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Learning to memorize
Memorization is an essential skill to develop in order to better understand the subject and take the exams. In this section, you will find some techniques that will help you develop it better.
Procedure
Step 1: Summarize and organize content
When preparing for an exam, you often have to study lecture 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. You must therefore make sure that you understand all the elements, notions, and concepts that are being studied. By using the Cornell method for taking notes (see the Taking lecture notes section), this step should already have been done when you completed the bottom section of the lecture notes. This is a step not to be neglected.
Here is a classic example of organizing course notes that can be done to better prepare to memorize them.
- Make a table of contents of the course notes elements to be studied. It is possible to start this step from the plan that several teachers present at the beginning of the course.
- Transcribe the content to be memorized based on this table of contents, while synthesizing it.
- Divide into sections and subsections.
- Divide the content into main ideas and secondary ideas.
- Summarize and synthesize the content. You must therefore choose what needs to be studied. It is not necessary to memorize everything, for example. If the teacher has given several examples of a phenomenon, remembering just one will be enough.
By synthesizing and organizing the content, it will be easier to memorize. In addition, by doing so, work is done simultaneously on the “understanding” and “memorization” components of an effective study. This step allows you to connect concepts to better understand the links that unite them.
Summarized and structured content is easier to memorize. To summarize and organize it, some people gather related concepts in a table, diagram, or 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 concept is mentally recorded, you must make the effort to recite it. This effort must be made from memory (i.e. without looking). You can thus say out loud the essentials of the concept read. By repeating this information, circuits will be created in the brain. The repetition of information helps with its memorization.
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, 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 probably the one that will take the longest to complete. Be careful! The work environment can influence concentration and promote or not memorization. You must make sure to be in a place conducive to learning: calm, ventilated and lit, etc..
You also have to make sure you understand the content. If it doesn’t, it may be difficult to remember. By repeating, you will also make connections between the different pieces of information. These will help you memorize the subject more easily.
A few rules to follow:
Every 30 minutes of recitation\memorization, take a 5 minutes break. It is also preferable not to work for more than three consecutive hours.
Also, remember to alternate the usual order of your notes. This 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 repeat step 2
Studying should allow knowledge to be transferred from working (short-term) memory to long-term memory. This is what will allow for lasting learning. For content to remain imprinted in memory, you must repeat step 2 (recitation) as often as possible before the exam. This is why it is best to plan study sessions several days before an exam and space them out 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. Your memory will probably not be able to consolidate all the information. You will remember some, but you will forget them very quickly after your assessment.
The more often step 2 is repeated, the faster the content will be recited. Thus, if it took 30 minutes to recite a content for the first time, the second time it may only take 20 minutes. The third time, 10 minutes… And so on. It is desirable that the day before the evaluation, you be able to recite this content fluently and smoothly in a few minutes or even seconds (depending on the quantity and complexity). Several learning sessions are therefore favorable for retaining information.
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; mime certain manipulations or protocols to be performed, recite or sing a content rhythmically.
Use mnemonics
For example, make a sentence in which each of the first letters of the words corresponds to what you want to remember.
A well-known example for memorizing the order of the planets is the following:
“My Very Energetic Mother Just Served Us Nine Pizzas”
(for Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto)
Proceed by association
- Making connections with your knowledge is essential!
- Connect information with knowledge from the same course.
- Connect 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 sheets can contain various types of information: a quote, information that is summarized, a table or graph, data, or even a comment. Many social sciences teachers ask to make summary-type reading sheets, but you must validate with them the type of sheets that must be made.
- You must use cards whose dimensions are 12.5 cm X 20 cm (5 X 8 inches) or the equivalent of half a page (which corresponds to the largest format of cardboard card).
- Each card must contain information associated with a single source. If another source addresses the same theme, another card must be made.
- Each card has a theme and there is only one per card. Themes are ideas related to your research topic. For example, if your work focuses on genetically modified organisms (GMOs), you could have as themes: genetically modified plants, impacts on human health, economic impacts for small farmers, patenting of these organisms, etc.
- The cards can be handwritten or digital; in teamwork, the digital card is essential to facilitate the sharing of information within the team.
- They are written on the front only to make them easier to classify.
- For the digital form, it is recommended to divide each page in two and cut it once printed. It is not necessary to put a frame around the sheet. Note that a sheet template is 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 time to make cards. Some may ask for variations compared to the format that is proposed.
