Unusual note-taking methods. Basic techniques for writing notes and working notes at teachers' meetings

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

A note for a student is a good help that will help you quickly remember educational material, to prepare for test work or an exam. This is an excellent tool for organizing information in your head. Of course, one note is not enough for good preparation: without your own reflection and generalization, without labor in class and without working with scientific sources It is difficult to achieve excellent results in studies. But the outline represents a kind of foundation, a “compass”, if you like, which will help on the path to mastering knowledge. The ability to reproduce material read or listened to depends on the ability to take notes. Therefore, the first thing a student should learn is note-taking.

You need to understand that listening and recording a lecture is complex look university work. Attentive listening and note-taking of lectures involves intense mental activity of the student.

Human attention is very unstable. Staying focused requires willpower, so it is important to systematically control yourself in this regard while listening to lectures.

Taking notes develops the mind, attentiveness, and helps to consolidate knowledge in memory. If students switch off during a lecture and start taking dictation, this leads to degradation. Mechanical, mindless dictation is pointless.

A note is an abbreviated recording of an oral or written text that a student creates for personal use, so each note is unique, unique and unlike the note of his desk neighbor. This is not an exact recording of the lecture text word for word, but a recording of the meaning, the essence of the lecture, the most important thing. When a student writes a note, he performs a kind of “folding” of information, leaving only the most important, key points. Everything else is thrown out: first of all, these are words and phrases that organize the coherence of the text or are the author’s comments on what was said. Such elements can be removed from the notes without fear for the integrity of the information, especially since they can be easily recalled by reviewing the key notes noted down.

In addition to the ability to take notes, it is important to learn how to work productively with your notes. After all, each of the notes will be useful not only when preparing for certain exams, but also during the entire training and subsequent passing of state exams.

Note-taking examples. Let us recall the basic note-taking techniques. They can be divided into three groups. 1. Abbreviation of words, phrases, terms. These techniques are the easiest to master and include: hyperabbreviation of terms (the initial letter of the term is outlined with a line), quantification (reversing the initial letter), hieroglyphics and pictography (working with pictures), methods of writing endings.

2. Reworking the phrase. These are the most effective, but difficult to master techniques. These include: spatial notation (using the length and width of a piece of paper). bringing a phrase to an equivalent form, using context and macro context.

3.Use of color. Includes fairly easy-to-learn techniques: rubrication. highlighting significant details with color, working with color depending on the degree of importance of the text and the correspondence of parts of the text.

1.Write words, phrases, terms

Abbreviations

An abbreviation is a compound word formed from initial letters or initial elements of words (ATS, foreman). This is an effective tool that speeds up writing and allows you to avoid repeating frequently used words.

Currently, abbreviations are used the following types abbreviations:

abbreviations of words meaning settlements(city - city, region - region);

names of months and dates (15.06.02);

telegraphic graphic abbreviations (tchk, zpt);

symbols of quantities and units of measurement (Ohm, V, km, cm);

abbreviations adopted in planning and accounting documentation (State Bank, receipt No.);

official names of organizations, institutions, enterprises, their divisions (SM, AN, economic unit, main board, financial department);

names of some materials (kozhimite, lavsan);

names of products, machines and devices (moped, hydroelectric power station, radar, spare part);

names of documents (GOST, OST, ORM, TU, TZ, state order);

names of positions, academic titles (academician, corresponding member, prof., head, deputy, acting)

Exist certain rules abbreviations. When introducing abbreviations, you must Special attention make sure that they are consistent throughout the recording.

An abbreviation must not be the same form as an existing word or the same as another abbreviation. The abbreviation must be reversible, that is, the resulting abbreviation can be unambiguously expanded into the full name. Abbreviations must meet the standards of Russian pronunciation. Abbreviations that are the names of institutions, enterprises, organizations, as well as designating product brands, etc., are written with a capital letter.

The word “year” after the dates is shortened, leaving one letter “g.”, and after several dates the letters “yy.” (no dot is placed between them). For example: 2001, 1996-2000. Educational and fiscal years write through a slash, abbreviating Last year to the first two digits and using the word year in singular. For example, in the 1998/99 academic year.

