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These are the final versions of the power point and handout/outline. I made some finishing touches and added the citations to both. We need someone to print out enough handouts for the class Monday. Final power point Final handout/outline

new outline Sarah's sources The power point! The handout!

Here's an idea that Sam and I came up with on how to engage the class. Put them into groups and have each group do the following: create a pros and cons list for classes that force students to take notes in class (notes not available online or elsewhere) and also create a list for classes where students don't need to take notes in class (notes are available on D2L, powerpoint, etc). After their lists are made we could ask them to come up with what a good middle ground might be. This is just an idea so it's cool if anyone has other suggestions.

Hi guys, this is some info that i found on note tackign etc, the bold and underlined is the source However, studies of note-taking in classes have investigated the product-process function of notes. Kiewra (1985) found that students who took notes in class were better able to recall the main points than non-note-takers, suggesting that note-taking as a process facilitated learning. However, those who were able to review the notes performed even better. In this case, the notes as a product served as a useful external means of storing information.
 * __ http://findarticles.com/p/articles/mi_hb3247/is_2_29/ai_n28732128/ __**


 * __ Berheide, Catherine White "Notetaking and Review: The Research and Its Implications." //Teaching Sociology// 18.1 (1990): 135. //Education Research Complete//. EBSCO. Web. 14 Nov. 2009. __**

//**The**// paper focuses on //**the**// article "//**Notetaking**// //**and**// //**Review**//: //**The**// //**Research**// //**and**// //**Its**// //**Implications,"**// by A. //**Kiewra**//. //**The**// article reviews //**the**// //**research**// on //**notetaking**// behaviors //**and**// achievement. //**The**// //**research**// shows that more extensive //**and**// conceptual notes are related to higher achievement. //**Kiewra**// argues that instructors should inform students about //**the**// process //**and**// product functions of //**notetaking**// //**and**// their relationship to achievement. Based on his //**review**// of //**the**// //**research**//, //**Kiewra**// makes some suggestions for improving students' //**notetaking**// behaviors. Instructors should encourage students to record sufficient notes because //**the**// number of lecture ideas available for //**review**// is positively for achievement. Further, they should encourage students to take notes //**and**// to process information for immediate usage. In addition, students should reorganize their lecture notes after class. According to //**the**// //**research**//, students often fail to select //**and**// record critical lecture ideas. //**Kiewra**// suggests that instructors can help students to overcome this problem by providing oral or written cues.

Effective summarizing leads to an increase in student learning. Helping students recognize how information is structured will help them summarize what they read or hear. For example, summarizing of a reading assignment can be more effective when done within summary frames, which typically include a series of questions the teacher provides to direct student attention to specific content (Marzano, Pickering, & Pollock, 2001). Students who can effectively summarize learn to synthesize information, a higher-order thinking skill which includes analyzing information, identifying key concepts, and defining extraneous information. Note taking is a related strategy that teachers use to support student learning. Without explicit instruction in note taking, however, many students simply write down words or phrases word for word, without analysis (or good effect). Successful note-takers summarize to arrive at a nugget of meaning, which they are much more likely to retain. Students also benefit from using their notes as a document of their learning. Teachers can prompt students to review and refine their notes, particularly when it is time to prepare for an exam, write a research paper, or other summative assessment of learning.
 * __ http://www.netc.org/focus/strategies/summ.php __**
 * Summarizing and Note Taking **
 * Key Research Findings **
 * Students have to analyze information at a deep level in order to decide what information to delete, what to substitute, and what to keep when they are asked to give a summary (Anderson, V., & Hidi, 1988/1989; Hidi & Anderson, 1987).
 * Reading comprehension increases when students learn how to incorporate "summary frames" as a tool for summarizing (Meyer & Freedle, 1984). Summary frames are a series of questions created by the teacher and designed to highlight critical passages of text. When students use this strategy, they are better able to understand what they are reading, identify key information, and provide a summary that helps them retain the information (Armbruster, Anderson, & Ostertag, 1987).
 * Teacher-prepared notes show students what is important and how ideas relate, and offer a model for how students should take notes themselves (Marzano et al., 2001).
 * Notes should be in both linguistic and nonlinguistic forms, including idea webs, sketches, informal outlines, and combinations of words and schematics; and, the more notes, the better (Nye, Crooks, Powlie, & Tripp, 1984).
 * When students review and revise their own notes, the notes become more meaningful and useful (Anderson & Armbruster, 1986; Denner, 1986; Einstein, Morris, & Smith, 1985).