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Learning to memorize
Memorization is an essential skill to develop in order to better understand the material and take exams. In this section, you will find some techniques that will help you develop it better.
Procedure
Step 1: Synthesize and organize content
When preparing for an exam, you often have to study course notes. The content of the notes must first and foremost be well understood. It is very difficult to retain information that you do not understand. It is therefore important to make sure that you understand all the elements, concepts and concepts that are being studied. Using the Cornell method for taking notes (see the section Taking lecture notes), this step should have already been done by the time you completed the bottom section of the lecture notes. This is a step that should not be neglected.
Here is a classic example of organizing lecture notes that can be done in order to better prepare for memorizing them.
- Make a table of contents of the content of the course notes to be studied. It is possible to start this step from the outline that several teachers present at the beginning of the course.
- Transcribe the content to be memorized according to this table of contents, while synthesizing it.
- Divide into sections and subsections.
- Divide the content into main ideas and secondary ideas.
- Summarize the content and synthesize it. So you have to choose what to study. It is not necessary to memorize everything, for example. If the teacher has given several examples of a phenomenon, retaining only one will suffice.
By synthesizing and organizing the content, it will be easier to memorize. Moreover, by acting in this way, the work is done simultaneously on the “comprehension” and “memorization” components of an effective study. This step allows you to link concepts together in order to better understand the links between them.
Summarized and structured content is easier to remember. To synthesize and organize it, some people gather the related concepts in a table, a diagram or a concept map. The Making Concept Maps section of this site presents a method for learning how to make this type of diagram and includes an example.
Step 2: Repeat content
To memorize content, simply reading it is far from enough. Once read, to ensure that a notion is mentally recorded, one must make the effort to recite it. This effort must be made from memory (i.e. without looking). We can thus say out loud the essence of the notion read. By dint of repeating this information, circuits will be created in the brain. The repetition of information thus helps to memorize it.
Steps to be taken once the content has been synthesized and organized (chapter 1, chapter 2, etc.)
- Read and recite the structure (table of contents) in Section 1 (repeat as needed).
- Read and recite subsection 1.1 (repeat as needed) and read and recite example 1 (repeat as needed).
- Repeat steps 1 and 2.
- Read and recite subsection 1.2 (repeat as needed) and read and recite example 2 (repeat as needed).
- Repeat steps 1 and 2 and 3.
- Proceed as follows…
Once Section 1 has been memorized, the same can be done for Section 2 and the following.
This step is essentially the one that will take the longest to complete. Careful! The work environment can influence concentration and thus promote or not memorization. You have to make sure you are in a place that is conducive to learning: quiet, well ventilated and lit, etc.
You also have to make sure you understand the material. If it doesn’t, it may be difficult to remember. By dint of repeating, you will also make connections between the different information. These will make it easier for you to memorize the material.
A few rules to follow:
For every 30 minutes of recitation/memorization, take a 5-minute break. It is also preferable not to work more than three consecutive hours.
Also remember to alternate the usual order of your notes. This too can promote learning. Indeed, the brain tends to remember the first and last elements during a study sequence. By alternating, you ensure better memorization.
Step 3: Schedule different times in your calendar to redo step 2
Studying should make it possible to transfer the knowledge that is in working memory (short-term) to long-term memory. This is what will enable sustainable learning. In order for content to remain imprinted in the memory, step 2 (recitation) should be repeated as often as possible before the evaluation. This is why it is best to plan study sessions several days before an exam and to space them out in order to maximize your efforts.
Is it a good strategy to plan to study only the evening before the exam? It has been shown that this is not a winning strategy. Memory will probably not be able to consolidate all the information. You will retain some of them, but you will forget them very quickly after your evaluation.
The more often step 2 is repeated, the faster the recitation of the content will be done. Thus, if 30 minutes were needed to recite a content the first time, for the second repetition it may only take 20 minutes. At the third, 10 minutes… And so on. It is desirable that the day before the evaluation, you can recite this content fluently and without a hitch in a few minutes or even seconds (depending on the quantity and complexity). Several learning sessions are therefore conducive to information retention.
Some strategies to memorize better
Using all the senses makes learning easier.
- Choose highlighters of different colors to organize the notes (always highlight the definitions in pink for example).