Rubles and kopecks are abbreviated as “rub.” and “kop.”, if they are used separately. IN mixed number they are abbreviated - “r.” and "k." For example, 2000 rubles, 80 kopecks, 2000 rubles. 80 k.

Hyperabbreviation

A hyperabbreviation is an abbreviation with one letter. There are two main techniques for using this method of high-speed note-taking. 1. Designation of a word by an initial letter with a dot (for example, K. - abstract, S. - system, A. - audit, etc.). This method is often used in dictionaries. But it is permissible to use it on a short interval of homogeneous text. 2. A method called the use of letters “in a wrapper”. For example, - algorithm, - system, - economics, etc.

Most often, this technique is used to abbreviate terms.

Use of hieroglyphic notation. Hieroglyphs are the most ancient figurative signs. Most hieroglyphs were phonograms; they denoted either a combination of 2-3 consonant sounds or individual consonants. Among the hieroglyphs there were also ideograms, that is, signs indicating individual words and concepts. From hieroglyphic writing, italics and ligatures developed. Italic is a typographic font style with a slant to the right, close to handwriting, which arose as a result of the desire for speed and convenience of writing without lifting the pen.

Ligature is a letter or sign formed from combining elements of two or more letters or signs into one, conveying one sound (for example, in German sch - “w” or tsch - “h”).

Writing in hieroglyphs alone is not very convenient. But using their individual elements when taking notes is very effective.

We use hieroglyphs all the time, especially in mathematical texts, but they can also be used in other texts to replace several words with one sign. When taking notes, it makes sense to use the simplest hieroglyphs, both generally accepted and invented.

In the group of generally accepted ones, these are, first of all:

mathematical and logical symbols: +, -, =, x, :, >,<;

Affiliation sign, component (for example, A?B);

The implication sign is one of the logical operations; it corresponds to the connective “if... then”;

& is a conjunction sign, one of the logical operations; reflects the use of the conjunction “and” in logical deductions;

V - disjunction sign; corresponds to the conjunction “or”; ? - negation sign, one of the logical operations; reflects the use of the expression “it is not true that...”. As successful examples of the use of invented hieroglyphs, we can cite: /\/ - contradiction; N - vice versa; ? - interconnected, etc.

Use of pictograms. Pictography - displaying the content of a message in the form of a picture. The drawing does not specify the words in which the message should be expressed, nor the language of the message. Conventional symbolism is possible in the pictogram (for example, two connected hearts - “love”). Elements of pictographic writing can be successfully used when taking notes, as they have increased clarity. Examples of pictograms when taking notes: F(x)? - is the function increasing, F(x)? - decreases, F(x)? - increases and is limited from above. The pictogram creates an image, which is important for using the visual memory mechanism. Therefore, pictograms not only speed up recording, but also significantly improve the perception of notes, promote memorization of material, as they force visual memory to work and make it possible to perceive not words, but images. All circuitry is based on pictographic writing. Examples of pictograms:

In the field of humanitarian and socio-economic disciplines, this reduction technique is rarely used, since the concepts of these disciplines are difficult to depict in the form of a picture. Although you can find options for using icons, for example: ? - plan, ? - documentation.

Methods for high-speed note-taking of words. These techniques are individual and require a creative approach. As general recommendations, we can offer: 1. Designation of frequently used words and phrases with initial and final letters. For example: m.b. - May be; d. - must; those. - that is; because - because; etc. - and so on; and so on. - etc; and others - and others; etc. - and others; r-m - consider; p-m - we will receive; s-t - exists.

2. Compression of a word by underwriting vowels as uninformative signs that provide mainly euphony of speech. A striking example of such a technique is the well-known technique of “writing without vowels.” For example, the phrase “Who sent you a letter without vowels?” can be replaced by the clearly readable but difficult to pronounce “kt psl tb psm bz glsnkh?” A series of consonants that form words carry more information than vowels. To compare the information content of consonants and vowels, we can cite the same phrase written only in vowels: “about oa ee io e ay.” Since when writing without vowels, information about cases and other grammatical features is lost, you can use a mixed technique, that is, retain vowels only in endings, for example, trbvnia, trgvlya, zrbtnaya plta. Abbreviations of words by a break in the outline on a vowel letter (for example, abolition of private property - note cha sbstvti; untimely payment of wages - nsvrmaya vy zrbtnoy plty).

