note taking
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University of the People**We aren't endorsed by this school
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UNIV 1001 1
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Information Systems
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Dec 20, 2024
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14
Uploaded by ChancellorMorningTrout50
Learning Guide Unit 6Site:University of the PeopleCourse:UNIV 1001-01 Online Education Strategies - AY2025-T2Book:Learning Guide Unit 6Printed by:Rethabile MakleinDate:Thursday, 19 December 2024, 8:09 AM
Table of contentsOverviewStudying and Note-Taking TipsActive ReadingAnnotating: Creating an Annotation SystemNote-Taking StrategiesFeedbackDiscussion ForumLearning JournalSelf-QuizGraded QuizReading and Other Resource List
OverviewUnit 6: Studying and Note-Taking TipsTopicsNote taking strategiesReading strategies for studyingFinding feedback from peer assessmentLearning ObjectivesBy the end of this Unit, you will be able to:1. Apply di±erent note-taking strategies that can be used e±ectively for processing di±erent types of information.2. Demonstrate a note-taking strategy to study the main ideas and most important details in written work.3. Recall how to ²nd your feedback on a peer assessed submissionTasksRead the Learning Guide and the Reading AssignmentsParticipate in the Discussion Assignment (post in, comment on, and rate the Discussion Forum)Complete an entry in the Learning JournalTake the Self-QuizTake the Graded Quiz
Studying and Note-Taking TipsIntroductionFor the ²nal 3 weeks of class, we are going to focus on academic preparation skills to help you develop e±ective study habits to support you throughout youracademic career – and beyond. This week, we will start by examining studying and note-taking skills.Watch: What Do Top Students Do Di±erently?READand TAKENOTESon:Baldwin, A., August, L., Bennett, J., Mathues, S., Monroe, S., O’Leary, MJ., Pearson,A., Troesh, J., & Watts, M. (2023).CollegeSuccess.https://openstax.org/details/books/college-successLicensed under CC 4.0Chapter 5: Reading and Note-Taking.Section 6.1: MemoryLet's begin!Be sure to go through the entire Learning Guide.
Active ReadingStudying and note-taking are a central part of college learning, but to study e±ectively, you need to be able to read pro²ciently. Reading di³cult and detailedtext can make it challenging to remember what you have read. Very few people can read a text once and retain all of its details. Learning how to reade±ectively makes it easier to retain what you have learned. By reading with a purpose, you will achieve deeper learning.Active reading involves deeper engagement with the text before, during, and after reading. A good way to understand active reading is by comparing andcontrasting it to what’s sometimes called passive reading. As you read, re´ect on your own reading practices. Have you been reading actively, or readingpassively?Licenses and AttributionsExcelsior Online Reading Comprehension Lab: Active vs Passive ReadingLicense: CC-BY-4.0
Annotating: Creating an Annotation SystemTaking notes as you read is one good way to improve knowledge retention. In order to become the most e³cient learner, it is important to learn some e±ectivestrategies for organizing the information that you read so that you can more easily study it and retain it.ReuseRights of useEmbed0:00 / 6:45Alternately, you can read theAnnotating Transcript [PDF]and practice with the Annotating Handout [PDF].Licenses and AttributionsExcelsior Online Reading Comprehension Lab: Annotating: Creating an Annotation SystemLicense: CC-BY-4.0
Note-Taking StrategiesDi±erent note-taking strategies may be more e±ectively used for di±erent applications and types of information. It is helpful to learn each strategy andunderstand how to best use it and with which type of information or text. Together, reading skills and note-taking skills allow you to study more e±ectively. Thisweek, you will learn strategies to improve your reading, note-taking, and studying skills.Watch: Taking NotesKnowledge CheckRead each question below and then select the response to reveal the answers. Each response will provide tips to help support your note-taking strategies.1. When taking notes in class, it is important to…2. What is the best way to take notes?3. Which note taking strategy is the best for you?write down everything the professor says.write your notes in your own words.only summarize the key pointsBy hand.On a computer.Neither, I don’t take notes.The Outline Method.The Cornell MethodThe Mind Map MethodThe Flow Method
4. When should you review your notes?Licenses and AttributionsChapman Learning Commons: Taking Notes. License: CC-BY-4.0The Write on the Slides MethodHowever I feel like taking them that day.Before a big test or assignment.Right after class.As often as I can.It doesn't matter.