- Recite aloud content to memorize. Nothing prevents you from transcribing it from memory into writing…
- Don’t forget hearing, touch/kinesthetic to promote memorization: listen to the reading of your pre-recorded notes; miming certain manipulations or protocols to be performed, recite\sing content in a rhythmic way.
Using mnemonic devices
For example, make a sentence in which each of the first letters of the words corresponds to what you want to remember.
A known example for memorizing the order of the planets is the following:
Mon Vieux Tu M’as Jeté Sisteryour Une Nnew Planète
(for Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto)
Proceed by association
- Making connections with your acquaintances is essential!
- Relate information with knowledge from the same course.
- Link the information with your previous knowledge on the subject.
Make connections with the subject to be studied and everyday life
- Think about the usefulness of this notion in your personal life or your future profession.
- Visualize everything in a professional context with this notion to apply.
This makes it possible to give meaning to new learning, to promote understanding and to facilitate memory storage (and ultimately to understand its usefulness in a real context).
For more information:
Bégin, C., (1995). Become efficient in your studies. Beauchemin Edition.
Escudier, F. and Debas, K. (2020). Learning to succeed. ERPI.
Lieury, A., (2005), But where is it… My memory? Discover and master mnemonic processes. Dunod Publisher.
Lieury, A., (2008), Stimulating your neurons… Yes, but how. Dunod Publisher.
Laval University. Interactive training: Memorize more effectively. http://lesclesweb.aide.ulaval.ca/memorisation
Make reading sheets
Characteristics
Reading notes can contain various types of information: a quote, information that is summarized, a table or graph, data or even a comment. Many social studies teachers ask to make summarie-type reading sheets, but you have to validate with them the type of sheets that need to be done.
- You should use index cards with a dimension of 12.5 cm X 20 cm (5 X 8 inches), which is the equivalent of half a page (which corresponds to the largest format of cardboard card).
- Each listing must contain information associated with a single source. If another source deals with the same theme, another sheet must be made.
- Each sheet has a theme and there is only one per sheet. Themes are ideas related to your research topic. For example, if your work is on genetically modified organisms (GMOs), you could have the following themes: genetically modified plants, impacts on human health, economic impacts for small farmers, patenting of these organisms, etc.
- The cards can be handwritten or electronic; In teamwork, the electronic sheet is necessary to facilitate the sharing of information within the team.
- They are written on the front only to facilitate their filing.
- For the electronic form, it is advisable to divide each page in two and cut it once printed. It is not necessary to put a frame around the plug. Note that a sheet template can be found at the end of this section.
- The header contains the theme (left) and some elements of the source (right). The header should be well separated from the rest of the card.
Finally, you must follow the teacher’s instructions when it comes to making cards. Some may ask for some variations in relation to the format that is offered.
Procedure
- Actively read the documents:
- Annotate documents when possible (photocopy journal articles or book chapters). It is also possible to do this directly in the texts on the computer (see the section (Annotating a text online).
- Skim the text: read the table of contents, the introduction and conclusion, the subtitles.
- Read the text paragraph by paragraph , highlighting key words, definitions, and guiding ideas.
- Note in the margin the nature of the information found: main idea, definition, key elements, etc. ; use abbreviations.
- Be attentive to relationship markers : first, second, more, on the other hand, in summary, etc.
- Identify information that will be relevant to the completion of the work and that meets the requirements of the work or the teacher’s instructions. It is not necessary to make sheets on an entire text, but on the passages related to the subject you are studying.
- The physical presentation of the sheet
- Indicate on each card the theme (a keyword) at the top left. For a work on the Innu of the North Shore, for example, you could have social organization, male-female relations, religion. For a psychology work whose theme would be academic success, the following themes could be interesting: individual factors, family factors, institutional factors, etc.
- It should be noted that the titles of chapters or journal articles are not necessarily good themes, as they are rather imprecise.
- First , enter the author’s last name in the top right corner. Please note that an organization can be an author (UNESCO, Greenpeace, etc.). If no specific name is indicated in the document, write s.a. (for no author). However, you must take the time to check if there is an author (see the bottom of the Web page, for example, in the case of a document found on the Internet).
- Then enter the year of publication of the document. If the source does not have a date, you can specify n.d. (for undated) for printed documents. For documents found on the Web, you must make sure that there are none before writing this mention. The date of several sites can sometimes be found at the bottom of the page. You can also indicate when it was last updated.
