I'm actually kind of split on this issue. I think that students may, without printed notes, spend all of their time trying to write down stuff that they don't understand, hoping that it will make sense later. When I was an undergrad I often took about a half page of notes for a 1-hour class. The rest of the time I tried to listen and understand. I try to get my students to try that approach, but I don't think that it will work for everyone.I respect the various techniques that people are using for their teaching situations. However, I can't help but feel that distributing lecture notes and Powerpoint slides helps turn the course into a passive recepient exercise like watching television. I believe that students should learn what's important without detailed prof provided cues. Note taking is important as some have said.
I agree that note taking may help a student focus, that it can produce memory cues that will come in handy later, and that there might be other benefits. But, I suspect that there are several variables that determine whether note taking is an important activity or not. Variables might include the level of understanding (of that particular class) of the student, the type of material being taught, and the lecture style of the teacher. The visual-verbal learning style stuff might suggest an individual difference variable that could interact with the others.
Instead of telling my students that note taking is good or bad I tell
them that they need to develop different learning skills for different
classes. Then, of course, they write it down and ask if it will be
on the test.
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_____ Rick Stevens
_____ Psychology Department
_____ University of Louisiana at Monroe
_____ [EMAIL PROTECTED]
_____ http://www.ulm.edu/~stevens
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