The terms note making and notetaking are often used interchangeably, however they do have slightly different functions which can be helpful to understand so you can decide which technique is best to apply.
This is often done during lectures as a sort of dictation. It requires you to listen and write information as you go. When reading, if you are simply noting the content of what is written, this can also be seen as a note taking process.
When notetaking, you are required to listen and write at the same time, which can be challenging. The speed of the lecturer will also impact your ability to take notes. This is why it is important to explore strategies to notetaking to find a style that works effectively for you.
Key features of notetaking:
This is where you create your own understanding, put things into your own words, add in your own links and questions. You usually do this after you have taken notes from lectures or reading.
Key features of note making include:
In summary, notetaking captures information in an organised, logical format whereas note making transforms the information to provide a deeper insight and retention of information.
Before |
Divide up your page into three sections.
This system works best if you use either a whole notebook in the same way for one topic or module. Or if you use a perforated notebook so you can tear out the pages and put them into a folder. Write the title of the lecture, the module it relates to and the date, or the referencing info if using a source at the top of the page before you begin. |
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During |
Begin by taking notes in the largest of the 3 boxes:
Sentence: In ancient Egypt it was commonplace that when a Pharaoh died, they would have often requested before death, to have their living servants, pets and concubines sealed up within the tomb with their sarcophagus. Bullet: Dead Pharaoh - sealed tomb with living servants, pets & concubines. Include questions for yourself as you go along – anything you don’t understand or want to explore further? |
After |
As soon as the lecture/reading etc. is concluded, read through your notes to check they make sense.
In the left hand margin:
In the bottom box summarise the notes. Think: how would I explain this to someone else? – a bit like a giving a summary of a film you have watched. |
Using your notes |
Summaries will be able to refresh your memory at a quick glance. Key words in the margin will help you find topics for revision and essay planning. Easy to cover up information to test memory for revision. Can easily highlight links to other topics and learning. |
Before |
Write the title of the lecture, the module it relates to and the date, or the referencing info if using a source at the top of the page before you begin. This system works best if you use either a whole notebook in the same way for one topic or module. Or if you use a perforated notebook so you can tear out the pages and put them into a folder. It’s a good idea to plan to use two different colours and have a clear set of abbreviations to make your notes more useful. |
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During |
Begin by taking notes from the top of the page.
Keep your notes spaced out as then you will be able to add in more later. Remember to:
Sentence: In ancient Egypt it was commonplace that when a Pharaoh died, they would have often requested before death, to have their living servants, pets and concubines sealed up within the tomb with their sarcophagus. Bullet: Dead Pharaoh - sealed tomb with living servants, pets & concubines. Include questions for yourself as you go along – anything you don’t understand or want to explore further? – maybe use a different colour for these? |
After |
As soon as the lecture/reading etc. is concluded, read through your notes to check they make sense.
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Using your notes |
Clear chronological order to ideas – good for audio recording. Writing out points in linear format can help cement a logical progression. Easy to create and simple to follow. |
Before |
This system works best if you use either a whole notebook in the same way for one topic or module. Or if you use a perforated notebook so you can tear out the pages and put them into a folder. Write the title of the lecture, the module it relates to and the date, or the referencing info if using a source at the top of the page before you begin. Divide either your time into quarters e.g. 1 hour lecture = 4 x 15 minutes. Each box represents 15 minutes of the lecture. Mark how long each box will cover. |
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During |
Keep a note of the time.
Sentence: In ancient Egypt it was commonplace that when a Pharaoh died, they would have often requested before death, to have their living servants, pets and concubines sealed up within the tomb with their sarcophagus. Bullet: Dead Pharaoh - sealed tomb with living servants, pets & concubines. Include questions for yourself as you go along – anything you don’t understand or want to explore further? |
After |
Assess whether you have enough in each box. Are there any gaps? Is there more in one box than another? Read through your notes to check they make sense.
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Using your notes |
Chronological order to notes means they can be easily synced with audio recording. Easy to cover up information in each section to test memory for revision. If you find it hard to stay focused, this can help prompt you to reengage during lectures and reading. |
Before |
Orientate your page to landscape. This works best if you use blank paper.
Write the title of the lecture, the module it relates to and the date, or the referencing info if using a source at the bottom of the page before you begin. Try to use different colours and make this as visually stimulating and clear as possible. If you know in advance the sub topics which will be covered, then you can also add these in advance. |
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During |
Begin by taking notes by using either:
And as you develop your understanding link these together with lines
Sentence: In ancient Egypt it was commonplace that when a Pharaoh died, they would have often requested before death, to have their living servants, pets and concubines sealed up within the tomb with their sarcophagus. Include questions for yourself as you go along – anything you don’t understand or want to explore further? |
After |
As soon as the lecture/reading etc. is concluded, read through your notes to check they make sense.
|
Using your notes |
Allows you to make connections visually which helps with memory. Also generate ideas which can be useful for essay planning Non-linear so free to develop in any direction Allows you to condense ideas without using words |