Omissions of letters and designation of missing letters with a hyphen (for example, work - r-ta; management - m-nt; marketing - m-ng; commerce - k-tion). Abbreviation of a word by designating parts of words at the beginning and end with several letters (for example, conference - conf or kf, quantity - klvo). Abbreviated designation of frequently occurring pronouns (for example, which - kryy, so that - chby).

2. Quick note-taking of phrases

The considered methods of writing words, symbols and phrases are simple and, after a short training, are performed automatically. Techniques for taking notes on phrases are more complex, as they require comprehension and creative processing of the text. But they give a much greater effect both in the speed of recording and in the subsequent perception and memorization of the text. The main idea is to recode and fold text. The objective premise of this idea is the redundancy of language. Studies have shown that the Russian language has a redundancy rate of about 80%. That is, if you remove up to 80% of the characters from the text, you can understand what is being said. It is this redundancy that makes it easy to understand each other, despite the peculiarities of each person’s pronunciation (accent, unclear pronunciation of endings, incorrect stress) and natural interference (noise, musical and visual background). True, after removing 80% of the characters, the text has to be deciphered rather than read, which is unacceptable for note-taking.

If you remove not 80% of the text, but fewer characters and words, then you can shorten the text, and it will not be difficult to read. Collapsing a phrase using context. The essence of this technique is that when taking notes, those words that can be easily restored in meaning are removed from the text. The author of any text (textbook, lecture text) cannot omit such words, otherwise his speech will become dry, lose its harmony and will be perceived worse. Therefore, the reduction must be performed by the listener.

First of all, the subject group can be removed from the phrase, since it coincides with the content of the context and is therefore easily reconstructed from it. For example, if the topic of the lecture is rational note-taking, then from the phrases “notes are used for...”, “the advantages of notes are...” you can leave “used for...”, “advantages...”. What this refers to is easily restored in meaning: the whole lecture is about the notes, which means these phrases also refer to it. Secondly, part of the phrase is removed from the phrase, which in meaning duplicates its other part.

For example, if in a lecture the characteristics of an airplane wing and a helicopter rotor are compared, then there is no need to use the fully named phrases in the notes, but they can be shortened to “wing” and “rotor”, since it is already clear which aircraft they refer to. The next candidate for deletion is the predicate group. In this group, verb words, especially those associated with enumeration (such as “there are”, “consists”, “include”), are replaced by graphic symbols, for example, a fork or a parenthesis.

Phrase conversion. The use of this technique requires understanding the text being noted, its creative processing and high speed of thinking. This technique is most effective in speeding up recording. Its essence is to find a phrase equivalent to the given one, but shorter. The search for such a phrase can be carried out in several directions: select shorter synonyms for the words that make up the phrase (for example, using well-known words of a foreign language); formulate the same thing in other words, eliminating, for example, some adjectives that perform only the functions of “decoration”; choose a shorter text using a system of abbreviations of words and phrases. It is advisable to begin training this technique by taking notes on printed texts, since this gives time for comprehension and condensation of the text with gradual acceleration.

3.Use of color

Color carries additional information, promoting better memorization and focusing attention when reading notes.

You can use colored markers for this. Fears about additional time spent on this are in vain, since the use of other techniques, for example, underlining, outlining, using different letter sizes, etc., leads to even greater loss of time and is also less informative.

Color highlighting is a feature of handwritten notes. This is due to the fact that it is difficult to make, for example, font highlighting in a manuscript, and in books, color printing is much more complex and expensive, so printing often uses a combination of different fonts (bold, italics, different typefaces).

It's helpful to learn a few basic techniques for using color.

Start a new topic, paragraph or point with a red line in the literal sense of the word, that is, highlighting headings with colors or crossing out the ends of points. This technique is especially effective if the notes are used for reference purposes.

