Telling a class to “make notes on” or saying “put this in your own words” is inviting trouble. How often have such instructions led to either a page of word-for-word copying, or a paragraph that misses key information? Graduates tend to be good at note-taking; pupils need to be taught the skill.
One technique is to use bullet points. Ask the class to write any five bullet points from the information you give them. This is easy, as it has no focus.Then start refining the task - use the same information to bullet point a specific question. One way is to look for contrast. For example, write five bullet points showing good things, then five bullet points showing bad things. It takes practice and needs careful material selection.
The next step is to encourage independent use of bullet points in lessons. After a while, pull the next rabbit out of the hat - what the bullet points provide is an essay plan. They also give the pupil a revision technique. This added skill is subject-transferable. A display outlining the key advantages of learning to use bullet points reinforces the message.
Note-making can also be learned actively through paired work. An idea is to get the pairs to read through the material to be summarised. One of the pair then has to pretend to phone the other pupil and explain the key points in the material.The receiver can jot down what he or she hears. The two pupils then discuss whether the main points were covered in the phone call.
Note-making is a key skill for success, so make sure you take time helping your pupils to develop it.
Roy Watson-Davis
Roy Watson-Davis is an advanced skills teacher at the Blackfen school for girls, Sidcup, Kent
