In chapter 6, Making and Taking Worthy Notes, it talks about how good notetaking can contribute to the success of the student. In the beginning of the chapter, a scenario is presented to us in a pottery classroom. The pottery classroom teacher, Mr. Michaels, knew that he would be able to help the students succeed in learning the vocabulary “through his focused lectures and their notetaking” (Fisher, 97). Not only will the student be successful in his class, but they can also take those skills and apply it to the rest of their classes of the day. Many students go into a classroom not finding the reason behind taking notes, or they waste time taking notes on information that is not important. In order to take good notes, in a classroom or anywhere
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One of them is demonstrated in Mr. Herrera’s classroom, which is mentioned in the book. The strategy is known as dictoglos. Dictoglos is done in order for the student to have “experience hearing and recording fluently spoken English” (Fisher, 103). The teacher can do this by having a read aloud and then allowing the students to write what they remember. They would later partner up with an individual to share what they have written and revise if needed. It can also help them to develop relationships within their class to study their notes. This strategy is very effective because the students are learning how to just focus on the reading and to ignore any distractions. Another strategy is visualization and graphic notes. An example of this is a family tree, which is very helpful when trying to organize notes. In math, they have a different format for notetaking called an outline. By creating this outline students are increasing their vocabulary knowledge and notetaking. They increase their vocabulary knowledge by separating keywords and finding the meaning of its prefix and like terms. Their equations can also be written to have an example of each word. Other subjects like social studies, may use a skeletal note structure to increase their notetaking
One of them is demonstrated in Mr. Herrera’s classroom, which is mentioned in the book. The strategy is known as dictoglos. Dictoglos is done in order for the student to have “experience hearing and recording fluently spoken English” (Fisher, 103). The teacher can do this by having a read aloud and then allowing the students to write what they remember. They would later partner up with an individual to share what they have written and revise if needed. It can also help them to develop relationships within their class to study their notes. This strategy is very effective because the students are learning how to just focus on the reading and to ignore any distractions. Another strategy is visualization and graphic notes. An example of this is a family tree, which is very helpful when trying to organize notes. In math, they have a different format for notetaking called an outline. By creating this outline students are increasing their vocabulary knowledge and notetaking. They increase their vocabulary knowledge by separating keywords and finding the meaning of its prefix and like terms. Their equations can also be written to have an example of each word. Other subjects like social studies, may use a skeletal note structure to increase their notetaking