You can use the “traffic light” rule, that is, highlight with red prohibitive colors what should not be done, and green colors that permit what should be done.

You can highlight work by color according to importance. Therefore, red in the notes highlights those places that the lecturer draws attention to: definition, formulation of laws, theorems, etc. By developing this idea and introducing not only red into the notes, but also green, blue and others, you can highlight in different colors parts of a note in a note that have different significance.

It is convenient and effective to use this technique when taking notes on mathematical texts. For example, theorem statements are highlighted in red, definitions in green, and other text in blue or black. If you read the outline (especially when re-reading in the process of preparing for an exam) mainly in red and green, you get what can be called the skeleton of the discipline, i.e., positions that deserve primary attention are highlighted. Such reading does not scatter attention and allows you to more clearly see the goals facing the sections, the connection between them, individual provisions and definitions.

The idea behind color matching is as follows: interconnected parts of the material are written in the same color.

Most often this technique is used when it is necessary to highlight:

description of structures consisting of several parts, while the component parts of the diagram are depicted in different colors and their description is given in the same color; recording the dynamics of processes, while the position of parts of the structure is shown in different colors and their description is given in the same color;

image and description of options for any solution that have slight differences; at the same time, different options are shown and described in different colors instead of re-representing them.

Image in different colors and, if necessary, description of families of curves, especially if they are non-monotonic.

But you should not use many colors, preferably no more than three or four.

information note-taking phrase recording

The technique of rational note-taking is one of the basic skills of students, teachers and researchers. Knowledge, skills and abilities in this area must be taught in the same way as we teach everything else, since a self-invented note-taking technique usually turns out to be primitive.

Naturally, everyone must choose the specific system of these techniques, especially abbreviations, based on their own needs and tastes. At the same time, it is clear that such a summary can only be read by its author, which creates the right attitude towards the lecture and increases the efficiency of the educational process.

As a general recommendation, it can be noted that cursive writing techniques, especially contractions, should be introduced gradually 3-5 times a week to give you time to get used to them. In this case, it may be useful to keep track of their vocabulary along with abbreviations.

Experience shows that 50-70 abbreviations are sufficient for subjects studied at a university, some of which will be standard, and some will be individual. You can master them in a few months.

An educated person actively uses about 2,000 words of his native language, and about the same amount is his passive vocabulary (for comparison: in Ozhegov’s dictionary there are about 57,000 words). Multiplication tables, grammar rules, first names, last names, addresses, telephone numbers, etc. are added to the memory load.

So 50-70 contractions constitute a small fraction of the total amount of information available in memory (less than 0.1%). And after the necessary training, contractions will be perceived as completely natural.

References

1. G. Alder, “Techniques for the development of intelligence”, “Peter”, St. Petersburg, 2001.

2. E. Bono, “Non-standard thinking”, “Potpourri”, Minsk, 2000.

3. T. Buzan, “Make the most of your mind”, “Medley”, Minsk, 2000.

4. T. Buzan, “Teach yourself to think”, “Medley”, Minsk, 2000.

5. B. Depoter, M. Henaki, “Quantum learning”, “Potpourri”, Minsk, 1998.

6. M. Zdenek, “Development of the right hemisphere”, “Potpourri”, Minsk, 1997.

7. D. Kehoe, “The subconscious can do anything”, “Medley”, Minsk, 2000.

8. E. Minko “Accelerated note-taking and reading”, “Peter”, St. Petersburg, 2003.

9. H. Silva, B. Goldman “Intelligence management using the Silva method”, “Medley”, Minsk, 2000.

10. R. Sternberg, “Hone your intellect”, “Medley”, Minsk, 2000.

Posted on Allbest.ru

Cornell Method Basics

Any notebook will work for organizing notes using the Cornell method. On the sheet, draw a thick horizontal line 5 cm above the bottom edge. Then add fat vertical line at a distance of 5–7 cm from the left edge. The result is a sheet divided into three sections:

The right one is for notes.
Left - for main thoughts and questions.
The bottom part is the summary.

