Key No. 5
Reference Note Taking
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Unstructured note taking during a lecture will only at best
capture part of the information and at worst require deciphering and hours of
editing and research. |
A
Frame of Mind
"Have you been listening to what I've been
saying?" How many times have you heard this remark by a parent, teacher,
lecturer or the boss?
Have you been day-dreaming or have you been
trying to second guess? Have you been thinking of what question you might be
asked or have you any interest in the subject? Somehow you believe that the
point being made or subject matter in question, as it is presented to you, is
incomprehensible, subjective, ill prepared or lacks cohesion. Your recording or
note taking of the proceedings is haphazard and sporadic to say the least.
The Records Show
These attitudes certainly detract immensely from
your ability to understand a subject and indeed nothing coherent is learned.
Any form of disinterest or preoccupation cannot be corrected except by
yourself. A badly prepared lecture, speech or talk, however, cannot either be
extrapolated or interpreted successfully and is inexcusable. Unstructured note
taking during a lecture will only at best capture part of the information and
at worst require deciphering and hours of editing and researching.
Interrogative Approach
To overcome the lack of interest in any subject
it is necessary to adopt an interrogative role, e.g. "what is he talking
about?", "has she all the facts?", "am I getting the
complete story?", "can he support the information being given?",
"do I have any questions for her?" Once you undertake this approach
it is surprising how interesting any subject can become through participation
and involvement either directly or indirectly.
Restriction of Preciseness
Recording in the formal sense where the subject
matter is recorded practically "word for word" in long hand or in
precise detail using short-hand restricts the interrogative participation.
Participation, directly or indirectly, is recommended in all cases whether the subject matter is difficult,
uninteresting or interesting. Consequently a more suitable method of note
taking is required.
Structured Note Taking
Structured note taking will allow the level and
degree of participation required. Structured note taking should be in the form
of some of the techniques and aids described earlier, e.g. key points,
ancillary points, schematics, mind maps ® and the big picture technique. The
use of these techniques will permit participation, directly or indirectly, in
the subject being discussed. These techniques allow easy highlighting of the
main points as they arise and the insertion, where necessary, of queries or
ancillary information as required afterwards. Your shorthand skills will also
be of use here. The formalising of these notes can then be taken as another
phase of revision.
Take a Leaf out of Someone Else's Book
The structured notes taken during a lecture
should highlight queries that need to be resolved, additional research that
should be undertaken and references to associated material that has to be
examined.
As revision is repeated and as the subject is
developed numerous new ideas, cross references and additional pieces of
information are obtained. These should be inserted into the notes. In this way
the subject is linked, associated and developed on an on-going basis and it
does not remain fragmented, disjointed and stagnant.
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