Guided Notes in a Modern Classroom

How do we help students take good notes?

In Modern Classrooms, students often learn new content by watching instructional videos. Guided notes keep students engaged, help students retain what they see, and improve students’ academic performance (Konrad et al., 2011). Modern Classroom educators use a variety of note-taking strategies to support student learning.

Type of Guided Notes

Guided notes come in many shapes and sizes. Here are several templates that Modern Classroom educators can use:

Scaffolded Notes
Skeleton Notes
Sorting
Problem Solving

Note Taking Structures
Cornell Notes
SQR3
Note-Taker

Graphic Organizers
KWL
Frayer Model
Circle Map

Teaching Students How to Take Notes

Students may not yet know how to take good notes. It’s important to teach this skill explicitly (Boyle, 2013). Here’s how you can do that:

  • Model during a Unit Zero, or at the beginning of a new unit. Show students explicitly how to fill in their notes while watching an instructional video. 

  • Cue during the instructional video. At the beginning of an instructional video, show or explain briefly what type of guided notes students should take, and then cue the students throughout the video when they should pause to take notes. Cues may be verbal, visual, or embedded with a tool like EdPuzzle. 

Supporting Students With Taking Notes

When it comes to note-taking, students have different needs. Here’s how to meet them all: 

  • Add structure as appropriate. Students may not yet be ready for independent note-taking structures such as Cornell Notes. A scaffolded note-taking method, such as sorted notes, can help students build this skill while improving student understanding of the material (Haydon et al., 2011).

  • Reduce writing. A less writing-intensive structure, such as skeleton notes, can help students learn the skill of note taking over time.

  • Provide a notes “answer key”. It can be helpful for students to “check” their notes with a completed copy. This helps students ensure that they’ve taken quality notes while allowing them to reflect on their note-taking skills.

  • Digitize notes. For students who may have difficulty with writing and/or copying, completing notes in a digital format (and utilizing features such as voice-to-text) lets students focus on the information itself, instead of the act of writing.

Summary: Making Guided Notes Work in a Modern Classroom

 In choosing how your students will learn to take notes, it is important to consider: 

  • What type of guided notes will work best for your students and content? Consider how the format of your notes will help students engage with the instructional video and the information presented therein. 

What supports do students need to be successful with note taking? Do students need explicit instruction of the note taking format? Or, a set of model notes they can reference? It is important to plan how you’ll introduce and support guided note-taking as well as creating the guided notes themselves.

References:

Boyle, J. R. (2013). Strategic note-taking for inclusive middle school science classrooms. Remedial and Special Education, 34(2), 78-90. https://doi.org/10.1177%2F0741932511410862

Haydon, T., Mancil, G.R.,  Kroeger, S.D., McLeskey, J., & Lin, W.J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content. Preventing School Failure: Alternative Education for Children and Youth, 55(4), 226-231. http://doi.org/10.1080/1045988X.2010.548415

Konrad, M., Joseph, L. M., & Itoi, M. (2011). Using guided notes to enhance instruction for all students. Intervention in School and Clinic, 46(3), 131–140. https://doi.org/10.1177/1053451210378163