Line your notebook yourself, download the PDF sheet at the end of this article, or find Cornell notebooks at your office supply store.

Examples of using the Cornell method

Cornell's Method for Recording Lectures

At the top of the sheet, put the date and title of the lecture. In the “Notes” column, jot down key points. You don't need to write everything down. The main rule of the Cornell method: less is more. Write down questions that arise during the lecture, and note points that you will understand in more detail later.

You fill out the left column when you reread the recorded lecture. Do not put off this task; it is better to carry out the analysis on the same day or at least the next, while the memories are fresh in your head. Most likely, you wrote down some phrases incomprehensibly; correct them immediately.

So, the left column should contain only the main points taken from the notes and answers to the questions that you asked yourself while listening to the lecturer.

The summary at the bottom of the sheet is the main idea of the lecture, a summary of what you heard, written down in your own words. If you can write a summary, it means you have mastered the material.

Do not compact the lecture on one sheet of paper, but divide it into logical parts. If it was not possible to move the new piece to the next page, draw it out with a bold line. You can summarize the entire lecture or its individual chapters.

Taking notes using the Cornell method makes it easy to prepare for exams. After all, the most important thing is to understand the material. And you will learn it while processing the lectures. To refresh your memory, just read your short notes. Try giving yourself a test: cover the right half of the sheet with notes and explain each lecture point from the left column.

The Cornell Method at Meetings and Gatherings

The right column (“Notes”) - notes made during the meeting or conversation.

The left column (“Main thoughts”) is the main ideas of the meeting, which you write down after analyzing your notes.

Your notes will almost certainly be jumbled. This is not a lecture. The interlocutor may get confused, jump from topic to topic, and lose his mind. Perhaps the meeting will even seem useless to you until you analyze it and highlight the main points.

Summary - the result of the meeting.

The Cornell method for preparing for speeches

The left column (“Main thoughts”) is the abstract of the speech.

The right column (“Notes”) - disclosure of theses (briefly). Mark the points that definitely need to be mentioned.

Summary is the main idea of the report.

By writing theses by hand, you will think about them again and remember them. And before the presentation, you can repeat the report in a few minutes.

Cornell's method for planning your week

The left column (“Main thoughts”) - plans for the week.

The right column (“Notes”) is a breakdown of plans into small tasks.

The summary is the main goal of the week.

The Cornell method will get you out of the chaos of jumbled notes. Not only your notes, but also your thoughts will gain a clear structure!

In the process of learning any knowledge and skills, we often have to write down new information so that we can later reproduce it again. Because it is difficult or even unnecessary to write down everything, it is important to be able to summarize the information received in the form of a note. In this article you will learn how to take notes correctly using the example of taking notes in history lessons. Here we will discuss such concepts as reference notes, speed note-taking, shorthand, Cornell method and other useful ways of compact presentation and visualization of information.

What is a synopsis?

Word " abstract"came to us from the German language (der Konspekt); in German it was borrowed from Latin (conspectus), in which it had the meaning “review, outline, appearance, appearance.” In turn, this noun in Latin was formed by combining the prefix con- and the verb specio (to look, look). Thus, the original meaning of the word “note” is a short recording or transcription of something (it does not necessarily have to be a lecture or lesson summary - there are notes of books and articles; in the natural sciences, verbal information is usually accompanied by visualized formulas and algorithms, which also need to be translated into graphic or text information). In this meaning, concepts such as “compendium” (a condensed summary of the sum of the main provisions of a science) and “abstract” (a summary of the contents of an article or book) are close to the word “compendium”.

However, a summary is not just a word-for-word transmission of material perceived from an external source. It is also an act of creative comprehension of what is heard and seen, the expression of one’s own thoughts on paper, the moment of forming doubts and questions (Kodzhaspirova G.M., Kodzhaspirov A.Yu. Interdisciplinary Dictionary of Pedagogy. M., 2005. P. 136-137).

