According to dual coding theory, these routes are very possibly created separately in the brain for written information and visual information, and the images are very important for many learners to make connections (Laureate Education, Inc, 2010). In connection to education, when you think about the way notes are usually taken by students, they are primarily written with no visual representation. I find this to be especially true for topics that tend to be more procedural rather that special, at least in mathematics. For example, when I teach spatial geometric topics, the material usually gets ample visual representation. However, when I teach a more abstract topic like algebra, the only frequent visuals are graphs that may be hard to interpret.
One great strategy to aid the notes and procedures in such courses is to organize key concepts visually using advance organizers. These graphic organizers can be great tools in helping students understand connections between material, and accompanying the tool with “higher level or essential questions” can help to achieve high results and deeper learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In my algebra classes, I could use an online organizer to have students make flow charts of key concepts like factoring polynomials or graphing parabolas. Flow charts will give the students a visual representation of the process involved with the topic. In addition, I could deepen understanding by having the students connect concepts across units to see how the information ties to each other visually.
Also during note taking sessions, I see too many students writing down my presentations or quotes word for word. According to our week’s strategy resources, “Verbatim note taking is perhaps the least effective way to take notes” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). To help change this problem, I could use Microsoft Word to show students how to synthesize notes using different tools such as track changes or auto summarize. However, I feel that students should also be able to do these types of summaries under their own power. I have heard of some classes using a highly acclaimed style called Cornell notes, but I find it simpler to use daily encouragement and shared note-taking sessions to teach the students key strategies in taking quality notes. In these sessions we do a variety of things including taking your own notes from textbooks and comparing them with your group, including visual representation of big ideas, and putting new information down in your own words.
References
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I love your idea of using collaboration as a tool for learning the note taking skill. Dr. Chris Dede reminds us in the webcast The Changing Role of the teacher, that we are no longer the source of knowledge for our students (Laureate Education, Inc., 2010). Allowing students to compare their notes gives learners’ power over their own learning. Doing this also exposes students to an array of note taking strategies, which according to Pitler, Hubbell, Kuhn and Malenoski (2007) is very valuable to mastering this skill.
ReplyDelete~Carissa
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program twenty two. The changing role of the teacher [Webcast]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
You mentioned the need for students to create visual representations of algebraic concepts. One helpful tool that I think might help is to create a chart of examples and non-examples. If students create a list of non-examples it can make as many valuable connections as finding examples. This also creates wonderful conversations in your shared note-taking environment because the students would have to defend their opinion to others as to why something fits in the non-examples column.
ReplyDeleteCarissa,
ReplyDeleteI feel like note taking should be done in a variety of ways, but the key is that each individual has their own unique style. I always got the most out of my notes when I catered them to my personal thoughts. One of the biggest things I forgot to mention is that a teacher has to be able to feel the proper amount of time to pause between slides or ideas. Students have explained to me that one of the main reasons they feel the need to copy notes down verbatim is because they don't have enough time to relate the information to something that makes sense to them. I often actually collect notes just to see that the class is following the big ideas, and then I'll make quick comments on them, similar to what I'd do if I was grading a test.
I got a spark from reading your blog. I have been looking for ways in which to enhance a geography unit that I teach every year. I got an idea when you mentioned the use of google maps and other gps systems when you were planning a trip. I want to use some of these tools to have the students explore the world around them. The Google earth tool is very helpful when wanting to explore places, you can get a bird's eye view of just about every place on earth. I have used this tool for fun but have not thought to use it the class until I read your blog. Thank you!
ReplyDeleteMatthew,
ReplyDeleteYeah I like that idea of non-examples too. I often drop the presentation of incorrect approaches when time gets tight. It usually gets covered when I go through examples from the practice problems the next day, but by that time it's too late for a lot of kids. So pre-made charts, as you promoted, would be a great way to cover common procedural errors in a short amount of time. Thanks for your thoughts.
Mike
Ben,
ReplyDeleteI love most of the Google tools also, and it’s awesome to show students how to use it, even when they don’t have their driver’s license yet. I use it in relation to simple formulas, like distance = rate x time, but it can be used in every class for sure. If you want the best bird’s eye views, I actually recommend Bing Maps. It is unbelievable how clearly you can get free visuals of nearly any location on Earth.
Mike
I think that using a flow chart for algebra topics may be a useful tool. I run into the same problems when teaching a pre-algebra curriculum as many of the topics are quite abstract, new, and can be very confusing to the students. I personally think that 8th graders aren't developmentally ready for algebra topics but a slighht introduction toward the end of the year may not be a bad thing. But giving them different types of organizers to help them with the processes would be very helpful.
ReplyDeleteAnd as far as the notetaking goes, I like to give students as many options as possible when taking notes. They have learned Cornell notes (and hardly use them...they aren't too keen on them) and we talk about summarizing and outlines. They have many options but I think they too often get things like guided notes and other similar notes which makes them more lazy and less apt to take quality notes, or any notes at all for that matter. It's always a tough fight to try and get students interested in and to see the value of good notes.