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, and the subtitles.
- Read the text paragraph by paragraph, highlighting keywords, definitions, and leading ideas.
- Note in the margin the nature of the information found: main idea, definition, key elements, etc.; use abbreviations.
- Pay attention to relationship markers: firstly, secondly, in addition, on the other hand, in summary, etc.
- Identify information that will be relevant to completing the work and that meets the requirements of the work or the teacher’s instructions. It is not necessary to make cards on the entire text but on 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 Côte-Nord, for example, you could have social organization, male-female relations, and 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, write the author’s last name in the upper right corner. Note that an organization can be an author (UNESCO, Greenpeace, etc.). If no specific name is indicated in the document, write s.a. (for “sans auteur or autrice”). However, take the time to check carefully 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 dates 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 page number 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.
- Record information for a summary sheet.
- 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 dictionary of synonyms 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 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 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 sheets
Australopithecus diet – Balter, 2016, p. 34-36
What did Australopithecus 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
Particular 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 work 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 by thinking of removing the victim from their helplessness so that they understand that the aggressor is responsible for their actions, and not them by demonstrating that the violence 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 on the program: scientific articles, case studies, book chapters, research reports. The same thing will be done for texts to be read in philosophy or essays and novels in literature classes. We do not approach these texts in the same way. To read and understand them well, we must develop appropriate methods.
Procedure
1- Prepare your readings
The first step is to set aside periods in your schedule for reading throughout the week. It’s all about planning. For example, humanities courses generally require three hours of work outside of class (this varies between 2 and 4 hours depending on the course). The same will be true for philosophy and literature courses. A large part of this time will be devoted to reading. It is therefore a good idea to set aside periods in your schedule dedicated to this task and, above all, not wait until the day before exams to do the readings. Gaps in the schedule are great opportunities to do them. The library offers a quiet environment to work. Why not take advantage of it?
Another tip is to know yourself well and determine the right times for your learning. 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 in a good mental state to read effectively. If you are tired, you will lack concentration and risk not understanding everything that is read.
As we do not read these documents like a text on the Internet or a text message, the environment in which the reading takes place is an important element. To understand complex texts and promote concentration, we must first have the winning conditions: a calm environment without fear of being constantly disturbed (this includes cell phone alerts, etc.), well lit, an appropriate chair (and not a bed which is more conducive to rest), etc. Posture is therefore also important. Let’s emphasize that what works for one person will not work for another… Some people will 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
Reading also requires tools. A pencil and a highlighter are essential. They will allow you to annotate the text and highlight words or ideas that are important. The pencil will also be used to write comments. If you highlight, be aware that you should not do so on more than 15 to 20% of the text. Texts can also be annotated and highlighted online (see Annotating a text online).
3- Determine our reading intention
First, we need to determine our reading intention: are we reading for pleasure? To get an overall idea of a text? To prepare for a class? To answer questions or to do research work? Depending on the intention, we will use different reading strategies. They can be divided into four main categories: “basic” reading, contact reading, diagonal reading, and active reading.
“Basic” reading is the simplest. This is the one we use when we read a novel or a comic book for pleasure (and not for a literature class). The text is simple, requires little effort to understand. It can also be read and understood easily, even on public transport. In a school context, this strategy is not really effective. It should be avoided.
Contact reading consists of making an initial contact to determine the usefulness or relevance of a text or 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 titles, subtitles, and table of contents. If it is a book, we 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 overall idea before reading all the content. You can read the first and last paragraphs of a chapter and another 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 class for example. They are also very useful for answering questions about a text. They then allow you to identify the passages that the teacher has targeted in their questions. In the same way, these reading strategies will be used to evaluate the relevance of a text as part of a research project. We can then target different information: publication date (often, it is preferable to have recent sources), title of chapters or sections to evaluate their relevance. To complete the work, however, we will then have to resort to active reading.
Active reading is one of the strategies to develop to learn to read effectively. It requires an additional effort of concentration and analysis. It assumes that the entire text will be read. The goal is to understand the meaning of the latter. How to achieve this? We can identify the main idea, the keywords, the explanations, and the argumentation. Taking notes or annotating the text is essential. We can thus make reading notes or reading notes. Different reading techniques exist. We present one 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 out loud while at the same time verbalizing the thoughts that come to mind. The technique uses the same elements as Talk to the Text presented below, but out loud.