- For documents that are not paginated (e.g. those online), indicate the paragraph number (e.g. para. 5). Paragraph numbers are increasingly appropriate for journal articles that are online.
- Enter the year of publication of the document consulted and the page from which the information on the card is taken (and not the number of pages in the book or all the pages of a journal article).
- The number of the page that was consulted to make the summary must then be indicated. If the information comes from several pages, it is best to present it as you go.
- All this information must be found on each sheet. When writing the work, the source of the information must be indicated. As this is indicated on each sheet, this will make the work easier.
- Log information for a summary type record
- Methodically record the reading notes, i.e. the information retained, on the cards using your own words. The information must therefore be reformulated and not copied directly from the texts in the case of a summary record. So we have to paraphrase. A thesaurus can be very useful. Be careful, never copy sentences or parts of sentences verbatim. If these elements are used directly in the work, you could be accused of plagiarism. To learn how to paraphrase, see the Preventing Plagiarism section of the site.
- It’s best to keep sentences short and avoid making long paragraphs. However, it is essential to record everything that is important. The objective is not to have to do these readings again once the sheets are finished.
- Occasionally, you may want to quote the author of the source directly (for a definition, for example). In this case, it is imperative to put the quote in quotation marks and clearly indicate the page of the document where it was found.
- Finally, the number of lines completed on a card will depend on the information you have collected. It is normal for the length of the content on the cards to vary. Some cards may contain only a few lines, while others will contain many more.
- It is also possible to vary the type of content on the sheet. For example, it is possible to put a citation in a summary type sheet. However, it is necessary to make sure that it is in quotation marks and that the page associated with it in the document consulted appears clearly after the citation. Consult the teacher if in doubt.
Examples
Here are some examples of summary type sheets
Australopithecus diet – Balter, 2016, p. 34-36
What did australopithecines eat? (p. 34)
- A hypothesis proposed on this subject: these hominins had a diet that was not very diverse and this led to their extinction. Author wonders if this is true?
How can we better understand their diet? (p. 35)
- Anatomy: large jaws = consumption of hard foods (tubers for example)
- Also have large molars + large → associated with the consumption of hard vegetables
- 1970s: Beginning of studies of the surface of the teeth. Gap: Gives information on recent food consumption only
New tool developed by researchers
- Analysis of barium and calcium concentrations in teeth (p. 35)
- Gives clues about the categories of plants that were eaten (tall grasses OR leaves and bark, etc.). These categories are associated with different proportions of carbon. (p. 35)
- Pieces of teeth are extracted with a laser and then analyzed (p. 36)
New perspective on their diet (p. 36)
- Results: Australopithecines ate different types of plants, but also consumed meat
- Conclusion: australo. had a diet + varied than the researchers had estimated
Poverty among women: causes and consequences Bellot and Rivard, 2017, p. 98-99
Special situation of women (p. 98)
- Poverty is directly related to the fact that the structure of society is gendered
- Still + marked because of the precariousness of the labour market
- Women: more often paid minimum wage
- Women: more likely to work part-time
- Employment insurance reform has also hurt many of them
From this follow several consequences (p. 99):
- + affected by food insecurity
- Suffer + isolation
- Suffer + from health problems
- Women: because of all this, occupy + substandard housing
- Marital changes also contribute to their poverty (especially single parenthood, which is very common)
- Poverty is the leading cause of women’s homelessness
- Different forms of violence also contribute to homelessness, such as family and intimate partner violence
Example of a text without pagination where paragraph numbers are indicated instead of page numbers.
Feminist Intervention Against Aggression Against Women – Prud’homme, 2011
- Intervention is done with the intention of bringing the victim out of his or her powerlessness, so that he or she understands that the aggressor is responsible for his or her actions, and not by demonstrating that the violence has had a loss of power effect on the victim (para. 13)
- To intervene with these women, →recognize the impacts of individual and collective domination on women (para. 14)
- Feminist Intervention is organized in the collective sphere, fighting against the collective oppression suffered by women (para. 15)
- Feminists address the injustices that women experience, the companies that discriminate against women, and the socialization that influences young girls to conform to social expectations (para. 15)
- Feminists have always called for justice, dignity and respect for the integrity of women (para. 15)
- By providing spaces where abused women can gather and talk, shelters contribute to the movement to end violence against women (para. 16)
- Also allow women to realize that they are not affected by mental health problems, but that they are victims (para. 16)
- Meeting other women allows for guilt-free since many feel responsible for the emotional dependence they suffer from (para. 17)
- “Regroupement des maisons pour femmes victimes de violence conjugale” uses “devictimization” which allows these women to become aware of the effects of the violence they have suffered (para. 18)
- An egalitarian relationship between the victim and the worker is very important (para. 20)
Checklist
Read Effectively
Studying at college requires a lot of reading. This is certainly the case in the humanities where different types of texts are then on the program: scientific articles, case studies, book chapters, research reports. The same will be done for texts to be read in philosophy or essays and novels in literature classes. We don’t approach these texts in the same way. To read and understand them properly, appropriate methods must be developed.
