QEC Implementation Challenges - Key idea: Students must identify unstated questions and implied conclusions independently - Evidence: "Sometimes the professors won't even State the questions... they'll just hint at a conclusion" #### ⏱️ [02:45](https://www.youtube.com/watch?v=uH2-I43kA7I&t=165) — [H3] Basketball Player Example - Key idea: Complex questions can have multiple valid conclusions depending on evidence criteria - Evidence: "The conclusion might depend on which analysts you ask or it might depend on what stats you're comparing" #### ⏱️ [03:30](https://www.youtube.com/watch?v=uH2-I43kA7I&t=210) — [H3] Toggle Organization Tip - Key idea: Digital tools can enhance QEC review efficiency through nested organization - Evidence: "If you're using an app with toggles like notion... nesting your conclusions and evidence under toggles" #### ⏱️ [04:00](https://www.youtube.com/watch?v=uH2-I43kA7I&t=240) — [H2] Completing QECs During Class - Key idea: Information should be organized immediately while context is fresh - Evidence: "You want to make sure that you complete as many qecs as possible during or immediately after class" #### ⏱️ [04:30](https://www.youtube.com/watch?v=uH2-I43kA7I&t=270) — [H1] PSA Framework Introduction - Key idea: Problem-Steps-Answer structure focuses on recording and understanding solution processes - Evidence: "The key to taking notes in a technical course is to forget the big ideas and record as many sample problems as possible" #### ⏱️ [05:00](https://www.youtube.com/watch?v=uH2-I43kA7I&t=300) — [H2] Disagreement with Newport - Key idea: Big ideas remain important in technical courses for conceptual understanding - Evidence: "I don't agree with this actually I think that big ideas are very important in technical courses" #### ⏱️ [05:30](https://www.youtube.com/watch?v=uH2-I43kA7I&t=330) — [H3] PSA Implementation Strategy - Key idea: Focus on annotating steps with explanations of when, why, and how to use them - Evidence: "I'm taking notes about what steps are being used when they're being used and why they're being used" #### ⏱️ [06:15](https://www.youtube.com/watch?v=uH2-I43kA7I&t=375) — [H2] Avoiding Rote Memorization - Key idea: Understanding reasoning behind steps enables application to varied problems - Evidence: "We don't want to learn technical courses by rope memorizing the steps we want to understand when to use which steps" #### ⏱️ [06:45](https://www.youtube.com/watch?v=uH2-I43kA7I&t=405) — [H1] Framework Limitations - Key idea: Basic frameworks don't address synthesis and deeper understanding needed for top performance - Evidence: "If you're trying to become a top student there are some limitations to these methods" #### ⏱️ [07:15](https://www.youtube.com/watch?v=uH2-I43kA7I&t=435) — [H2] Need for Advanced Methods - Key idea: Top students must synthesize information and handle variations beyond basic frameworks - Evidence: "When we evaluate or synthesize information in this way gives us a deeper understanding" ## 📚 References - [Cal Newport - How to Become a Straight-A Student](https://www.calnewport.com) - [Mike & Matty Ultimate Study Skills Series](https://www.youtube.com/channel/UCsT0YIqwnpJCM-mx7-gSA4Q) ## 🗣️ Paraphrase - Academic note-taking requires different approaches for text-based versus problem-based subjects, with specific frameworks optimized for each type - The QEC method helps organize lecture content around questions, supporting evidence, and conclusions, though students must often infer unstated components - The PSA approach emphasizes understanding problem-solving logic rather than memorizing procedures, requiring detailed annotation of reasoning ## 📰 Newsletter **Level Up Your Note-Taking Game with Subject-Specific Frameworks** Taking effective notes shouldn't be a guessing game, but most schools never teach us how to do it well. This week we're sharing research-backed frameworks that adapt to different subject types. For text-heavy classes like literature and history, try the QEC method: organize content around Questions, Evidence, and Conclusions. The tricky part? Professors don't always spell these out clearly, so you'll need to identify unstated questions and implied conclusions. For technical subjects like math and science, use the PSA approach: capture Problems, Steps, and Answers while heavily annotating why each step works and when to use it. This builds understanding beyond rote memorization. Both methods work great for beginners, but advanced students will need synthesis techniques that connect ideas across topics. Resources: [Study Skills Playlist](https://youtube.com), [Mind Mapping Tutorial](https://youtube.com), [Deep Learning Methods](https://youtube.com) ## ✅ Action Items #### DevRel - Education: Create note-taking workshops for developer bootcamps and CS programs - Developer experience: Build templates for technical documentation that follow PSA structure - Community management: Host study group discussions on effective learning methods #### WordPress - Training: Develop lesson plans incorporating QEC framework for WordPress concepts - Documentation: Structure technical tutorials using PSA method for clearer problem-solving - Community: Share note-taking best practices at WordCamps and meetups ## 🧪 Hypotheses - Students using QEC framework will show improved comprehension in humanities courses compared to unstructured note-taking - PSA method with annotations will lead to better problem-solving transfer in STEM subjects than step-only recording - Subject-specific frameworks will reduce study time needed for equivalent exam performance - Digital toggle organization will improve review efficiency for QEC-structured notes ### 📊 Methodology - Randomized controlled trial comparing QEC vs traditional note-taking in history courses - Pre-post assessment