Talk to the Text
This strategy[1] proposes to use the following when reading a text:
- Questioning yourself: to better identify the main ideas, secondary ideas, the argumentation of the text, etc. In the humanities, texts can, for example, answer a question (you must then identify it) or present different theories (which ones?), etc. Write the questions in the margins of the document. Also, write down all the uncertainties that we have regarding the understanding of what is read (this can be as simple as: is this information important?) Write that we do not understand a sentence.
- Clarify: it is necessary to look up the meaning of new vocabulary when you come across words whose meaning you don’t know (you will then have to look up the definition in the dictionary!), etc. A specialized dictionary will give a more detailed definition, but if you don’t have a dictionary on hand, you can search in an online dictionary or type define with the unknown word in Google, giving priority to serious sources in the results. Each new word must be well understood to allow the understanding of the text.
- 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
Example
Template
Taking notes means writing down as quickly as possible, with a minimum of words, important ideas, and facts presented in a course or a conference. Note-taking is mainly done in class, of course, but the situations where it is necessary to take notes tend to multiply. Indeed, conferences and watching films, in class or outside, are increasingly part of learning activities. This skill requires listening and paying attention to everything that is said.
Good note-taking starts before arriving in class!
To take good notes, you must first prepare yourself 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), have the necessary supplies in your possession (pencils, papers, textbooks, laptops, course notes, etc.). It is good to have an intention, a goal: “If I take good notes in class, I will be able to…”
Characteristics
Taking notes requires a great deal of 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 work, etc.
This requires being structured and methodical: the title of the presentation is clear, the subtitles are well staggered, and 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 well to revise 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 to be efficient before arriving 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 per 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 one two thirds.
The three moments of effective note-taking
1. Before the class
To prepare, it is a good idea to take a look at your course outline to see what topic(s) will be covered in this class. You will then have an idea of the subject to be studied. If the teacher has asked for prior reading, it is essential to do so. This allows for a first contact with the material and with the new concepts that will be in the program. If some elements are not clear, that is normal. The course and the teacher’s explanations should help you better understand the content that will be covered. It is also suggested to reread the notes from previous classes to help memorize them. This will make it easier to study for exams.
The more complex the content is to master, the more important this step is to complete. 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 maybe 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: listen activley and record information
When the lesson is given in class, it is important to sit in a place that will allow you to pay attention. You must avoid distractions (for example, turn off your cell phone). You must also remember to arrive in class with all the necessary materials: pencils, notebooks, textbooks, etc.
If the course is given online, you must make sure you are in a quiet place to attend. It is just as 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 must sort through this information and judge its relevance.
Listen, select information, and write down without stopping and do it methodically. Be careful! It is not necessary to write down everything. Teachers often repeat the same idea and reformulate it. Writing it down once is enough.
If you do not understand the concept being explained, put 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 record the notes.
What should be noted?
- The structure of the presentation: the plan and the major divisions of the course. Some teachers write it on the board at the beginning of the course.
- 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 record?
Try to space out your text 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, or 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. It is therefore imperative to worry about the good form and organization of your notes as soon as possible while the information is still fresh in your 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 and add personal reflections.
- Find out about the authors mentioned during the course.
Organize your lecture notes (Cornell method, left column)
- Annotate, add 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 notes with those of a classmate.
- Consult your teachers, help centers, or your tutor.
Do your homework and exercises. They contribute to the understanding the subject.
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. It 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/
Useful abbreviations
Here is a list of some useful abbreviations. There’s nothing stopping you from creating your own list.
A lot: al
That is to say: i. e
Change: chg
Culture: cult
Development: dvt
Example: ex
Government: gvt
Day: d
Compared to: c/to
Point: pt
Some(s): s
Sometimes: stm
Research: rsch
Science: sc
Refer to: r/to
Society: sty
Often: oft
Time: tm
Always: alw
Everybody: ebdy
↑ 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 schematically while respecting the content and structure of the text.
Procedure
- Skim 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?
- Did I understand the main idea of each of the parts?
- Did I understand 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 subtitles 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, and 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 that does not have a column. It is best to ask your teacher which method they prefer and if they have any other guidelines about reading notes.