A “creative” note is not only copying thoughts from a book by an authoritative scientist or a lecture by a teacher; This is always a reflection on information, accompanied by the development by the author of a summary of a complex system of mnemonic signs that is often understandable only to him (underlining; highlighting text in different colors; constructing tables and logical chains based on available information). From the methods of taking notes and presenting material in the form of theses, many new genres of scientific research were born - from commentaries on the books of the Holy Scriptures and legal codes of the times of the Roman emperors in the Middle Ages to the publication today of courses of lectures by outstanding university professors (including posthumously, by their students).

Differences between note-taking and shorthand

Many students often wonder: if both note-taking and shorthand can restore the original meaning of the material presented, what is the fundamental difference between them? Isn't a note a special case of a shorthand record made using not universal notations, but a system of signs unique to a particular person?

The answers to these questions are provided to us by the work of St. Petersburg professor E.V. Minko (Methods and techniques of accelerated note-taking and reading: Educational and methodological manual. St. Petersburg, 2001. P. 20-25). Firstly, as already mentioned, note-taking reveals the purely individual characteristics of an individual; Often even his fellow students are not able to “decipher” the information contained in the notes. This situation is unacceptable for a stenographer: when learning this specialty, it is mandatory to memorize a certain set of universal symbols and signs. Secondly, the outline should be easy to “read”: a person should always be able to return to what has already been written and correct subsequent text. This is precisely why the “Cornell Note-Taking Method” is valuable, which we will discuss later. Thirdly, a summary of a lesson, lecture, visual information is not a copy of what was seen and heard, not a literal rendering of the text, but a transposition of its meaning.

“Rational” (speed) note-taking

"The Cornell Note-Taking Method"

This type of note-taking is called the Cornell note-taking system after the university where Professor Walter Pock, the author of this method, worked (Pauk W. How to study in College. Boston, 1962). It is rightfully considered one of the most common among students and is equally well suited for taking notes in both natural sciences and humanities.

The most important distinctive property of this method is the division of the space of a vertically oriented sheet into three fields: two fields are separated by a solid line vertically (in a proportion of approximately 1:3); At the bottom of the page it is necessary to leave an undivided space about 7 cm wide. The main part when taking notes is the right side of the sheet, where the main thoughts presented by the lecturer/teacher during the lesson are written down. Moreover, in the process of transferring verbal information onto paper, it is important to consistently move from writing down the main idea to facts and examples that should explain it.

Immediately after the end of the lecture, you can begin reflecting on the material displayed on the right side. To do this, you need to select and enter in the left field the maximum number of words or short remarks - questions that will illustrate the main content of the lecture contained in the text from the right field.

In the field at the bottom of the sheet, you must enter (after filling out the two fields above it) a detailed description of the main idea of the entire lesson (i.e. its dominant, in the language of foreign teachers - summaries), note its peculiarity in comparison with other lessons. This will allow, after a long time, to more vividly reproduce in memory the content of the lesson as a whole. In addition, it is useful to allocate 10-20 minutes a day to review the basic facts and patterns displayed in the lesson notes for the lesson. Lately: this will prevent them from being quickly forgotten, analyze and resolve doubts that arise during the lesson itself.

Schematic plan

In part, Cornell notes are reminiscent of the note-taking method of compiling schematic plan. However, the fundamental difference between the first type of recording material and the second is that in a schematic plan, questions are first written down, to which during the study of the material it is necessary to give a short answer (consisting of 2-3 logically related sentences). Thus, if you combine the principles of filling out a schematic plan and the form for Cornell notes, you will notice that the schematic plan requires filling out the left field first, followed by the right one (i.e., the order of filling is the opposite of the “Cornell method” note-taking").

In such notes, which are written under dictation, mastery of the technique of speed writing and “condensing” material in writing is of particular importance. For example, many people use such a technique as eliminating vowels and replacing some words with conventional signs. In historical science, conjunctions, words meaning cause-and-effect relationships are especially often replaced, for example, “depends on...”, “mutually depends” (→, ↔), “therefore” (=>), “A is the cause of B” (A →B). Ligatures are also used, for example, NB (nota bene - Latin “remember well”). Colored markers, pens, and pencils are often used to highlight especially important thoughts. Some students and even schoolchildren who know well foreign languages, may use shortened versions foreign words(for example, def. from to defend instead of “protect”, “defend”; corr. from to correct instead of “correct”, “correct”). Some lessons and lectures, where the explanation of cause and effect relationships prevails over the event history (in particular, this applies to any topics explaining the structure and composition of government bodies, their functions), sometimes when written down take the form of a diagram with one or more key concepts in the center, from which there are branches to more specific terms or phenomena. An example is presented at rice. 1.

