{"id":6502,"date":"2022-02-02T02:57:10","date_gmt":"2022-02-02T02:57:10","guid":{"rendered":"http:\/\/learningaloud.com\/blog\/?p=6502"},"modified":"2022-02-02T02:57:12","modified_gmt":"2022-02-02T02:57:12","slug":"adding-a-stage-and-an-activity-to-the-notetaking-model","status":"publish","type":"post","link":"https:\/\/learningaloud.com\/blog\/2022\/02\/02\/adding-a-stage-and-an-activity-to-the-notetaking-model\/","title":{"rendered":"Adding a stage and an activity to the notetaking model"},"content":{"rendered":"\n

I came across a study on notetaking behavior that I thought might be a missing link in the other notetaking ideas I have been reading lately. Kiewra is a name that comes up repeatedly in thois area of research. I am guessing one of his students (Luo), Kiewra and Samuelson published a study in 2017 proposing that storage and review may not be an adequate way to engage in product note use. Perhaps a three stage approach would be more productive. Rather than just recording and review, effective notetaking might benefit from an intermediate stage – revision<\/strong>. <\/p>\n\n\n\n

Luo, et al. (2016) investigate revision during pauses in a presentation or for the same amount of time immediately after the presentation. They speculate about benefits mostly from the increase in content added as notes or a type of retrieval practice explanation for later achievement gains. <\/p>\n\n\n\n

I admit that this seems different from what I would describe as a generative effect. A three stage model makes some sense. For example, the Cornell notetaking system<\/a> was developed to encourage a revision process and this additional activity was about more than just adding content that had been missed. Aherns book on Smart Notes proposed several types of notes generated over time:<\/p>\n\n\n\n

  1. Make fleeting notes.<\/li>
  2. Make literature notes.<\/li>
  3. Make permanent notes<\/li><\/ol>\n\n\n\n

    Perhaps the focus on preparing for an exam is different than the Smart Note notion for long-term storage and personalized understanding. Whether for more meaningful use at a later date or to improve personal understanding, revision might make the most sense if was more what Ahrens had in mind. <\/p>\n\n\n\n

    Ahrens, S. (2017). How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking\u2013for Students, Academics and Nonfiction Book Writers<\/em>. S\u00f6nke Ahrens.<\/p>\n\n\n\n

    Luo, L., Kiewra, K. A., & Samuelson, L. (2016). Revising lecture notes: how revision, pauses, and partners affect note taking and achievement. Instructional Science, 44(1), 45-67.<\/p>\n

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    I came across a study on notetaking behavior that I thought might be a missing link in the other notetaking ideas I have been reading lately. Kiewra is a name that comes up repeatedly in thois area of research. I am guessing one of his students (Luo), Kiewra and Samuelson published a study in 2017 … Continue reading Adding a stage and an activity to the notetaking model<\/span><\/a><\/p>\n

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