Notes can be used to inform your research and capture your own ideas about a topic, so they are very important. Note-taking isn't as simple as grabbing a pen and paper and just writing; it is a skill like any other and therefore requires practice and preparation. You may need to take notes while you research literature, attend lectures or work in a lab.
Effective note-taking in lectures is actually about listening more than you write, being able to determine what is note-worthy and what is not.
Preparation is key
Most people start thinking about taking notes from the point they enter the classroom. Effective note-taking actually starts before that point. What's the key to being prepared for taking notes?
- What tools do you need? Are you taking notes digitally or by hand?
- How will you take the notes? What method will you use?
- Preview any lecture notes or a module description in advance to get an overview of the topic area(s) to be taught.
- Get a good organisational system to manage all your notes, e.g. organise by date and keep notes from each module or class together.
Note-taking while reading
Your approach to note-taking may be different to your friends: whether you take notes or not; how you take notes; and how you use your notes afterwards.
Reasons to take notes
- So that you don't forget stuff – note-taking helps you actively engage with what you are reading and increases recall later - this is a first step to formulating arguments for written assignments.
- Keep focused – it stops your mind wandering on other things.
- Don't waste time later re-reading content – it helps you make searchable documents and also record key elements you want to use later.
- Actively engage with your reading – promotes the join up of ideas and analysing what you are reading.
All good notes should contain:
- Source information (title, author, date etc).
- Headings to help you identify the key topics.
- Key points, examples, names, new ideas.
- Triggers to make your notes more memorable – such as mnemonics, colour or drawings.
- Further reading and ideas to follow up later.
You will need to identify what is important: what is the essence of what you are reading or listening to and be able to note the key aspects of that, along with your own ideas.
Note taking can begin with your own interests, thoughts and ideas; however, if you only pick out these, you might miss something important. Understanding how an academic piece of writing is structured (a journal article, for example) can help you to identify where the points of emphasis are and what to focus on when reading.
Using the Mind map or Pattern method
Many people find visualising their notes to be more effective in helping them remember associations. Patterns such as a Mind Map can help you
- Record key points,
- Organise material and see associations between topics in content,
- Help with flow of ideas,
- Visual impact aids memory.
The University has a licence for Mind Manager mind-mapping software installed on various PCs onsite.
Annotation method
Think of it as having a 'conversation' with the text on a page. This requires you to record your own comments on the material itself - however - make sure the textbook or article either belongs to you or is your own photocopy - do not mark on borrowed books.
- Question the material – write down your own challenges to the ideas, argument or assumptions.
- Highlight phrases (and then elaborate in your written notes).
- Definitions – look up any words you don't understand and write the definition in the margin.
- Summarise paragraphs and key ideas.
- Make notes to self – i.e. 'read this study...'
- Application and connection – how does this relate to other studies or to real-world experience?
Note-taking in lectures
Why?
- To emphasise the important bits.
- So that you do not lose concentration.
- To make links between related ideas.
- To summarise information.
- To note things to raise as questions later or research separately.
What do you make a note of?
- “This is important” – Whenever the lecturer says this, it is probably something that you'll be expected to refer to in your coursework or exam.
- Big ideas – Things like theories and concepts. There is likely to be supporting literature for these (probably in your recommended reading list), so you don't need to note down everything that's said, just focus on the key points and summarise in your own words.
- Bullet lists – If the lecturer starts listing components or the key points of something and they're not already noted in the lecture notes, write them down straight away! If you miss one or two, ask the lecturer to repeat them.
- Terms and definitions – We love our acronyms and complex terminology. If the lecturer or a classmate starts talking in jargon and you're unsure of what they mean by something, ask them to clarify and make a note.
- Examples and case studies – Whenever case studies or examples are mentioned it's because you'll be expected to apply something similar at some point. What counts is the process that was taken, not the problem itself or even the conclusion, as these will change from example to example. You will learn from their learning journey, and from that be able to develop your own approach to resolving a problem, which may lead to a different conclusion.
Digital note-taking
Many people use their laptops or tablets to take lecture notes, using notetaking Apps, text editors or software like MS OneNote. Always make sure you back up to another location or the cloud regularly.
Using your notes
Once you have made your notes, go through them soon after the session and tidy them up so that you understand them, summarise them and clarify points you are unsure about.
Finally, take your notes beyond a record of what happened in the lecture by tying in previous knowledge and literature you've read to back up key points. The two key parts of this stage are:
- Make connections between previous knowledge or content.
- Identify points or topics that require further research (especially if you don’t understand them). At this point you could either try to identify the relevant literature to read or just make a 'note to self' to find out or ask the lecturer.