Figure 1. Example of Cornell notes

Experience in natural sciences. Supporting notes

Supporting notes developed as a method of memorizing and reflecting material in the 80s. last century Donetsk teacher of mathematics and physics V.F. Shatalov (see, for example, his books: Reference signals in physics for grade 6. Kyiv, 1978. 79 pp.; Reference notes on kinematics and dynamics. From work experience. Book for teachers. M., 1989. 142 pp.; Geometry in faces. M., 2006. 23 p.). Nowadays on school lessons In the humanities cycle (especially in history lessons), the method of compiling supporting notes is becoming increasingly recognized. For example, recently the publication of reference notes for individual lessons and entire educational blocks in history and social studies has intensified (Stepanishchev A.T. Reference notes for the history of Russia. Grades 6-11. M., 2001. 128 pp.). The popularity of this type of note-taking can be explained quite simply: partly due to its unusual, even game form presentation of material, partly due to poor memorability of individual events and dates. Thus, the supporting summary is an attempt to analyze in the most imaginative, visualized form the cause and effect relationships between various events, statements and actions of historical figures. In addition, the lesson material in the supporting notes is presented as whole blocks of topics. If we keep in mind history and social science, then the thematic and temporal coverage of the material varies depending on its specifics (for example, the time of coverage - from several months to several centuries).

Each topic (block - topic) is encrypted in the supporting outline into a system of signs - supports that make up a mini - block. Based on these signs, often unified, an individual note can be “deciphered” by other people. The optimal number of mini-blocks for presenting an entire block-topic is considered to be 8-10.

In addition, the system of supporting notes allows the teacher to implement an individual approach to teaching: if there are students of different educational levels in the class, compiling such notes allows you to regulate the pace of studying block topics and individual subtopics, make the learning process more understandable and interesting, and introduce an element of creativity into it (when students compile their own system of signs - supports and entire supporting notes at home).

The main supports in such a summary are symbolic - verbal (letters, syllables, conjunction / disjunction signs, logical connection indicators: →, ↔, causal sign - investigative connection– =>, similarities – ~, etc.), pictorial (pictographic) and conditionally graphic (fragments of plans, terrain diagrams with symbols) signs. An example of compiling a background summary for Russian history presented on rice. 2. It remains to add that the supporting summary can be used both as effective means checking the completed material (then the basis for it is written and drawn at home, and in a lesson or lecture, students reproduce diagrams and logical chains learned at home from memory and consolidate this material by re-drawing them on a sheet of paper), and as a means of forming new knowledge, skills and abilities (i.e. when recording the teacher’s new topic or subtopics).

Figure 2. Background notes on history. Subject: " East Slavs in the first half of the 1st millennium AD.” (compiled by S.V. Selemenev.)

Notes as a form of independent preparation for a report at a conference or seminar

Outline:

This type of note-taking is no less widely used in modern pedagogy; This is especially often true for the disciplines of the humanities. To compile such a summary, you need to carry out certain preliminary preparation: before the lecture, you need to write a lesson plan on several sheets of paper, highlighting sections, questions and problems in the presented material with special signs or numbers. Each of these headings can be expanded during the recording process behind the lecturer and supplemented with coherent text illustrating general position. From the above, it should be concluded that ideally, the outline should be as close as possible to the text that the lecturer reads at the pulpit; in the description of this note-taking method one can find many similarities with the Cornell method.

However, the plan-note, as experts in didactics and pedagogy note, has a great advantage over the reference and Cornell notes. Since all the headings of topics and individual sections, as well as a certain amount of factual material, are prepared in advance, it is possible to write them down without abbreviations and symbols. This increases the likelihood of correct and quick decoding of the notes by other students or students.