Procedure
1- Prepare your readings
The first step is to set aside periods in our diary for reading throughout the week. It’s all about planning. For example, humanities courses typically require three hours of work outside of the classroom (this varies between 2 and 4 hours depending on the course). The same will be true in the courses of philosophy and literature. A large part of this time will be devoted to reading. It is therefore a good idea to set aside periods dedicated to this task in your diary and, above all, not to wait until the day before the exams to do the readings. The gaps in the schedule are great opportunities to make them. The library provides a quiet environment for working. Why not take advantage of it?
Another tip is to know yourself well and determine when you can learn from each other. For some, the best time will be in the morning while for others it will be in the evening or afternoon. Finally, Saturday night before going to an activity with friends is probably not the ideal time to do your reading!
Also remember that you need to be mentally well disposed to read effectively. If you are tired, you will lack concentration and you may not understand everything that is being read.
Since these documents are not read like an Internet text or a text message, the reading environment is important. To fully understand complex texts and promote concentration, you must first have the winning conditions: a calm environment without fear of being constantly disturbed (this includes cell phone alerts…), well lit, an appropriate chair (and not a bed that promotes rest), etc. Posture is therefore also important. It should be noted that what works for one person will not work for another… Some will thus find it easier to read in a less quiet place. But to put all the chances on your side, it is better to choose a quiet place.
2- Have the right tools
To read, you also need tools. A pencil and highlighter are essential. They will annotate the text and highlight the words or ideas that are important. The pencil will also be used to write comments. If you highlight, be aware that it should not be done on more than 15 to 20% of the text. Texts can also be annotated and highlighted online (see Annotate text online).
3- Determine our reading intention
First, we must determine our reading intention: do we read for pleasure? To get an overall idea of a text? Preparing for a class? To answer questions or to do research? Depending on the intention, different reading strategies will be used. They can be divided into four main categories: “basic” reading, contact reading, diagonal reading and active reading.
The “basic” reading is the simplest. It’s the one you use when you read a novel or a comic book for fun (and not for a literature class). The text is simple, requires little effort to understand. It can be easily read and understood, even on public transport. In a school context, this strategy is not really effective. It should therefore be avoided.
Contact reading consists of making a first contact in order to determine the usefulness or relevance of a text or a book. We can then look at the main themes addressed in the text and the logic of its articulation. This can be done by looking at the headings and subheadings, the table of contents. If it’s a book, you can look at the back. For a scientific article, we will read the summary or the discussion at the end. It is also relevant to find out about the author.
Diagonal reading will give an overview before reading all the content. The first and last paragraphs of one chapter and another can be read at random. Or read the first sentence of each paragraph.
Contact reading and diagonal reading allow you to have an overall idea of a text or to prepare for a course for example. They are also very useful for answering questions about a text. They then make it possible to identify the passages that the teacher has targeted in his or her questions. In the same way, these reading strategies will be used to assess the relevance of a text in the context of a research project. We can then target different information: date of publication (often, it is preferable to have recent sources), title of chapters or sections to assess their relevance. To complete the work, however, it will be necessary to have recourse to active reading.
Active reading is one of the strategies to be developed to learn to read effectively. It requires an extra effort of concentration and analysis. It assumes that the entire text will be read. The objective is to grasp the meaning of the latter. How can this be achieved? We can identify the main idea, the key words, the explanations, the argumentation. Taking notes or annotating text is essential. You can make reading sheets or reading notes. Different reading techniques exist. We present one of them below.
