Certainly, as Chapter Seven of the text indicates, note-taking is a valuable skill. Indeed, it is a skill that more teachers should help students acquire. However, teachers should introduce note-taking in a balanced and varied manner. For example, one note-taking strategy may work for some students but not for all. In addition, teachers cannot score student's notes and find some of their work invalid because what means nothing to the teacher may translate into valuable notes for the student. How do we present a lesson on note-taking that is flexible enough for all students? Moreover, how do we determine the appropriate amount of instructional time to focus on these skill building exercises?
Another question this chapter generates is how can one decide what is truly important enough to be recorded in one's notes? For example, during a history lecture, one may incessantly record dates of historical events. To some, these may be valuable records. However, I find it much more valuable if the student can draw an overall concept from the lecture as opposed to facts and statistics. If my students understand what events led to WWII as opposed to recalling the date it began, then I believe I have made greater use of my student's learning opportunity.
Of importance, note-taking is not an easy skill to teach. The text suggests generating research questions as a note-taking exercise. However, I question the text's simple presentation of this skill. The author seems to assume this is an easily acquired technique. However, it is often quite difficult for students to generate questions of their own. I often find this task difficult in my own academic assignments. How do we teach students to generate thoughtful, meaningful questions? Indeed, these lessons are life skills that we must help our students attain. Teaching students to be reflective, evaluative thinkers is one goal I certainly hope to achieve as an educator. Developing students' common sense and ability to generate questions is an all-encompassing technique.
While I often have questions while note taking, I agree with your stating that developing questions while note making is a thought-provoking and often times bewildering task for a student to carry out.
ReplyDeleteAnd as you iterated, all students will not have the same note taking preference, so it is important for teachers to give them various options. How do you feel that those choices could be presented better, all at once or from time to time?