The latter circumstance is the reason that when preparing for reports at school and seminars at the university, the outline shell of the outline is often used by speakers as the basis for their own message. Firstly, in such a structure it is quite easy to make various kinds of notes. Secondly, it is enough to simply insert the necessary quotes and references to sources into the text of the summary, which is especially important in historical science. At proper organization material they will “stand” directly opposite the corresponding theses. Our example of the basis for a plan - a summary on the topic “First World War 1914-1918." we presented at rice. 3.

Figure 3. Shell plan - outline

The art of note-taking is rarely taught at school and college, although this skill may be one of the key skills that ensures success in school. How Bill Gates structures his notes, what the Cornell method is and who promoted mind-mapping the most - 5 useful note-taking techniques for those who still prefer paper and pen.

Cornell method

Cornell University professor Walter Pauk developed his famous note-taking method in the middle of the last century. To use it, you will first have to make the appropriate markings on an A4 sheet.

You need to draw two horizontal lines: one at the top to mark a place for the title and date, and the other at the bottom so that five or six sentences can be written under it summarizing the contents of the notes on this page. In the remaining middle part of the sheet, you need to draw another long vertical line, dividing it into two unequal columns - the one on the left should be significantly narrower than the one on the right (it is recommended to make it a little more than six centimeters wide).

As you listen to a lecture or read a textbook, take notes in your usual manner in a wide column. It’s better to leave a little empty space between sentences so that you can add something else to them.

After the lecture, fill out the left column - highlight the most important ideas, names, dates, formulate questions, and so on. And in the next 24 hours you will also need to fill out the bottom field - formulating the essence of your entries on this page in a few sentences.

This note-taking method is very popular in America, and in some educational institutions They are even trying to make it mandatory. It encourages students to re-read their notes, add to them and revise them. But, if the student does not return to his notes, there is, in general, no particular benefit from such a design of the material.

Bill Gates method

In 2003, young entrepreneur Rob Howard met Bill Gates and, clearly very impressed by this meeting, wrote a post about it on his blog. Perhaps most of all, Howard's readers were struck by the fact that during the negotiations, Bill Gates (for a moment, one of the wealthiest people in the world) made notes himself, by hand, and not on a laptop.

Howard also describes a little about the way Gates structured the material. The sheet of his notebook was marked into squares, in each of which he wrote down a block related to a specific topic. For example, one of the squares at the bottom of the sheet was reserved for questions that Gates had during the negotiations.

Some bloggers believe that Gates' squares are a reworking of the traditional Cornell method, and encourage readers to tailor the system to their own needs, rather than simply trying to copy the style of its creator, Microsoft.

Mind-mapping method

Mind-mapping is a popular writing technique, according to the rules of which you should always start in the middle of the sheet. In a circle or frame right in the center of the page you need to indicate the main concept that will be discussed in the summary.

And then using branches in different sides write in new circles keywords and ideas associated with it. If you are going to use this method, it is better to stock up on at least three pens. different colors to make different branches more visible.

The main popularizer of this technique was Tony Buzan, an English psychologist and TV presenter who actively used the method mental maps in the mid-1970s on his television show Use Your Brain. Today, brainstorming enthusiasts often resort to this method.

Sentence method

For those who are not yet ready to try new non-linear note-taking methods, we can recommend the so-called sentence method. It's very similar to the standard transcript method - where you just try to capture everything the lecturer says on a sheet of paper. The only difference is that each sentence here must be written on a new line and numbered in order.

Numbering will help you easily make a reference from one sentence to another with just one small note (for example, “see #67”) - no more need to understand the confusing arrows that cross out half of the entries.

Flow method

If you're tired of using shorthand in your notes, you can try this note-taking method recently formulated by coach Scott Young. It is based on the following idea: listening to a lecture is not a passive process; in order to truly benefit from a lecture, you need to think and develop your own ideas.

Therefore, in a note prepared in this way, you should write down only the key points of the lecture and give free rein to your comments. It is clear that such recordings will be quite different from classic notes, so just in case, take a voice recorder to the lecture as a backup.