Note Taking

Overview

Though all of the methods below do have empirical support, Guided Notes have increasingly been shown to be a superior note-taking technique (Narjaikaew, Emarat, & Cowie, 2009). Researchers recommend that teachers leave blanks where children are required to fill in 2-3 words and recommend that the length of the blanks vary to maintain student attention (Konrad, Joseph, & Ioti, 2011). Further, these researchers suggested that teachers use blanks of single words only for students with disabilities.

 

Overall, non-linear note-taking methods (denoted with an asterisk below) are considered to be the most effective (Kiewra, DuBois, Christia, McShane, Meyerhoffer, & Roskelley, 1991), though most students use linear methods naturally. It is important that students be taught note-taking skills.

 

For more information head to our Note Taking Software pages.

 

Research Rating: Due to the experimental nature of the information cited in this description this information is to be trusted as valid and reliable

Special Consideration: Workflow

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Product
Price
OS Compatibility
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Features
Optimized Use

Exact prices change frequently, which is why only approximate ranges are listed. 

$ - Under $5

$$ - Between $6 and $50

$$$ - Between $51 and $250

$$$$ - Over $250

References

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Anderson, T. H., & Armbruster, B. B. (1986). The value of taking notes during lectures. technical report no. 374. Retrieved from http://myaccess.library.utoronto.ca/login?url=http://search.proquest.com/docview/63218257?accountid=14771

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Austin, J. L., Lee, M. G., Thibeault, M. D., Carr, J. E., & Bailey, J. S. (2002). Journal of Behavioral Education, 11, 243-254.

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Canas, A. J., Coffey, J. W., Carnot, M. J., Feltovich, P., Hoffman, R. R., Feltovich, J. et al. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. Report to the Chief of Naval Education and Training Pensacola FL 32500.

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Kiewra, K. A., DuBois, N. F., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83, 240-245.

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Konrad, M., Joseph, L. M., & Itoi, M. (2011). Using guided notes to enhance instruction for all students. Intervention in School and Clinic, 46, 131-140.

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Makany, T., Kemp, J., & Dror, I. E. (2009). Optimising the use of note-taking as an external cognitive aid for increasing learning. British Journal of Educational Technology, 40(4), 619-635.

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Narjaikaew, P., Emarat, N., & Cowie, B. (2009). The effect of guided note taking during lectures on Thai university students' understanding of electromagnetism.Research in Science & Technological Education, 27, 75-94.

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O’Donnell, A. M., Dansereau, D. F. & Hall, R. F. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71–86.


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Palmatier, R. A. (1971). Comparison of four note-taking procedures. Journal of Reading, 14, 235-258.

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Pauk, W. (2001). How to study in college. Boston, MA: Houghton Mifflin.

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Smith, P. L., & Tompkins, G. E. (1988). Structured notetaking: A new strategy for content area readers. Journal of Reading, 32(1), 46-53.

 

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Written by Bronwyn Lamond, Last Revision October 2016

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