@aus_teach @stefanhansen @edutooters Simon, have you used this with your students? If yes, paper or digital?

I felt vindicated for taking notes by hand...after reading this:

“The students who were taking longhand notes in our studies had to be more selective. You can’t write as fast as you can type. And that extra processing of the material that they were doing benefited them.”

The researchers noted the two types of note-taking and defined them in this way:

Generative: Summarizing, paraphrasing, concept-mapping characterize this approach.
Nongenerative: Verbatim copying describes this approach.
As you might imagine, the generative approach has a greater impact on learning. (Source: https://blog.tcea.org/note-taking-and-outlining/)

@mguhlin @stefanhansen @edutooters
Hi Manuel.
I would have students comete Cornell Notes by hand.
1) Take notes as dot points, key words, drawings, l sketches etc.
2) Also ask students to pose one 'good' questuon
3) Re-read notes actively by underling, highlighting etc
4) Write own summary.
Extension: Research the 'good' question.

I've done this with Yr7 students right up to Yr11.
Student's develop strategies for engaging with digital resources. #activelearning

Handwritten for various reasons but also to 'liberate' ideas from the digital.

This also supports visible thinking strategies. #edutooter.

Scaffold to the point students draw up their note book pages as Cornell Notes.

@aus_teach

Hi Simon,

You wrote: "Scaffold to the point students draw up their note book pages as Cornell Notes." Does this mean that you essentially nudge the students until their notes resemble Cornell Notes?