Description: In this activity student partners work together to improve their note-taking skills. Over time, each student improves her individual note-taking skills. By working in pairs, students can compare notes on a class lecture, reading or other activity. They help each other to fill in the gaps in their notes, correct inaccuracies, and add detail to what they’ve captured. It is most helpful to precede the first instantiation of this activity by providing students with a brief lecture on good note-taking strategies along with some examples of effective notes (Barkley, Howell Major & Cross, 2014).
- Class size: 1-14, 15-30, 30-50, 50 or more
- Time frame: 1-10, 10-20 minutes
- Setting: Flexible or inflexible classroom
- Modality: Face-to-face, hybrid, online
Comments: This strategy can be used immediately following a brief lecture, or at multiple stopping points during a long lecture. It can also be started outside of class, as students take notes on a reading, video, or other learning experience. Some time can be allocated in class for students to compare and improve their notes. This type of collaborative activity can continue through the duration of the course or gradually diminished as students build more skill in their note-taking.
Collaborative Learning Techniques: A Handbook for Faculty (2nd Edition). Jossey-Bass.
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