FeedbackIn addition to your work on critical thinking this week, you will have the opportunity to read feedback from your peers on your Unit 2 Written Assignment. Asyou read the feedback your peers left on your Written Assignment, remember that one of the goals of peer assessment is improvement. As you write yourWritten Assignment this week, how can you use the feedback you received to improve your work?Watch: Peer Assessment (Finding Your Feedback)Alternately, you can download the presentation Peer Assessment (Finding Your Feedback) Presentation [PDF].NOTE: For more information on peer assessment visit the UoPeople Peer Assessment O³ce (PAO) in the LRC
Discussion ForumAfter reviewing the reading assignments this week, it’s time to put some of your new note-taking skills to use.Choose a note-taking strategy that was presented in the unit. Then, use your note taking strategy to take notes on the following:Smith, S., & Smith, R. (2015). Money trees (No. 663) [Audio Podcast Episode]. In Planet Money. NPR.https://www.npr.org/sections/money/2015/11/13/455941812/episode-663-money-trees1. What note-taking strategy did you select? Why? (Be sure to attach a copy of your notes to your response - you cannot earn full credit for this assignmentwithout attaching your notes.)2. How will the note-taking strategy you selected help you study? How does this compare to other note-taking strategies you looked at this week?Discussion RequirementsYour post should be between 150 and 300 words. Remember to post as early as possible, preferably by Sunday evening, in order to allow time for you andyour classmates to discussion.Discussion ResponsesIt is your responsibility to respond to three classmates by providing comments, asking questions, or having a conversation about their main post. Feedbackshould be appropriate, meaningful, and helpful. For instance refer to how your own experience supports/contradicts the opinions developed by your peers. Ifyou think they are too general or not rooted enough in personal experience, you may also ask for more detailed examples supporting these opinions. Inparticular make sure that the examples provided are properly referenced and that you are able to access them. Overall, your comments should contributepositively to the conversation by broadening or clarifying it. Feedback should be at least 3-4 complete sentences (100 words).Rating DiscussionsAfter posting an appropriate, meaningful, and helpful response to your three classmates, you must rate their posts on a scale of 0 (unsatisfactory) to 10(Excellent). The rating scores are anonymous; therefore, do NOT mention in your remarks the separate rating score you will give the peer. The instructor is theonly person who knows which score matches the comment given to a peer. Some classmates may worry that some peers will not provide a fair rating, or beunable to provide accurate corrections for grammar or other errors. It is the instructor’s responsibility to ensure fairness and accuracy.10 (A) -Excellent, substantial, relevant, insightful, enriching, and stimulating contribution to the discussion. Also, uses external resources to support positionwhere required and/or applicable.8 - 9 (B) -Good, quite substantial and insightful, but missing minor details which would have otherwise characterized it as an excellent response.6 - 7 (C) -Satisfactory insight and relevance, but required some more information and e±ort to have warranted a better rating.4 - 5 (D) -Limited insight and relevance of the material; more e±ort and re´ection needed to have warranted a satisfactory grading.0 - 3 (F) -Unsatisfactory insight/relevance or failure to answer the question, re´ecting a poor or limited understanding of the subject matter and/or theguidelines of the question.Academic IntegrityIf at any time you suspect that a post in this Discussion Forum violates UoPeople's rules regarding plagiarism and/or any aspect of UoPeople’s Academic Codeof Conduct, please notify your instructor immediately.Feedback and RatingHere are some questions to consider as we think about the feedback and rating to give our classmates:1. Did the peer respond to everything asked by the assignment prompt?2. Was the peer’s overall response organized and logical? Was it easy to follow and smooth?3. Was it easy to understand the ideas the student was trying to communicate, or did you have to make assumptions to make sense out of what thepeer wrote?4. Did the peer use their own words, or if they borrowed from somewhere else, did they give credit to the source they used?5. Were there consistent errors in grammar and punctuation that made it hard to understand or make sense out of the writing?NOTE: Your instructor will be reviewing responses, ratings, and comments. Your instructor will adjust ratings if he/she believes that they do not seemwarranted or supportable.
