Making notes during interactions that call for reference and citations is a crucial learning tool. Memory can only process and store data up to the point at which new data replaces it. Meaningful learning occurs outside the discussions when one evaluates previous learning information. The ability to grasp and retain what has been heard is enhanced by carefully preparing notes from a lesson. Therefore, this discussion aims to evaluate three note-taking techniques that can be used as beneficial study skills in helping individuals to limit distractions and breaks and avoid multitasking when studying.
One of the most common notetaking techniques that college students use is the outline method. The outlining note-taking technique involves creating compressive notes profile structurally or logically (Siegel, 2019). This study skill is a well-rounded technique suitable for helping structure learning notes into educative summary materials. It is often an engaging study skill that enables students to avoid multitasking and limiting distractions, since it requires student authors to focus on creating learning materials. However, although it is an efficient learning strategy, it is a slow and tedious study technique.
The mapping technique is another form of taking notes that offers a graphical representation of data, thoughts, ideas, and facts during studies (Lengkana et al., 2019). The style entails placing the primary topic in the middle of the paper and using branches, graphics, and colors to interconnect relevant subtopics and concepts. This technique of studying while taking notes implements the use of various colors to assist in the memorizing educative concepts through creating identifiable intra- and inter-relations.
The final concept of note-taking while studying is the Cornell note-taking technique. Three unequal sections—a cue/question column, a note column, and a summary area—are divided onto a note paper according to the Cornell note-taking technique (Bakri et al., 2022). The Cornell Notes format makes it easier for student’s brain to comprehend and retain information. The approach is adaptable enough to work with almost any study schedule.
References
Bakri, R. A., Ismail, H., Saiful, S., & Syam, H. (2022). Empowering students’ reading comprehension through Cornell note-taking method. BATARA DIDI: English Language Journal, 1(1), 12-19.
Lengkana, Dewi and Surbakti, Arwin and Amala, Delis and jalmo, Tri and Maulina, Dina (2019) The effect of mind mapping and learning style on concepts mastery and students’ representation skill. International Conference on Progressive Education, 26 – 27.
Siegel, J. (2019). Teaching lecture notetaking with authentic materials. ELT Journal, 73(2), 124-133.