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Note Taking Guidance

We often expect students to take notes during class. In fact, this expectation is well-founded. Many studies indicate that students who take notes in a variety of contexts (in-class, watching videos, reading) perform better academically. However, and importantly, many students have never been taught how to take effective notes and over half report that they find this skill to be difficult (Rachal et al., 2007). In one study, the authors found that students included only 46% of relevant and important ideas in their notes from a lecture, although they do take fairly complete notes of the ideas they include (Northern et al., 2023). Salame & Thompson (2020) surveyed STEM students about note taking practices and attitudes and found that students more confident in their strategic note taking skills have higher GPAs, indicating that students understand the value of this skill, but have adopted these skills unevenly.

In their meta-analysis Note-Taking Interventions for College Students: A Synthesis and Meta-Analysis of the Literature, Reed, Rimel, & Hallett (2016) examined whether and how instructing students to take notes has an impact on learning. They conclude that indeed note taking of any form is generally positive for students’ demonstration of learning outcomes. Unsurprisingly, Lalchandani and Healy (2022) found that students experienced less mind-wandering when taking notes, and they also found that students who summarized in their notes performed better than students who worked to relate course content to prior knowledge. Abualzain (2024) found that students need training to adopt an effective split-page method of notetaking in a listening course. Potvin et al. (2023) researched note taking habits of first-year STEM students and discovered a preference for hand-written notes but that 50% attempt to write down everything their professor says, showing a lack of skill with identifying key ideas. This is supported by Fiorella & Mayer (2014) who highlight the need to train students how to summarize.

This research indicates that faculty have a role to play in helping students take effective, strategic notes in their classes. So, what should students know about note taking?

Longhand or Typed Notes?

About 10 years ago, a study by Mueller & Oppenheimer (2014), widely publicized in the popular media, concluded that handwritten notes are significantly better than typed notes, on the hypothesis that typing notes leads to more verbatim recording and less mental processing and summarizing. When researchers attempted to duplicate that study, they found more nuances, some studies supporting the findings and some contradicting the findings.

Two meta-analyses (Allen et al., 2020; Flanigan et al., 2023) review and analyze the last decade of research on this topic provide more updated information upon which to guide students. Using exam and course grades as proxies for learning, Allen et al. (2020) conclude that electronic note taking has a detrimental effect compared with handwritten note taking. Flanigan et al. (2023) aggregated results from multiple studies to draw a careful conclusion that students who take handwritten notes outperform their peers who type their notes, with the caveat that none of the studies they reviewed took into consideration the needs of students with disabilities. The authors identify possible reasons why longhand notes are more effective for learning including identification and summary of key ideas, synthesis of information, and the ease of using diagrams/charts.

Shi & Yu’s (2024) meta-analysis explicates the positive, neutral, and negative aspects of electronic note taking, cautioning against the strong conclusions drawn by the two previously mentioned studies, as they do recognize some positive aspects, although they did not engage in statistical analyses of the findings in the studies they reviewed.

All of these studies advocate for continued research on these topics, although the best evidence currently available appears to support encouraging students who are able to take handwritten notes.

Students Need Help Learning to Take Notes

As identified above, a substantial number of students enter and even progress through college without effective note taking skills. Faculty should become familiar with several approaches to and methods of note taking and provide students with instruction, practice, and feedback about the efficacy of their notes. Additionally, faculty should encourage students to apply note taking skills both in-class and out-of-class for activities such as reading.

VTSU’s Academic Support staff are also available to assist students in study skill development, including note taking. They have familiarity with the methods of note taking described in this article and can provide students with examples.

Approaches to Note Taking

Self-Structured Notes

Self-structured notes are generated by individual students based on their own interpretation of important information from a lecture, reading, video, etc. Students may use any or any combination of methods (see next section) for taking notes, either based on training or instinct (training is recommended!).

Guided Notes

Guided notes are handouts that outline the lecture content with blanks for key concepts, facts, or relationships that students fill in during the lecture. This helps students focus on the key points and engage more actively in the lecture (Chen & Zhou, 2017). Offering a detailed template via guided notes offers transparency and creates an equitable learning environment where all students are focusing on the same key elements. Guided notes are versatile across different disciplines and work equally well for in-person, online asynchronous, online synchronous, F2F+, and hybrid course modalities. These can be especially helpful as a scaffolding tool when teaching students how to take notes or when introducing particularly complex or new content in class or assignment.

