Hi! One of my colleagues (a brilliant, solid, very promising young teacher) asked me how I teach note-taking. I was all eager and set to answer when he added that he knew about the different systems, Cornell and what not, he was asking more about how you actually teach kids what to write down, what are the important parts. A long silence ensued before I said, "Well, now. There's a question!" :-)
Eventually, I suggested doing a lot of think-alouds, modeling good practice, reacting to the students' thoughts. I also know you're supposed to teach note-toking from books before teaching note-taking from lectures. But all that feels insufficient somehow in light of the focus of this question. What other suggestions would y'all make? And is there a connection with "Determining Importance" in the "Mosaic of Thought" skills which might help somehow?? Take care, Bill Ivey Stoneleigh-Burnham School _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