4- The Reading Apprenticeship method
This method offers different strategies to read more effectively. The capsule below is an excellent illustration of the strategy of reading the text aloud while at the same time verbalizing the thoughts that come to mind. The technique uses the same elements as Talk to the Texpresented below, but out loud.
Talk to the Text
This strategy[1] proposes to use the following when reading a text:
- Questioning oneself: in order to better identify the main ideas, the secondary ideas, the argumentation of the text, etc. In the humanities, texts can, for example, answer a question (in which case it must be identified) or present different theories (which ones?), etc. Write the questions in the margins of the document. Also write down any uncertainties we have about understanding what is being read (this can be as simple as: is this information important?) Writing that you don’t understand a sentence.
- Clarify: it is absolutely necessary to look for the meaning of the new vocabulary when you come across words whose meaning you do not know (you will then have to look for the definition in the dictionary!), etc. A specialized dictionary will give a more extensive definition, but if you don’t have a dictionary at hand, you can search in an online dictionary or type define with the unknown word in Google, favoring serious sources in the results. Each new word must be well understood in order to allow the text to be understood.
- Make predictions about what will come next. In literature, this can be very relevant.
- Visualize: write down your impressions or the images that come to mind. We can also schematize the information if it helps us, put it in the form of a table, etc.
- Make connections: To promote retention and learning, we need to make connections between our knowledge and what we read. This knowledge can come from our personal life or from courses we have taken. If a concept or theory has been seen in a course, it’s a good idea to write it down. Links can also be made between the different sections of a document.
This strategy allows you to actively read a text and shows how to do it. Its creators insist that the Talk to the Text strategy is much more than a simple annotation of texts.
6- Use technologies to read more efficiently
Several technologies can be used in the context of reading. Lexibar (https://lexibar.ca) is a software that can support reading and some functions are free. Several books are also available in audio format. Books in digital format allow you to enlarge the font and have access to a dictionary.
Different tools also allow us to make diagrams of our notes. See the section on making concept maps which explains the basics of the free Cmap Tools tool.
7- Tips and advice
To get through a reading that seems difficult to you, you can change the reading pace. It is then necessary to read and reread the more complex passages. They can also be read aloud. Finally, don’t hesitate to consult your teacher when you don’t understand (after trying the above strategies). He will probably be able to guide you.
Learn more
Cégep de Trois-Rivières LEO website: https://www.cegeptr.qc.ca/leo/
The Learning and Resources Office of the Cégep de Sorel-Tracy: https://www.cegepst.qc.ca/bar-bureau-des-apprentissages-et-ressources/
Université Laval website: http://lesclesweb.aide.ulaval.ca/notes
UQAM’s website: https://vie-etudiante.uqam.ca/medias/fichiers/conseils-soutien/Lecture_efficace.pdf
Bibliography
Cégep de Sorel-Tracy. (2020). Read effectively. https://www.cegepst.qc.ca/lire-efficacement/
Dionne, B. (2018). The essentials for a successful education. Chenelière Education.
Perrier, Y. and Tremblay, R,R. (2006). Learn more, tools and methods of intellectual work (2nd ed.). Chenelière Education.
St-Jean, S. (2006). Effective studies, methodology of intellectual work. CEC Editions.
Laval University. (2020). Improve the efficiency of your readings. http://lesclesweb.aide.ulaval.ca/lecture
UQAM Learning Support Service. (2020). Effective reading. https://vie-etudiante.uqam.ca/medias/fichiers/conseils-soutien/Lecture_efficace.pdf
[1] Based on the adaptation made by Cégep Sorel-Tracy: https://www.cegepst.qc.ca/lire-efficacement/
Example
Here is an example of the Talk to the text strategy with an excerpt from the book Peoples and Cultures.
Taking lecture notes
Note-taking is about recording important ideas and facts in a course or lecture as quickly as possible, with a minimum of words. Note-taking is mostly done in class, of course, but the situations where you have to take notes tend to multiply. Indeed, conferences and film screenings, in class or outside, are increasingly part of learning activities. This skill requires listening and attentive to everything that is said.
Good note-taking starts before you arrive in class!
In order to take good notes, you must first prepare well: you must be present (physically and mentally), sit in a place where concentration will be at its maximum, eliminate distractions (turn off your cell phone, for example), and have the necessary materials in your possession (pencils, papers, textbooks, laptops, class notes, etc.). It is good to have an intention, a goal: “If I take good grades in class, I will be able to…” »
Characteristics
Taking notes requires great concentration: you have to listen, understand, choose the elements to remember and write them down. These notes must cover important elements: the outline of the presentation, proper names, dates to remember, definitions, major arguments, reading suggestions, instructions for assignments, etc.