Methods of Note Taking

The List (Sentence) Method

The list method of note-taking involves recording information as a sequential list of ideas as they are presented. This can be in the form of short phrases or full paragraphs that delve into each idea in more detail. The list method works well for jotting down specific facts, names, dates, or other details. It can be beneficial when used in combination with other strategies. For example, initial notes can be taken using the list method, then restructured into an outline or concept map during the review process.

Advantages:
  1. Simplicity: The list method is straightforward, making it a comfortable starting point for students unfamiliar with other note-taking techniques.
  2. Flexible structure: The list method doesn’t demand hierarchical organization, making it adaptable for fast-paced lectures or discussions without a clear hierarchy.
  3. Active engagement: List-making requires attention and promotes engagement with the material being presented.
  4. Visual clarity: Lists present information in a clear and readable format.
Disadvantages:
  1. Lack of hierarchy: Since lists generally lack the hierarchical structure of other methods, students may have difficulty distinguishing between main ideas and supporting details.
  2. Excessive writing: This method can lead to an overemphasis on writing, potentially causing students to miss important points as they struggle to note down everything.
  3. Limited information processing: The list method focuses more on capturing as much of the lecture as possible in real-time rather than processing and understanding the material, which may affect long-term retention and understanding.

The Outline Method

The outline method of note-taking is a structured technique that involves organizing information in a hierarchical format. The main topics are written as top-level entries, and supporting ideas are indented and listed beneath the corresponding main concepts. The outline method presents relationships between ideas, showing how different pieces of information connect and fit together. This method works well in organized lectures or for instructional materials that follow a clear hierarchy. Here are the steps to creating outline notes:

  1. Create left-side headings: Headings represent a main idea or topic and are more general in scope.
  2. Indent for subheadings: Subheadings represent subtopics under the main idea or topic.
  3. Further indent for points: Points are supporting thoughts or facts for subheadings.
  4. Another level of indentation for sub-points: Sub-points are additional details about a point in your notes.
  5. Continue adding new headings or subheadings for different main ideas or topics.
Advantages:
  1. Organized structure: The outline method presents a hierarchy of information, which allows students to distinguish between main ideas, supporting details, and minor points.
  2. Effective review: The structured format simplifies the revision process, making it easier for students to locate specific pieces of information.
  3. Promotes understanding: By requiring students to categorize information according to its importance, the outlining method facilitates a deeper understanding of the material.
  4. Adaptability: Outlines can be expanded or modified to accommodate additional details or subpoints that emerge during a lecture or while studying.
Disadvantages:
  1. Requires concentration: The outline method requires active engagement and the ability to understand and categorize information in real time, which may be difficult during fast-paced lectures.
  2. Hierarchy anxiety: Students may struggle with determining the level of importance of specific pieces of information.
  3. Lack of flexibility: This method can be hard to adapt for discussions or lectures that don’t follow a clear hierarchy of learning concepts. Outlines are less effective for subjects that involve complex interrelationships between concepts.
  4. Time-consuming: It may take more time to create an outline than it would to take notes in other methodologies

The Concept Map

The concept map method of note-taking involves drawing a diagram that visually organizes information. The main topic is usually placed in the center of the map, and related ideas branch out from the main topic. This technique can effectively show relationships and hierarchies between ideas. Concept maps work well for learning situations where understanding the relationships between ideas is crucial, such as studying complex topics with interconnected ideas, brainstorming sessions, or reviewing materials to synthesize understanding. However, concept maps might not be the best choice for rapidly paced lectures or for people who prefer a more structured, linear format.

Advantages:
  1. Visual learning: Concept maps appeal to visual learners, as this method can help students see connections between ideas more clearly.
  2. Creative engagement: Concept maps can be more engaging and creative than linear note-taking styles, which may increase student interest and information recall.
  3. Flexible structure: Concept maps are easily expandable and adaptable, allowing for the addition of new information or connections as understanding deepens.
  4. Facilitates understanding: By mapping the relationship between ideas, this method can aid in understanding complex concepts and structures.
Disadvantages:
  1. Time-consuming: Creating a detailed concept map can be more time-consuming than other note-taking methods, which is especially challenging during a fast-paced lecture.
  2. Challenging for complex topics: It can be challenging to create a concept map for topics with complex interrelations or without a clear structure.
  3. Requires space: Concept mapping requires more space than linear methods, which can be a disadvantage when space is limited.