design measuring problem-solving transfer with PSA annotation training - Time-tracking study comparing review efficiency with different digital organization methods ### ❓ Questions - How do these frameworks perform with hybrid subjects like psychology or economics? - What specific annotation techniques work best for different types of technical problems? - Can AI tools be trained to identify QEC components in lecture transcripts automatically? ### 🔮 Future Research - Adaptation of frameworks for online and asynchronous learning environments - Integration with spaced repetition systems for optimized review scheduling - Cross-cultural validation of frameworks in different educational systems ### 💡 Implications - Practice: Students need different note-taking strategies for different subject types - Policy: Educational institutions should include note-taking instruction in orientation programs - Education: Teacher training should cover how to explicitly signal QEC components during lectures - Funding: Investment in digital note-taking tools could improve educational outcomes at scale ### 🧠 Learning Styles Assessment Reading level estimate: 10th grade (Flesch-Kincaid) #### 👀 Visual learners - Present: Clear framework diagrams, example structures shown - Improve: Flow charts showing QEC identification process, PSA step visualization #### 🔊 Aural learners - Present: Video format with clear verbal explanations - Improve: Audio-only version for review, pronunciation of key terms #### 🗣️ Verbal learners - Present: Frameworks clearly defined, examples with explanations - Improve: Memory devices for remembering QEC/PSA, storytelling analogies #### 🧩 Kinesthetic learners - Present: Hands-on examples with basketball analogy - Improve: Practice worksheets, interactive note-taking templates #### 🧠 Logical learners - Present: Clear framework structure, step-by-step progression - Improve: Decision trees for choosing frameworks, comparison matrices #### 🧑‍🤝‍🧑 Social learners - Present: References to studying with friends, asking questions in class - Improve: Peer review templates for notes, collaborative practice sessions #### 🧘‍♀️ Solitary learners - Present: Self-directed framework application, individual practice - Improve: Self-assessment rubrics, reflection prompts for note quality #### 🌿 Naturalistic learners - Present: Academic subject categorization, pattern recognition - Improve: Ecosystem analogies for knowledge connections, natural classification systems ### 📊 Accessibility Assessment #### Screen reader semantics - Present: Clear heading hierarchy, descriptive framework labels - Improve: Alt text for any visual examples, ARIA labels for complex structures #### Keyboard navigation - Present: Standard video player controls accessible - Improve: Transcript with timestamp navigation, keyboard shortcuts for sections #### Contrast and readability - Present: High contrast video text, clear audio - Improve: Transcript formatting with sufficient contrast ratios #### Text resizing and reflow - Present: Video scales appropriately - Improve: Responsive transcript layout, adjustable text size #### Media and captions - Present: Full transcript available - Improve: Professional captions with speaker identification, downloadable transcript #### Forms and interactions - Present: Basic video interaction accessible - Improve: Interactive practice templates with proper form labels ### 🌍 DEIB Assessment #### Cultural breadth - Present: US-focused academic system examples - Improve: International education system adaptations, global university examples #### Inclusive language - Present: Gender-neutral framework descriptions - Improve: Avoid assumptions about learning preferences, multiple cultural learning approaches #### Neurodiversity support - Present: Multiple framework options for different thinking styles - Improve: ADHD-friendly chunking strategies, processing time accommodations #### Representation - Present: Male narrator perspective - Improve: Diverse student examples, varied academic backgrounds #### Psychological safety - Present: Encourages asking questions, acknowledges difficulty - Improve: Normalize different learning paces, validate struggles with note-taking ### ✅ Logical Validity #### Strong reasoning - Deductive strength: QEC/PSA frameworks logically follow from subject-type differences (01:45) - Inductive strength: Cal Newport's research methodology interviewing top students (00:23) - Causal reasoning: Poor notes lead to inefficient review and relearning (04:00) - Analogical strength: Basketball player example effectively demonstrates complex conclusions (02:45) #### Fallacies - Appeal to authority: Heavy reliance on Cal Newport without examining limitations - False dichotomy: Presents only two subject types when many are hybrid - Hasty generalization: Assumes all students benefit equally from these specific frameworks #### Tone of voice - Overall tone: Encouraging and practical with personal disagreement appropriately noted (05:00) ### 🛡️ DARVO Analysis - Deny: No denial patterns present - Attack: No attacks on alternative methods or critics - Reverse victim/offender: No victim/offender dynamics present - Emotional cues and rhetoric: Positive, educational tone focused on student empowerment ## 🎯 Conclusion Effective note-taking requires matching methods to subject types: QEC for text-heavy courses and PSA for technical subjects. While these frameworks provide solid foundations, advanced learners need synthesis techniques that connect ideas across topics. The key insight is that schools should teach these skills explicitly rather than expecting students to discover effective methods independently. ## 🧱 Refactor Appendix ### 📚 Literature Split Pad ### [H1] QEC framework organizes non-technical <!-- deep-read:sections end -->