On this episode we take a look at what is a bit of a new revelation to us as teachers. It is definitely something that should've been (and may have been) explained to us in our teaching education. This revelation is the concept of effective note taking.

Furthermore, focusing less on what is written and more on what we ask students do as their post-writing retention process. This is where the episode gets its namesake. After note-taking, or any lesson for that matter, some sort of processing activity or study habit must be completed. This must be done in many repetitions to avoid what is sometimes referred to as the "Curve of Forgetting." (Researched by the University of Waterloo).

Need to know more about this curve? This video may help.

Note taking: Not new, but important!

We know note taking is not a new thing. Over the years of teaching, we've gone back and forth on our note taking. What priority should it be given? How often should we be doing this? How do we teach our students to take notes? What is the best strategy? We have arrived at a conclusion: it is less about the notes and more about what you do with the notes. This is why we called the episode Respect the Process(ing). The emphasis is not just on the process of note taking but also on the processing of the notes.

New to us, but not knew to the world is the rate of forgetting. We feel like that this is something we should've been taught in teacher education school. Google the term "rate of forgetting" or "curve of forgetfulness" and you get many results. We came across these two posts: Post 1 and Post 2. Both are variations on how repetition can combat this forgetting that we are all prone to. One of the conclusion is that the brain can forget 90% of what was learned within 24 hours unless repetition takes place. Sometimes notes feel like a tedious unfruitful task, but with these moments of repetition slows the forgetfulness immensely.

https://www.weforum.org/agenda/2015/05/whats-the-most-effective-way-to-take-notes/

What do we do to increase repetition?

It does not matter as much how the notes are taken. It could be copying from the board, dictating from a lecture or video, filling out a model from science or completing practice problems in math. Each note taking method has its value in and of itself. Some of the formats might be outlining, T-chart, mind map, Cornell notes, etc. Again, in the end, it does not matter. Give the students a purpose for taking the notes. This purpose lies in what you do with the notes when you are done. It can't just be you'll need this to study for the test. It has to be more purposeful especially if they don't know how to do that.

The purpose becomes the processing of the notes. For example, in Cornell notes the students write a summary at the end. They write questions and key concepts down the left side. These are the steps that require students to think about the notes. Luke uses a Quizizz to reinforce the main parts of what he had the students take notes on. These are the moments of repetition that even in a couple attempts they will remember more. Another approach to create the first opportunity of the notes, you could have the students pair up and ask/answer self-created questions. This is so simple and so powerful. Students should try to respond to questions without using their notes and highlight the notes they struggled to recall. In doing this, they are essentially checking their understanding.

Create "Desirable Difficulties"

In the article, Fail Productively..., they describe the challenge that must exist in learning to make gains. "Read through your notes" to study for a test is what I am guilty of saying far too many times in my classroom. The article states there must be some sort of resistance. "It’s like physical exercise: you need to feel a bit of resistance to make significant long-term gains." Turn the notes into a self-quiz. Write a summary at the end.