The Cornell (Split-Page) Method

The Cornell Method of note-taking, developed in the 1950s by Professor Walter Pauk at Cornell University, is a systematic approach designed for condensing, organizing, and reviewing notes (Pauk 2010). The Cornell Method is suitable for a wide variety of learning situations, particularly in lectures or reading assignments with a clear structure. It’s especially beneficial for subjects that require comprehensive review for exams, as the method emphasizes active recall. This method might be less effective for brainstorming sessions or for understanding complex, interconnected concepts where a visual representation, like a concept map, might be more appropriate.

The structure of the Cornell method involves dividing a page into four sections:

  1. Header: A small box across the top, which contains identification information like the course name and the date.
  2. Notes column: This is a wider column on the right hand portion of the page. It is used to capture main notes using any preferred method.
  3. Cue column: A narrow column on the left (about one-third of the page) called the “cue” column. This column is used both during the class and when reviewing notes and intended for jotting down main ideas, keywords, questions, and clarifications.
  4. Summary column: Area at the bottom of the page used for summarizing the class content in your own words after the session. This summarization aids in making sense of the notes for future reference, supporting recall, and studying.
Advantages:
  1. Organized structure: The Cornell Method provides a clear and organized structure that can help students locate and review information.
  2. Active engagement: This method encourages active engagement, as it involves generating questions and summarizing information.
  3. Facilitates review: This format is excellent for review, with cues and questions serving as prompts for active recall of information.
  4. Efficient: The Cornell method facilitates efficiency, as it encourages concise note-taking, which minimizes the risk of including unnecessary information in one’s notes.
Disadvantages:
  1. Requires discipline: The Cornell Method demands discipline in maintaining the structure and in consistently developing cues and summaries.
  2. Time-consuming: The method can be time-consuming, particularly the process of generating cues and summaries.
  3. Lack of flexibility: This method might be less suitable for lectures or discussions that don’t follow a linear or hierarchical structure, as it doesn’t readily allow for visual mapping of information.

The Charting Method

The Charting Method of note-taking is a visual strategy that involves creating a table or chart to organize information. The columns and rows are labeled with categories related to the topic, and the corresponding details are filled in as the student engages in the lecture or interacts with instructional materials. The charting method is particularly useful in learning situations where information can be organized into categories, such as comparing different theories or concepts, summarizing a series of events or steps, or classifying items or ideas. This method is less effective for recording materials that follow a story or progression of information.

Advantages:
  1. Organized and concise: The charting method provides a clear, concise layout that facilitates easy review of information.
  2. Comparison and contrasting: This method works well for showing relationships, such as comparing and contrasting different ideas or concepts.
  3. Visual: Charting offers a visual representation of information that can be beneficial for visual learners.
Disadvantages:
  1. Not well-suited for fast-paced lectures: Charting can be challenging to use, as creating and filling in a chart takes time.
  2. Requires prior knowledge: This method works best when you know ahead of time what categories will be useful.
  3. Limited details: Charting might not be suitable for capturing extensive details or complex concepts that don’t fit neatly into the table’s structure.
How to Provide Note-taking Guidance for Students

As a university instructor, here are some strategies you can employ to help your students become better note-takers:

  • Prompt early note-taking: Guide students to start note-taking as soon as the lecture begins, ensuring they don’t miss any important points.
  • Promote active note-taking: Suggest students choose a seat that optimizes their ability to see and hear and urge them to remain alert during lectures.
  • Promote structured note-taking: Encourage students to take notes in an organized format. This helps them identify main ideas first and then elaborate the details.
  • Teach note-taking strategies: Spend some time at the beginning of the term teaching different note-taking methods and explain the benefits and drawbacks of each.
  • Share examples: Discuss with students the note-taking examples outlined in this teaching guide. If possible, you could suggest a specific method most aligned with the structure of the daily lecture or course readings. You can also share your version of lecture notes after class, so that students can compare  and model their notes to yours.
  • Advocate for concise note-taking: Teach your students to record notes in complete thoughts while abbreviating and simplifying where possible.
  • Discourage verbatim transcription: Stress the importance of understanding and summarizing content rather than attempting to create a word for word record, which can lead to missing important points. You can also suggest students use symbols to identify or emphasize items in their notes.
  • Stress the importance of readability: Remind students to write legibly, making their notes easier to study later.
  • Emphasize specialized vocabulary: Encourage students to highlight new or difficult terms and to write down or look up their definitions.
  • Advocate for differentiating facts from opinions: Teach students to distinguish between factual information and the professor’s opinions, encouraging them to add their own thoughts to their notes.
  • Encourage inclusion of visuals: Prompt students to copy diagrams or other visuals that aid in understanding concepts during later study sessions.
  • Provide feedback: If possible, review student notes occasionally to provide feedback and suggestions for improvement.
  • Encourage chronological organization of notes: Recommend students keep their notes for each class separate and start a new set each day of class. This enhances study efficiency.
  • Urge consistent attendance: Impress upon students the importance of attending all lectures to ensure a comprehensive set of notes, equating it to having all of the chapters of a book.
  • Stress note-taking during discussions: Advise students to take notes during tutorial discussions, allowing them to link lecture notes with tutor group discussions.
References