It requires structure and methodical: the title of the presentation is clear, the subtitles are well staggered, the various parts are separated by spaces.
The method proposed below is the Cornell method, named after the university where it was invented. This method offers an interesting template that allows you to take notes in order to review them (see the model and example below).
Procedure
The Cornell Method
The Cornell method requires you to divide your note sheets into three different sections in order to be effective before you arrive in class. Leave a space of about 3 cm at the top of the first page to indicate the reference (name of the course and the teacher if you do not use a notebook by course, subject and date for example). Draw a line about 5 cm from the bottom of the page. Then draw a line and divide the rest of your page into two columns, the left one should measure one-third and the right two-thirds column.
The three moments of effective note-taking
1. Before the class
To prepare, it’s a good idea to take a look at your lesson plan to see what theme(s) will be covered in this course. You will then have an idea of the subject under study. If the teacher has asked to do pre-reading, it is essential to do so. This allows a first contact with the material and with the new concepts that will be on the program. If elements are not clear, it’s normal. The course and the teacher’s explanations should help you better understand the content that will be seen. It is also suggested that you reread the notes of previous courses to help memorize them. This will make it easier to study for exams.
The more complex a piece of content is to master, the more important this step is to perform. Good preparation will make it easier to take notes in class.
Things to do
Why do we need to do it?
Take a look at your lesson plan, the themes that will be covered each week are often specified.
This allows you to direct your attention… When you arrive in class, you will already know what it will be about…
Do the preparatory readings requested by the teacher.
This allows you to be in contact with the material for the first time and to know the concepts that will be seen in class… This will make it easier for you to follow your teacher.
Reread and perhaps recite the notes of previous courses (put them back in your head).
This reminder of the concepts seen in class during the previous weeks will facilitate your preparation for the upcoming exam.
2- During the course: actively listen and record information
When the class is given in class, it is important to sit in a place that will allow you to be attentive. Avoid distractions (e.g., turning off your cell phone). You should also not forget to arrive in class with all the necessary materials: pencils, notebooks, textbooks, etc.
If the course is given online, you should make sure to be in a quiet place to attend. It is equally important to be well prepared to attend.
Taking notes requires doing several things simultaneously: looking at PowerPoint slides for example while listening to the teacher’s comments .
You need to sort through this information and judge its relevance.
Listening, selecting information and noting without stopping and doing so in a methodical way. Careful! It is not necessary to write everything down. The Teachers often take up the same idea and reformulate it. Write it down once is enough.
If you don’t understand the concept being explained, write a question mark (?) where you are in your notes, raise your hand (to ask for clarification), but continue taking notes as much as possible.
If you are using the Cornell method, the right column is the one that will be used to log the notes.
What should be noted?
- The structure of the presentation: the outline and the main divisions of the course. Some teachers write it on the board at the beginning of class.
- Facts, concepts, and nuances.
- Formulas and definitions.
- The details, the explanations, the examples.
- Elements that are difficult to remember (dates, technical terms, etc.).
- All elements that the teacher has emphasized and for which an indication of importance has been emphasized.
- The relationships between concepts or transitions in the material presented: in conclusion /this has the effect /the causes /if… then…
How to grade?
Try to make your text airy to make it easier to read later.
If possible, write on the front only and keep the back to make additions.
To write faster:
- Advocate the telegraphic style.
- Write in your own words.
- Spelling and style effects are not important at this stage.
- Use symbols and abbreviations. Examples: positive = +, increase =
. See a list of abbreviations in the sections below. - It is quicker to cross out a word than to erase it.
Make sure you understand. Ask questions or ask for clarification as needed (especially at break). However, your teacher may not have time at this time to answer all your questions. So don’t hesitate to consult him during his availability periods.
Identify the clues of importance that are presented during the presentation and indicate them in the left-hand column. If your teacher emphasizes a concept, repeats the explanation, mentions the next exam, you must indicate it.
Learning to take notes takes time. You will see that you will improve as the session progresses.
