Textbook Reflection

Our textbook emphasizes the importance of summarizing and note taking in chapter six.
The authors state that note taking requires students to identify essential information and then
organize, sort, and classify that information in a meaningful way (Dean, Hubbell, Pitler, & Stone,
2012). Dean and colleagues also recommend using a variety of note taking strategies to help
students remember and understand new information in different ways (2012). Mrs. T, my
cooperating teacher, often using note taking as an instructional strategy in her classroom.
On multiple occasions I have observed Mrs. T and the students in her classroom taking
notes. She typically uses the Elmo or types her notes on the computer and projects them onto the
SmartBoard. This way, students can watch her as she takes notes as well as insure that their notes
match hers. During a science lesson, she provided the students with a handout that already
contained the note taking structure. As the students did an experiment and made observations,
she would direct their focus by asking questions to clarify details. The students were creating the
observations to write in their notes, but she was helping them to make their observations clear
and concise. After her and the students had agreed on how to explain an observation, she would
write them on her note sheet and use the Elmo to project them on screen.
During math period, I have observed my CT utilize different note taking strategies. In one
lesson, she used a Frayer model with students. This format contained a definition of the concept,
examples, and non-examples of the given idea. In a different lesson, she created a format on the
computer in which she could type notes, but had the students create the format in their math
notebooks. Mrs. T used a chart-style note taking strategy to teach the students important
vocabulary. Rather than having the students copy notes she had already written, Mrs. T engaged
the students in conversation about the vocabulary. As a class they developed definitions for their

math vocabulary. In the chart, the students also had to include an example of the word/concept
and draw a picture. They could use the example shown by the teacher, or create their own.
Initially, I was surprised how often Mrs. T using note taking as an instructional strategy
with her third grade students. I dont remember taking notes in class as an elementary student,
and my note taking experiences since then have never been very fulfilling. Through research, it
has been shown that students as young as third grade can develop note taking skills to promote
their learning (Lee, Lan, Hamman, & Hendricks, 2008). Before my observation, I thought that
note taking for third graders was boring or ineffective; but my teacher interacted with her
students and let them decide the important details of the content. Or course, taking notes is still
not Mrs. Ts favorite activity or her students, but she has given them ownership over the content
and incorporated their ideas into note taking. If students are off the mark on a certain topic, she
will redirect their thinking or help them to clarify their thoughts. Thus, note taking in Mrs. Ts
classroom in a collaborative activity in which the students interact with the content, one another,
and the teacher.
Through observation, I have noticed that note taking works best when it does not take up
the entire period for a given subject. For example, the students did very well taking notes on
math vocabulary, but by the end of the math hour they were losing focus. This experience leads
me to believe that while note taking is important, it is also important to include other activities or
variety within one lesson. During the math vocab review, I also noticed that some students were
unable to correctly recreate the format Mrs. T had on the projector. During note taking, some of
the students began to panic as they realized they skipped a box or forgot space for something.
Thankfully, I was able to help students find easy fixes to their problems, but it may have taken
more time if I hadnt been there to assist. When students take notes in my classroom, I will

provide the note taking template before the students start to take notes. Hopefully that way I can
avoid some of the confusion and panic that Mrs. Ts students experienced.
If Mrs. T used note taking more often, I believe she would need to use even more variety
in the note taking strategies she uses. When reviewing chapter six in the text, I was reminded that
there are non-linear and linear forms of note taking (Dean et. al., 2012). My CT mostly uses
linear formats when taking notes with her students. I always take notes in a linear fashion, so
when I am a teacher I will deliberately try to use non-linear methods (along with linear) so that
my students can use a format that best promotes their learning. In fact, in a research study of
adult learners, those using non-linear methods had a higher quantity and quality of learning
(Makany, Kemp, & Dror, 2009). While this may not be true for all learners, it is important that I
give my students the exposure to different note taking methods.
Observing my CT use note taking as an instructional strategy has changed my opinion on
elementary students taking notes. Mrs. T showed me that note taking can be interactive,
collaborative, and engaging. When I am teaching, I intend to explicitly teach my students how to
take notes. Explicit teaching of note taking strategies is one of the recommendations made by the
authors of our textbook (Dean et.al., 2012). Using a variety of note taking strategies in my
classroom as well as explicitly teaching and modeling how to take notes will help my students to
be better learners and use higher-order thinking skills.

References
Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2012). Summarizing and Note Taking. In
Classroom instruction that works research-based strategies for increasing student
achievement (2nd ed.). Alexandria, Va.: ASCD.
Lee, P., Lan, W., Hamman, D., & Hendricks, B. (2008). The effects of teaching notetaking
strategies on elementary students science learning. Instructional Science, 36(3), 191-201.
doi:10.1007/s11251-007-9027-4
Makany, T., Kemp, J., & Dror, I. E. (2009). Optimising the use of note-taking as an external
cognitive aid for increasing learning. British Journal Of Educational Technology, 40(4),
619-635. doi:10.1111/j.1467-8535.2008.00906