background preloader

Taking Lecture and Class Notes

Taking Lecture and Class Notes

Motivation and Learning Strategies for College Success: A Focus on Self ... - Myron H. Dembo, Helena Seli Listen Actively and Take Great Notes - Listen Actively and Take Great Notes - McGraw Center - Princeton University Chances are, you'll take quite a few lecture courses at Princeton. You can maximize what you learn in and from lecture by following three easy steps: 1) adopt active listening skills; 2) take clear, effective notes; and 3) review your notes within 24 hours of taking them. Listen actively in lecture Get to class early so that you can choose a seat free of distractions and close to the lecturer. Take good notes during lecture using the Cornell Method of Note taking Using only one side of your paper, draw a vertical line a few inches from the left side of the paper and a horizontal line a few inches up from the bottom of the page. Fill in and review notes after lecture Review your notes within 24 hours of taking them. Following these steps will help you to store information in your long-term memory and better learn your course material the first time around—a real time saver when it comes to reviewing for quizzes, test, and exams.

How to use a semicolon Online learning: It’s different The number of online educational offerings has exploded in recent years, but their rapid rise has spawned a critical question: Can such “virtual” classes cut through the maze of distractions — such as email, the Internet, and television — that face students sitting at their computers? The solution, Harvard researchers say, is to test students early and often. By interspersing online lectures with short tests, student mind-wandering decreased by half, note-taking tripled, and overall retention of the material improved, according to Daniel Schacter, the William R. Kenan Jr. Professor of Psychology, and Karl Szpunar, a postdoctoral fellow in psychology. Their findings are described in a paper published this week in the Proceedings of the National Academy of Sciences. “What we hope this research does is show that we can use very strong, experimentally sound techniques to describe what works in online education and what doesn’t,” said Szpunar.

How to take lecture notes quickly. Common abbreviations and symbols for students « Essay writing help and study advice Abbreviations and symbols save time. They shorten words and phrases. For example an abbreviation or the word ‘paragraph’ is para. It’s a good idea therefore for students to use them when writing short-hand notes quickly during lectures and from books and other resources. Keep this list of common academic abbreviations and symbols near you in lectures and when studying until you know them. Frequently used abbreviations Frequently used numbers and symbols Less frequently used abbreviations Which abbreviations are used in your subject area? Most abbreviations should NOT be used in essays and coursework as they are generally too informal – some acronyms can be used (although they should be written fully at first) such as the NHS (National Health Service), United Kingdom (UK) and the United States (US) to name a few.

Video Game Cheats, Codes, Cheat Codes, Walkthroughs, Guides, FAQs, Reviews, Previews, News, Videos for Xbox 360, PS3, Wii, PC, PS2, 3DS, PS Vita, PSP, DS, Xbox, GameCube, GBA, and more from Cheat Code Central. Data on whether and how students watch screencasts - Casting Out Nines Screencasting is an integral part of the inverted classroom movement, and you can find screencasting even among courses that aren’t truly flipped. Using cheap, accessible tools for making and sharing video to clear out time for more student-active work during class make screencasting very appealing. But does it work? Do screencasts actually help students learn? We have lots of anecdotal evidence that suggests it does, but it turns out there are actually data as well that point in this direction. There were two kinds of screencasts used in this intro engineering course: homework solution screencasts (where instructors just went over solutions to homework problems) and “mini-lecture” screencasts that were created to supplement a traditional classroom setting (students would identify the “muddiest point” at the end of a class session and the instructor would make a mini-lecture screencast targeted at that topic). This finding backs up my thoughts from this post.

Plugged In The Chainsmokers When an EDM DJ duo from New York City decided to script a dance track with the kinds of things people say and do at dance clubs, it became a viral hit—one that satirizes and celebrates the cultural obsession known as the selfie. More Music The Good Wife UPDATED REVIEW: Just because she's the good wife doesn't mean she's staying home and cleaning the kitchen. She's a hotshot lawyer, after all, not a domestic engineer. More TV Dark Souls II The incredibly difficult Dark Souls franchise delivers another 40-plus hour journey into a virtual world that's all about dying over and over and over and over. More GAMES Family Room Come on in! Book Reviews Did you know that Focus on the Family's reviews books? Family Safety Protecting our families today is more vital than ever.

The 60-Second Guide To Engaging Your Learners The 60-Second Guide To Engaging Your Learners In today's dynamic environment we know that you, as well as your learners are information overloaded and time poor. That makes time an obstacle to engaging and connecting with your audience. That's why you have to show learners at every step of the way that you respect and value their precious time. Besides the time factor, we all want to make learners excited, right? Keep reading to know how to do it effectively – in just 60-seconds, you will be able to engage your learners like never before. 1. Also, take a look at this presentation, where you can get ideas on how to make your courses more visual. 2. 3. 4. 5. 6. eLearning courses need to be created with focus on the learner: Does the learner think your content is important? 7. 8. 9. 10. 11. 12.

Marvel Chronology Project - Main 25 Tips to Help You Survive and Thrive Your Freshman Year Printer-Friendly Version by Randall S. Hansen, Ph.D. How to Survive -- and Excel in -- Your College Years Perhaps you were class president in high school. Final Words of Advice for First-Year College Students You've done all the prep work -- you've gotten good grades in high school, scored well on a standardized test, and been accepted into the college you want to attend -- so enjoy all your hard work while laying the groundwork for a successful college career. Useful College Resources Here are some useful articles and links that you may find useful: See also my companion article published on our sister site, Ways in Which College is Different From High School. Dr. Maximize your career and job-search knowledge and skills!

Amazing Spider-Man .Info Online Student Retention Strategies: A Baker’s Dozen of Recommendations December 7, 2012 By: Michael Jazzar in Online Education Despite the tremendous growth of online education programs, student retention for online courses remains problematic. The attrition rate from online universities is often cited as 20% to 50% (Diaz, 2002). With startling percentages of students leaving online educational programs, the question becomes “What should an institution do to encourage, inspire, and retain students in its online educational programs?” 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. The foundational course provides opportunity for students to gain confidence and competence in their online learning. References Dagger, D., Wade, V. & Conlan, O., (2004), “A Framework for developing adaptive personalized eLearning”, E-Learn 2004, World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Washington, D.C. Diaz, D. Michael Jazzar is the founder of Educational Service & Consulting and has extensive experience teaching online.

Motivating Adult Learners - Motivational Strategies Ames , C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267. Ames , C. (1992a). Ames , C. (1992b). Archer, J. (1994). Atkinson, J.W. (1957). Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). Covington , M.V. (2000). deCharms, R. (1968). Dweck, C.S. (1986). Eccles, J., Midgley, C., & Adler, T. (1984). Elliot, A.J., McGregor, H.A., & Gable, S.L. (1999). Elliot, A.J., & Harackiewicz, J.M. (1996). Graham, S., & Golan, S. (1991). Harackiewicz, J. Kaplan, A., & Midgley, C. (1997). Midgley, C. Miller, R., Greene, B., Montalvo, G., Ravindran, B., & Nicholls, J. (1996). Pintrich, P.R. (2000). Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). Pintrich, P.R., & Garcia, T. (1991). Pintrich, P.R., & De Groot, E.V. (1990). Skaalvik, E.M., Vala´s, H., & Sletta, O. (1994). Wigfield, A., & Eccles, J. Wigfield, A., & Eccles, J.S. (1992). Wolters , C.A. (1998).