By Teachers, For Teachers
In schools where writing and note-taking were rarely implemented in science classes, approximately 25 percent of students scored at a proficient level or higher on state assessments. But in schools where writing and note-taking were consistently implemented by science teachers, 79 percent scored at the proficient level.
Starting in fourth grade, Common Core State Standards expect students to use books, periodicals, websites, and other digital sources to conduct research projects. That means they not only read, but research, review, distill knowledge, and catalogue. The Standards assume students will accomplish this by taking notes:
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others ...
But don't sharpen the pencils and refresh the classroom supply of lined paper. Consider a digital approach to note-taking techniques.
Why? Let's do an experiment. Ask students to develop a pro and con list for note-taking techniques with paper and pencil. Make a deal with them: If they can provide sufficient evidence that pencil-and-paper notes are better than alternatives, you’ll let them continue in that way.
If your students are like mine, they will finish this evaluative analysis with a new respect for the shortfalls of paper and pencil.
Now discuss taking notes digitally:
They can be taken and opened on most digital devices--iPad, Chromebook, laptop, desktop. At the most basic level, digital note-taking uses word processing programs like MS Word, Open Office, Notes, and Text. To use this approach, simply:
Word processing programs are easy to learn, quick to access, but more difficult to share with others and access from a variety of locations. Here are five methods that improve on this approach:
If your school uses Google Apps for Education (GAFE), you’ll find it great for note-taking. With Google Docs, students can take notes from wherever they are: Home, library, friend’s house, the park. They can collaborate, share, find citations and primary sources, edit and format. Students create a folder in their personal GAFE account where they collect all notes on a topic -- video, audio, images, text, other.
Using Google Sheets, students enter their notes into a spreadsheet that can then be shared with all classmates.
This is great in a flipped classroom where it’s especially important that students comprehend information that will be used in the next-day project. The teacher can quickly look through the spreadsheet and see if all students participated and understand the goals (meaning they will be prepared for the day’s project).
This works particularly well for short notes -- maybe on a movie or video students are watching, or a homework topic -- to be sure students captured relevant information.
For many schools, Evernote (free) is the student digital notebook. Much like GAFE, Evernote makes note-taking easy to organize, share, and collaborate with group members. Notes can be synchronized across a PC, Mac, iPad, smartphone -- almost any digital device -- from class, the library, grocery store, bedroom, a friend’s house. It is always available with a toolbar widget.
Evernote started as a digital way to take notes, bookmark sites, and share with interested parties -- and quickly grew into much more. Now, through an Evernote Ed account, students can record text, images, and audio directly into Evernote. Notes can be shared directly from the platform. For those pesky paper items, use a scanner app and add the image to Evernote.
Twitter enables students to collect links, notes and images that are easily and quickly shared among a group. It does not allow the range of media available with GAFE and Evernote, but it encourages the truncated notes students love to read.
Set up a class Twitter stream. Make the class “Private” so no one except students and those you accept (such as teachers and parents) can view the stream. Students log into this account to post. Establish a #hashtag for each topic which students use to categorize their notes. At only 140 characters per entry, it’s quick and pithy.
Flipboard is a clever way to collect notes into a magazine format. One student or a group can copy-paste, add headings, notes, and then share with group members and/or teacher. Pages turn like a book. Flipboard is for iPads only.
This is my current favorite note-taking app. This powerful, inexpensive app does it all. You can:
I have used Evernote faithfully and will still use it for collecting websites, data, images, and more, but for quick notes, I now use Notability and then share with Evernote.
When you introduce these note-taking options to students, don't teach them! Show students how to access the programs, then let them teach themselves -- and each other. If you'd like, break the class into groups, assign one option to each, and give them 10 minutes to decode the program before they present to their classmates. This not only makes the tools easy to use, but reinforces the notion that students are problem-solvers and tech-masters.
I'd love to hear what you use for note-taking in class. Do you have a clever approach your students love?
Jacqui Murray has been teaching K-8 technology for 15 years. She is the editor of a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum, and creator of technology training books for how to integrate technology in education. She is webmaster for six blogs, CSG Master Teacher, an Amazon Vine Voice book reviewer, Editorial Review Board member for Journal for Computing Teachers, a columnist for Examiner.com, IMS tech expert, and a weekly contributor to TeachHUB. Currently, she’s editing a techno-thriller that should be out to publishers next summer.