Information about guided notes and methods of note taking are from the Note-taking guide by Erin Stapleton-Corcoran, using a Creative Commons Attribution-NonCommercial 4.0 International license (CC-BY-NC 4.). Any re-use of this information should include and apply this same license.

Abualzain, O. Y. (2024). The effect of implementing Cornell note-taking strategies on new students’ performance in listening comprehension. Theory and Practice in Language Studies, 14(8), Article 8. https://doi.org/10.17507/tpls.1408.10

Allen, M., LeFebvre, L., LeFebvre, L., & Bourhis, J. (2020). Is the pencil mightier than the keyboard? A meta-analysis comparing the method of notetaking outcomes. Southern Communication Journal, 85(3), 143–154. https://doi.org/10.1080/1041794X.2020.1764613

Chen, P.-H., Teo, T., & Zhou, M. (2017). Effects of guided notes on enhancing college students’ lecture note-taking quality and learning performance. Current Psychology, 36(4), 719–732.

Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717–741. https://doi.org/10.1007/s10648-015-9348-9

Flanigan, A. E., Wheeler, J., Colliot, T., Lu, J., & Kiewra, K. A. (2024). Typed versus handwritten lecture notes and college student achievement: A meta-analysis. Educational Psychology Review, 36(3), 78. https://doi.org/10.1007/s10648-024-09914-w

Lalchandani, L. A., & Healy, A. F. (2022). Elucidating the cognitive processes involved in the note‐taking effect. Applied Cognitive Psychology, 36(5), 1009–1021. https://doi.org/10.1002/acp.3985

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note-taking. Psychological Science, 25(6), pp. 1159-1168. https://doi.org/10.1177/0956797614524581

Northern, P. E., Tauber, S. K., St. Hilaire, K. J., & Carpenter, S. K. (2023). Application of a two-phase model of note quality to explore the impact of instructor fluency on students’ note-taking. Journal of Applied Research in Memory and Cognition, 12(1), 94–104. https://doi.org/10.1037/mac0000032

Potvin, M.-C., Chabot, M., Garrity, A., Hass, R., Zane, C., & Bower, A. (2023). Are iGen freshman different? Notetaking habits of STEM students: A descriptive study. International Journal of Progressive Education, 19(2), 1–18. https://doi.org/10.29329/ijpe.2023.534.1

Rachal, K. C., Daigle, S., & Rachal, W. S. (2007). Learning problems reported by college students: Are they using learning strategies? Journal of Instructional Psychology, 34(4), 191–199.

Reed, D. K., Rimel, H., & Hallett, A. (2016). Note-taking interventions for college students: A synthesis and meta-analysis of the literature. Journal of Research on Educational Effectiveness, 9(3), 307–333. https://doi.org/10.1080/19345747.2015.1105894

Salame, I. I., & Thompson, A. (2020). Students’ views on strategic note-taking and its impact on performance, achievement, and learning. International Journal of Instruction, 13(2), 1–16. https://doi.org/10.29333/iji.2020.1321a

Shi, Y., & Yu, Z. (2024). The effect of laptop note-taking on students’ learning performance, strategies, and satisfaction. Electronic Journal of E-Learning, 22(1), 78–91. https://doi.org/10.34190/ejel.22.1.3396

Stapleton-Corcoran, E. (2023). Note-taking. Center for the Advancement of Teaching Excellence at the University of Illinois Chicago.

Information about guided notes, methods of note taking, and how to provide guidance are from the Note-taking guide by Erin Stapleton-Corcoran, using a Creative Commons Attribution-NonCommercial 4.0 International license (CC-BY-NC 4.).