Example of linear organisation for notes made at the active listening and note taking session

1. Note taking and listening skills crucial to success
(a) must take notes
only notes and memory after lecture.
Large classes teachers can’t check or spoon feed

(b) must listen in lectures
22 hours per week listening to classes
Hear information once
Long classes, many facts
Not time to revise or repeat

2. Best / worst ways to behave

Best
Prepared
Reading – notes/text book
Pens, paper etc.
Attention
On time
Not distracted
focus on teacher
listening
Participate

Worst (Note to students: only include additional information not opposites of best)
sleeping
day dreaming / getting distracted.
sitting at back to avoid engagement
Switching off - boring
Disrupting
Talking (mobile phone)
Eating,
writing up essays
reading another text book.
No notes or few notes

3. Students need to actively listen
(a) information = important
only hear information once - time constraints.
material for study / exams .
responsible for your learning

( b) difference between speech and thought speed
speak at 100 to 175 WPM,
listen 600 to 800 WPM.
can listen + think same time.
thought faster than speech.
Therefore can think about distractions + lecture
e.g. noise, what going do tonight
Attention drift

(c) Brain response to words causes unrelated thinking
Tony Buzan, “Use both sides of your brain”.
Brain network new info with other ideas
Unrelated , triggered by multi ordinate words
e.g. leaf = green or shape, links to trees, spring or fruit
Words set off unrelated thinking – attention drift

(d) Emotional reactions
disagreeing / jumping to conclusions
dislike, accent, delivery. or BORING.
reactions block attention

4. Active listening or listening with a purpose
3 components
( a) Use questions to keep thinking on track with the lecture
Questions to self not to teacher
Helps use gap btwn thought/speech speed
Brain organises info into long term memory
Specific (new ideas)
e.g. what are the 3 components of active listening,
General (organisation of lecture)
What is coming next?
What key point is the teacher making?
Do I agree with this argument?
What are the facts?

(b) Positively engage with the speaker
over react = miss info
eye contact
Focus on content not delivery e.g. not what teacher wearing
aware of your emotional reactions e.g its so dull
negative reactions block listening/attention

(c) Minimise distractions
use note and refocus technique
e.g. vans – hear it, say it’s a van and refocus
Neighbours – nod + turn away,
put away books,
phone to silent, bag not desk

(d) Self monitoring during the lecture
Am I actively listening?
Am I positively engaged with the speaker?
Am I distracted?


5. Notes
Help
(a) Concentration
actively involved
decisions what to note and avoid
(b) Remembering the lecture
No notes recall after 24 hours - 20%

6. What to include in notes
Difference between speaking 100wpm to 150 and writing (30 to 40 WPM)
Can’t write all – 40% max.

Include
a) Main points (e.g Note taking crucial to success)
b) Especially concepts (e.g. active listening)
c) Main arguments (e.g. psychology -cognitive –v- behaviourist theories)
d) Some detail (e.g. speeds thought / speech)
e) 1 example for each concept/main idea
f) References e.g. Tony Buzan book

7. Deciding main points – Signposts

(a) Lists main points at start
e.g.“Today I’m going to cover”
or each section
e.g. active listening “There are 4 main reasons…..”

(b) Board –outline of lecture
(c) Verbal clues, -
e.g.I would like to emphasise,
(d) Repeat
3 Ts Tell what going to tell, tell, tell what told
(e) Body language / non verbal –
talking louder, animation

8. Organising notes
Good notes = organised and reviewed.
(a) Linear organisation
Main points /sub points numbers or letters,
New point new lines/ indents or underlines
Aim – not to rewrite just review
(b) Other forms
Mind map or Cornell/Jeopardy – see SDP web site