5.7.1: Preparation for Note-Taking
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When we think about listening we think about, well, hearing sounds via the ears. However, when it comes to listening in order to pick up key points for note-taking, it takes more than just hearing. In this case, it takes a “critical ear,” that is, absorbing key points by noticing not only the words spoken, but also by noting tones, volume, and even the body language that goes along. Additionally, being an active listener increases a note-taker’s chances of getting the information needed. Exercise 1 illustrates common non-verbal communication.
EXERCISE 26-1
PART A
List as many non-verbal, emotional cues as you can by studying the faces in the pictures below.
PART B
The image below illustrates non-verbal body language. Describe a few poses or body movements one or more of your teachers now, or from the past, takes or has taken that communicates: pay closer attention. It might be from these examples, or something quite different. For example, an instructor might move close to the front row and fold his/her arms to indicate that what he or she will be saying is of a more serious nature. For another example, if he or she moves toward the white board to write something, it’s probably key information.
In previous units, we covered ways that students can actively engage in the learning process in order to get the most out of their education. There are ways to actively listen as well, in order to get the most out of lectures and, more importantly, take all of the notes that might be required. The video in the next exercise covers several active listening strategies along with why we sometimes have difficulty listening.
EXERCISE 26-2
PART A
Watch the TED talk below and answer the following questions:
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=126
PART B
Taking into consideration all of the activities in the exercises above, write a one-page (250-300 words) reflection on how you can use the information on non-verbal and listening skills to enhance both your ability to pay attention to lectures and to take better notes on them.
Perhaps the most useful learning tools of all are notes taken from both lectures and course materials. By annotating for key information, then condensing it, students create personalized summaries helpful for studying.
Often, students are unsure about what constitutes “key information.” Here is a list of items to highlight or annotate for in textbooks and a list of items to listen for in lectures.
The following elements of a textbook chapter are especially important in helping you discern key information:
As the lecturer, live or video, presents the material, there are two types of key information cues to be aware of.
NONVERBAL CUES
A speaker will often have unique facial and body nonverbal cues that alert you to several things, as you learn to “read” your professor:
VERBAL CLUES
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at:
https://openoregon.pressbooks.pub/co...pter/lesson-1/
and
https://openoregon.pressbooks.pub/co...n-and-formats/
License: CC-BY Attribution.
Adaptions: Changed formatting, removed emoticon image, embedded Ted Talk video, slight edits for consistency, combined Lessons 4.1 and 4.2, retitled chapter.
Julian Treasure: 5 Ways to Listen Better. Authored by TED.com
Located at:
https://www.ted.com/talks/julian_tre...ge=en#t-440931
License: CC-BY–NC–ND 4.0 International.
“Universal Emotions” image by Icerko Lýdia is licensed under CC BY 3.0
“Men Silhouette” image by geralt is in the Public Domain, CC0