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0:00
Hi, I'm Dr. Cynthia Nebel,
the Director of
Learning Services at
St. Louis University
School of Medicine.
Today, we're talking about
note-taking for learning.
0:15
The research on note-taking
really splits up
note-taking into two
different types.
There's note-taking
in order to record,
where you're trying to get
as clear a record of
what is happening
in any situation as
you possibly can.
Then separately there's
note-taking for learning,
where the goal is for
you to better understand
the material and better
retain it long-term.
These two different
types of note-taking
really are in opposition
with each other.
Note-taking to record doesn't
lead to a ton of learning.
Let's try to split these
up a little bit more
and talk about what
this looks like.
1:01
Note-taking to record is very
much verbatim note-taking.
That is, you're
trying to write down
every word that is being said.
A lot of students naturally
do this in the classroom,
where as a presenter
is speaking,
they are furiously
trying to write down
everything that is
on a slide, perhaps,
and every word that
the person is saying.
That kind of
verbatim note-taking
involves very little thinking.
You're not really thinking
about the material;
You're just trying to get it
down as quickly as possible.
Because there's very
little thinking happening,
that leads to very
little learning.
In reality, this type of
verbatim note-taking
is rarely necessary.
Often in education, you
already have information
either in a textbook
or slides are
provided by an instructor,
and so you probably
don't need to write down
every word that you're hearing.