3- After class: complete, revise and summarize your notes
When the course is over, there is still work to be done. So, it’s imperative to worry about the proper shape and organization of your notes as soon as possible while the information is still fresh in the memory.
- Review your course notes:
- Emphasize or frame the most important concepts.
- Proofread and complete the poorly written words.
- Add examples if necessary (back).
- Clarify your notes, add personal reflections.
- Find out about the authors mentioned during the course.
Organize your lecture notes (Cornell method, left column)
- Annotate, put reference points that will facilitate the use of your notes.
- Use margins: indicate important words and topics. You can write the structure of the presentation on it. This section will become the table of contents for your notes.
Summarize your notes (Cornell method, bottom section)
- Make summaries of your notes, tables, diagrams,
- To make your future study easier, prepare questions and formulate answers.
Get help when needed
- Compare your grades with those of a classmate.
- Consult your teachers, help centres, your tutor.
Do your homework and exercises. They contribute to the understanding of matter.
Summary:
This method of note-taking allows you to be in contact with the course content three times (before, during, and after the course) in a short period of time. This way of doing things promotes memorization and long-term learning of the material. This is the first step in an effective study strategy.
Bibliography and further information
Bégin, C. (1995). Become efficient in your studies. Beauchemin.
Collège Ahuntsic (Guidance Service, Success Support). (n.d.). Note-taking. https://www.collegeahuntsic.qc.ca/documents/e31ef1b6-3662-4e60-9737-62d7db0aa437.pdf
Dionne, B. The essentials for a successful education. Chenelière.
Université Laval (n.d.). Strategies for preparing for class sessions. http://lesclesweb.aide.ulaval.ca/notes
Université Laval (n.d.). Listening in the classroom. https://www.aide.ulaval.ca/apprentissage-et-reussite/textes-et-outils/strategies-d-apprentissage/l-ecoute-en-classe/
University of Sherbrooke (2013, September 27). Take notes the Cornell way. https://www.usherbrooke.ca/etudiants/actualites/chroniques/soutien-apprentissage/soutien-apprentissage/article/22939/
Example
Template
Useful abbreviations
Here is a list of some useful abbreviations. There’s nothing stopping you from creating your own list.
A lot: bcp
That is to say: i. e
Change: chgt
Culture: cult
In: ds
Development: dvt
Example: ex
Government: gvt
Day: jr
We: ns
Compared to a/b or p/r
Point: pt
Some(s): qq
Sometimes: qqf
Research: research
Science: sc
Refer to: cf
Company: Sté
Often: svt
Time: tps
Always: tjrs
All: ts
All: tt
↑ Increase
↓ decrease
→ stability
= equal to
± more or less
< smaller than
> larger than
≤ less than or equal to
≥ greater than or equal to
≠ different from
↔ Relationship between two elements
Σ sum
∀ all
Ψ psychology
φ philosophy
Take reading notes
Taking reading notes consists of recording information in a schematic way while respecting the content and structure of the text.
Procedure
- Hover over text
- Identify the author(s).
- Locate the title and subtitles.
- Skim over the introduction and conclusion.
- Answer the following questions.
- What is the subject of this text?
- What does the author want to demonstrate?
- What is the central idea of this text?
- Actively reading the text
- Finding the central idea.
- Identify the main idea for each part of the text and, if necessary, secondary ideas.
- Highlight and write these ideas in the margin.
- Answer the following questions.
- Did I get the central idea correctly?
- Have I grasped the main idea of each of the parts?
- Have I grasped the secondary ideas correctly?
- Do I understand the sequence of ideas?
- Taking notes on loose paper
- Divide the sheet into two parts if you wish (or according to the teacher’s instructions): one for reading notes, the other of a good width, for example, for personal notes.
- Write the complete reference of the text according to the standards.
- Methodically record, part by part, the information from the text: central idea, main idea and secondary ideas of each part; reproduce subheadings and rate the page so that you can quickly find information in the text if necessary.
- Note important elements such as certain proper names, dates, definitions; include a quote if necessary.
- Add personal notes
- In the margin provided for this purpose or directly in your reading notes, write your personal notes: point out a definition, ask a question, write down a new word, refer to concepts seen in class, etc.
Examples
By clicking on the image below, you will find two examples of reading notes: the first with a column for personal notes and the second one that does not have a column. It’s best to ask your teacher which method they prefer and if they have any other guidelines about reading notes.
