Guided+Lecture+Models+&+Note-making

Guided lecture is a method of instructional delivery that encourages student involvement in a lecture. During a guided lecture, students are provided with a note-making template, such as the one below. Students are responsible for taking notes on the lecture itself. They are also responsible for making connections between the lecture material and their prior knowledge, reflecting on the lecture material, and writing down any questions they have about the lecture material.

A skills journal is a place for students to take notes on and practice grammar, spelling, and writing skills, and it is an effective way to teach grammar, spelling, and writing in context. A skills journal might be used as follows:
 * Each day, the teacher reads a sentence aloud, and students try to write that sentence out as correctly as possible in the "daily edit" column of the skills journal. The teacher should specify some aspects of the sentence that she will be focusing on (i.e., "I'm looking for //blank// to be spelled correclty," or "I'm looking for correct use of an apostrophe in //blank//").
 * The teacher then discusses how to correctly write the sentence and explains the grammar, spelling, and writing rules behind the corrections. Students should write down corrections and applicable grammar/spelling/writing rules in the "new learnings" column of the skills journal.
 * The teacher can emphasize new learnings from the skills journal in upcoming assignments. The teacher can also use new learnings as focus correction areas on Collins Type 3 and 4 writing assignments.

Note-making tools enable students to effectively and efficiently store, organize, and retrieve information. Providing students with note-making strategies encourages students to use information in higher order processes such as creating and evaluating. Just as students make notes on paper and electronic devices, they make notes matacognitively as well. Students are constantly accommodating and assimilating schemas in their memory as new information presents itself. Providing students with a few specific note-making tools encourages critical thinking.


 * T-Charts help studenst examine two facets of a topic.
 * Examples of uses include:
 * Making a decision by comparing resulting advantages and disadvantages (like getting a pet or taking a new job),
 * Evaluating the pros and cons of a topic (for example, adopting a new invention),
 * Enumerating the problems and solutions associated with an action (for example, analyzing the plot of a book or a topic like poor nutrition),
 * Listing facts vs. opinionsof a theme (great to use after reading a selection of text or a news article),
 * Explaining the strengths and weaknesses of a piece of writing (useful after reading a piece of persuasive or expository writing),
 * Listing any two characteristics of a topic (like the main ideas for a given topic and a salient detail for each idea


 * KWL and KWHL Charts (Know/Want/Learn and Know/Want/How/Learn)) are a type of note-making aid that help the student organize what they know and what they want to learn about a topic before and after the research is done.
 * They should be used before, during, and after a student reads about a new topic.
 * Filling out this chart serevs many functions:
 * Prepares a student for reading about a topic
 * Helps in reviewing what has been learned about the material
 * Gives help in obtaining more information
 * Readies the student to write about what they've learned.


 * Making notes about inferring during reading helps students understand what is implied by the author but not explicitly stated.
 * There are three main reasons for making notes about implicit information from texts:
 * It helps students learn to make inferences
 * It helps students think deeply about a text
 * It helps students practice metacognitive strategies


 * The Cornell method of note taking offers several advantages:
 * It results in more organized notes. It allows students to quickly and identify key words and key concepts from a lecture.
 * The notes can easily be used as a study guide for exam preparation.
 * The arrangement of information is aesthetically pleasing and easy to scan, making it easy to locate particular pieces of information.
 * The strategy may be adapted to a number of presentation formats.


 * Directions for using the Cornell method are as follows.
 * 1) Divide the paper
 * 2) Use loose leaf notebook paper and write on one side of the page only.
 * 3) Divide the paper vertically by drawing a line from top to bottom about 2" from the left side of the page
 * 4) Documentation
 * Write the following information at the top of each page: student name, course, date, and page number.
 * 1) Record notes
 * During lecture, record the main ideas and concepts on the right side of the page. This is the notes column.
 * Rephrase the information in your own words before writing it down.
 * Skip one line between ideas and several lines between topics.
 * Avoid writing in complete sentences; use symbols and abbreviations instead.
 * 1) Review and Clarify
 * As soon after class as possible, review the notes in the right column and clarify any ambiguous information.
 * Compare the information with the book and/or other students' notes.
 * Then pull the main ideas, concepts, terms, places, dates, and people from the right column and record them in the left-hand recall column.
 * 1) Summarize
 * Prepare a summary of the lecture material and record it at the end of the notes.
 * The summary may be in sentences or short phrases. It should include only the main ideas from the lecture.
 * 1) Study
 * Use both sections of the notes to prepare for quizzes and exams.

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