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A Different Approach to Note Taking

By Kyle Cushman, Vermont College of Union Institute and University

When students take notes on the texts that they are reading or on a lecture, they usually focus on capturing what the “expert” (the author, or the lecturing professor) is saying. It’s important to track theories, concepts, vocabulary, and anecdotes from texts or lectures. That is how one masters the knowledge of one’s chosen field.

However, there is a less common, but equally important consideration when note taking. Since learning is about the intersection between new knowledge and prior knowledge, learners always have a silent dialogue taking place when they encounter new information. In their minds, learners respond to and comment on what they are learning based on what they know of the world. So the inner voice might comment, “Yes, I agree with what the author is saying because last semester I read a book that talked about the same idea.” Or, “Hogwash! When I was an adolescent my experience was completely different. I got along well with my parents. This person doesn’t know what she is talking about.”

A rarely practiced aspect of note taking is to take notes on what the inner voice is saying while one learns. Thus, in addition to taking notes on the ideas of the experts, a student can take notes on his or her thinking about those ideas.

Why is this important? This inner dialogue is a valuable resource that can bring the connections between new knowledge and prior knowledge to light. To complete the learning process, a student must be able to think critically about the material learned--to analyze and categorize it, to form opinions, to integrate it with previous experience. Inner commentary as one reads or listens to a lecture begins this process of analyzing and forming opinions.

If notes consist only of concepts and vocabulary, students may remain unaware of how new information intersects with their knowledge schema. But if students learn to also take notes on their thinking, the dialogue is then right there in plain view on the page. Notes on one’s thinking can also form a foundation for academic writing. By reviewing their responses, students can get ideas about what to write about, about what mattered, about where to start, about what they agreed and disagreed with. Inner dialogue can transition to “voice” in a piece of writing.

Learning support specialists can encourage students to take notes on their thinking by offering the following strategies:

• Using sticky notes, write notes about your responses to what the author has to say (your critical thinking) - a reaction, a question, an argument, a parallel study, an experience from another part of your life - and place it next to the passage in the text that inspired your thoughts.
• Instead of writing whole sentences on your sticky notes, try to condense your thought to a 3 or 4 word phrase that will remind you later of your response.
• Ask yourself questions like, “Have I had a prior experience which sheds some light on the author’s point?” “Do I share the author’s belief on this issue? Why or why not?” “Have I done other reading on the topic? Is there agreement or disagreement between the authors?” “Is the author’s argument weak or strong? Why?”
• Students can also record their thinking in a notebook next to the notes that inspired it by drawing a line down the middle of the page and putting theories, vocabulary, quotes and such on the left and their thoughts about them on the right.

At first, students may find it cumbersome to worry about recording their thoughts in their notes. But if they can give it a try and then use those notes as a springboard for writing a paper or an answer to an essay question on a test, they will most likely gain appreciation for this method.

Questions or comments? Contact the author at kyle.cushman@tui.edu.

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