The College Freshman's Guide to Taking Quality Notes
Students with successful annotation or note-taking systems in high school often transition smoothly to the demands of note-taking in college. However, some new college students still struggle with finding a note-taking method that aligns with the increased rigor, pace and content of college-level courses. Below are some questions and answers concerning taking notes in college as well as some tips with consideration of the various learning styles.
1. Is note-taking in college different than note-taking in high school? If so, how is it different?
Annotation or note-taking becomes more difficult in college for several reasons: teachers no longer tell students what to write down; the pace of class is quicker; teachers cover more content in less time, and that content is more challenging; there is often less time for clarifying questions; and there is often more content delivered verbally than visually. All of these factors can make it difficult for students to capture the appropriate information in their notes.
Strategies for Note-Taking in College:
#1. Match your note-taking method to the material. Some content is best captured using a digital note-taking system (i.e., tech), while other content may best be captured using paper and pen. It’s okay to mix up your methods for different classes; experiment and pick the one that is most seamless.
#2. Take pictures of the board if the teacher is moving too quickly. Copy these notes down in your notebook or tablet at a later point.
#3. Use abbreviations and/or symbols for frequent vocabulary words. For example, if a whole lecture is about Alexander Hamilton, use AH every time the names comes up. Use & instead of and. You get the idea.
#4. Use arrows to show connections between ideas. Remember, arrows can go in any direction.
#5. Stay apace with your teacher. If you miss something s/he said, leave a blank space in your notes and continue moving forward. Fill in this blank space later.
#6. Write neatly. If your notes are messy because you were writing quickly, rewrite them or type them up later. (Bonus: rewriting your notes helps you learn the information!)
2. Can you talk a little about learning styles and why they matter?
The learning style theory argues that each of us has a preference for how we attain and process incoming information. The theory suggests that there are visual, auditory and kinesthetic learners. Some people have characteristics of one learning style, while others can have characteristics of two or even three of the styles.
Students who know their learning style can use this information to adjust their methods for processing, storing and retrieving material.
3. Can you give some tips for note-taking depending on one’s individual learning style?
Visual learners should put concepts into images such as graphs, icons, charts, illustrations, and even emojis. They should also use different colors for different information, such as green for vocabulary words. Additionally, visual learners should try to sit in the same seat each day, as doing so can be beneficial for recalling information later. Finally, many visual learners have more success using analog forms of note-taking (paper and pen) over digital methods. Here are 6 more tips for visual learners.
Kinesthetic learners like to move and do. Therefore, many kinesthetic learners find note-taking tedious and difficult, as it’s not an activity conducive to movement. These types often prefer digital notes, as tablets are portable (stand and take notes in the back of the classroom?) and clicking around on a screen provides the tiniest outlet for movement. Kinesthetic learners might also benefit from varying up their seat from class to class; doing so provides a small amount of stimulation that might help the student engage in an otherwise “boring” environment. Kinesthetic learners can use these study tips here.
Auditory learners tend to be good note-takers, as they can easily process verbal information. Therefore, auditory learners often thrive in lecture classes. Auditory note-takers are easily distracted by noise around them, so it’s best to sit closest to the teacher so that his or her voice overrides external auditory stimulation. Additionally, while it may seem odd, auditory learners might try mouthing or whispering to themselves the notes they are writing down; this simple action can have huge payoff. Finally, if an auditory learner is expected to take notes on a visual, such as an image projected on the board, it can be helpful to ask the teacher to describe the image verbally; this is one way to transfer visual information to audible information.
Many freshmen are surprised when their high school annotation method, which typically involves copying down whatever the teacher put on the board, no longer serves them in college. Knowing one’s learning style and adjusting one’s note-taking method accordingly, can be a game-changer.