Learning JournalRe²ection Topic: Applying FeedbackGo back to your Unit 4 Learning Journal. Use the instructor’s feedback you received to write a ²ve-paragraph essay about something that you enjoy doingoutside of school and work. In your ²rst paragraph tell the reader, what activity you selected, and why it is important to you. Next, are the three statementsthat you wrote in your outline; turn each of these statements into three brief paragraphs.One of these body paragraphs should contain information that you learned from reading the library article and paste the information from the articleusing quotes. After the sentence with the information from the article, you need to put in an in-text citation to show that this information is not yourown. This is done by placing the last name of the author, year of publication, and page number or paragraph number in parentheses.Finally, conclude the essay with a paragraph that wraps up your thoughts. Remind the reader why you selected this topic to encourage them to try the activitythemselves. At the bottom of the essay, you should give credit to the author of the article that you read and used in your work. Example:Reshef, S. (2022). Why Free Education is important for all. UoPeople. https://www.uopeople.edu/#Your writing for this week should be between 300 and 500 words.Learning Journal RubricThe rubric detailing how you will be graded for this assignment can be found within the unit's assignment on the main course page.In-Text Citation ExampleFor example, you took a quote from an article that was written by our university president Shai Reshef you will cite it as: " Education should be free forall” (Reshef, 2022, p.6).
Self-QuizThe Self-Quiz gives you an opportunity to check your understanding of what you have learned so far.The results of the Self-Quiz do not count towards your ²nal grade, but the quiz is an important part of the University’s learning process and it is expected thatyou will take it to ensure understanding of the materials presented. Analyzing your results will help you perform better on future Graded Quizzes and the FinalExam.The Self-Quiz will remain open until the end of the term and allow unlimited attempts.Please access the Self-Quiz on the main course homepage; it will be listed inside the Unit.
Graded QuizThe Graded Quiz will test your knowledge of all the materials learned thus far. The results of this quiz will count towards your ²nal grade.Please access the Graded Quiz on the main course homepage; it will be listed inside the Unit.Good luck!
Reading and Other Resource ListBelow is an annotated APA list of all the reading and other resources found within this unit's learning content.Barton, D. (2015, March 26).What do top students do di±erently?[Video]. TEDx Talks. Made available through KalturaWhat do top students do di±erently? Transcript [PDF].Chapman Learning Commons: Taking Notes. (n.d.). Taking notes. The University of British Columbia. https://learningcommons.ubc.ca/student-toolkits/taking-notes/Taking Notes Transcript [PDF].Baldwin, A., August, L., Bennett, J., Mathues, S., Monroe, S., O’Leary, MJ., Pearson,A., Troesh, J., & Watts, M. (2023).CollegeSuccess.https://openstax.org/details/books/college-successLicensed under CC 4.0Chapter 5: Reading and Note-Taking.Section 6.1: MemoryWhile Chapter 5 introduces reading and note-taking skills, these strategies are vital for academic success in both traditional and digital learningenvironments. Whether engaging with textbooks or online articles, active reading techniques enhance comprehension. Likewise, memory strategiesfrom Chapter 6.1 are crucial for retaining what you learn, both in the classroom and through online resources like videos or presentations.Excelsior Online Reading Comprehension Lab. (2020). Active vs Passive Reading.Excelsior. https://owl.excelsior.edu/orc/introduction/active-reading/Excelsior Online Reading Comprehension Lab. (2020). Annotating: Creating an Annotation System. Excelsior. https://owl.excelsior.edu/orc/what-to-do-while-reading/annotating/annotating-creating-an-annotation-system/Annotating: Creating an Annotation System Transcript [PDF].Annotating HandoutSmith, S., & Smith, R. (2015). Money trees (No. 663) [Audio Podcast Episode]. In Planet Money. NPR.https://www.npr.org/sections/money/2015/11/13/455941812/episode-663-money-treesYou will use this podcast for the discussion