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21/2/2020 Note-taking tools and tips | Harvard Initiative for Learning and Teaching

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Note-taking tools and tips


October 15, 2014
This blog entry is part of a series of topical Practice-Oriented Literature Overviews written by
the HILT Research Fellows.
by Michael C. Friedman

Note-taking should be an obvious practice and an intuitive skill: pay attention in class, and
scribble (or with the current generation of students, type) furiously as the instructor speaks and
displays slides of information, right?
Good note-taking practices can potentially make the difference between efficient study behaviors,
better course outcomes, and even retention of course content beyond a course’s conclusion.
Unfortunately, many students are unaware of the benefits of effective note-taking on their learning
and the importance of cultivating their note-taking skills over the course of their education.
Notes on note-taking: Review of research and insights for students and instructors reviews
the existing research on note-taking and makes recommendations for both students and
instructors:
For students:
Avoid transcribing notes (writing every word the instructor says) in favor of writing notes in your
own words.
Review your notes the same day you created them and then on a regular basis, rather than
cramming review into one long study session immediately prior to an exam.
Test yourself on the content of your notes either by using flashcards or using methodology from
Cornell Notes. Testing yourself helps you identify what you do not yet know from your notes,
and successful recall of tested information improves your ability to recall that information later
(you will be less likely to forget it).
Carefully consider whether to take notes on pen and paper or with a laptop. There are costs and
benefits to either option.
We are often misled to believe that we know lecture content better than we actually do, which
can lead to poor study decisions. Avoid this misperception at all costs!
For instructors:
Explain your course policies regarding note-taking at the start of the semester (Do you allow
laptops? Do you provide slides to students before or after class?). Point to the literature/research
and your own experience to support your policies.
Prior to lecture, provide students with materials so that they become familiar with main ideas or
topics. This will help students identify the important concepts during class and take selective

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21/2/2020 Note-taking tools and tips | Harvard Initiative for Learning and Teaching

notes (however, avoid giving students so much material that they elect poor study behaviors such
as relying on materials instead of attending class and taking notes).
Encourage students to take notes in their own words rather than record every word you say in
class. Doing so will lead to deeper understanding during lecture, more student engagement in
class, and better retention of course content.
Make connections between current and previously discussed course concepts, and encourage
students to make such connections on their own. Doing so will help students retrieve related
ideas when they are needed (i.e., during an exam) and assist your students in identifying
relationships they would have otherwise missed.

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