• If you use a notebook system, dividing each notebook into similar sections will help with the bookkeeping.
• Make it expandable. You never know.
• Don't mess with your structure mid-stream. You reach Law of Diminishing Returns constraints too quickly.
• Don't put all your notes for all your courses or projects in one place. They'd be too easy to lose.

Formats

• Linear - usually accompanied by some form of outline. Mooney/Cole recommend this for linear thinkers - folks who learn readily from textual prompts.
• Two columns - specific info in the (wider) right column; broad concepts, events, themes on the left. Paulk recommends a bottom margin area for a summary.
• Mapping - central theme in the middle of the page; free-format all around. Mooney/Cole recommend this for visual thinkers.

Notation Tools

• Color - but use it to classify types of ideas if possible.
• Space - more indentation, less importance.
• Symbols - to save words. Examples: stars for major points; arrows for relationships.
• Abbreviations - but make sure you can decode them later.

Tools for Ranking Relative Importance

• Questions - write them immediately; ask them as soon as you can.
• Connections - between ideas that may otherwise seem unrelated. Mooney/Cole recommend this for associative thinkers; they say "don't fight it."
• Concepts - in case there's an idea that comes up and you need to develop it on your own later.
• Details - if you're not a conceptual thinker.
• Applications - ask as often as you can "how can I use it?"
• Emotions - if you have a reaction, write it down. It helps us remember things and may even make it more fun.
• Anecdotes - environmental information can serve as memory-joggers for later recall.

For the Disorganized (idea: Mooney/Cole are writing specifically to students with ADHD -- your mileage may differ)

• Mark each notebook with contact info.
• Keep each notebook in a consistent place.
• Make each notebook look like something you can use.
• Make each notebook indispensible.
• Don't use one notebook to carry notes that belong in another.
• Consolidate periodically - put outside info in the right notebook or in the trash.
• "Class, Ass and Stash checklist" - this is the term Mooney/Cole use for reminding students to make sure they've
  • brought the right notebook(s) to class
  • checked under their seats before leaving
  • checked loose papers to make sure they're stored in the right place

Class Preparation

• Review past notes
• Make sure notes are up to date
• Review syllabus
• Know something about the next lecture

Types of Lecturers (idea: if you know which type you have, the notes are easier to take)

• Ramblers (especially those who mumble or talk to the board/notes/screen)
• Readers (especially those who copy book pages and put them on a screen with an overhead projector -- BLEAH! -- this is an inexplicably popular technique among engineering faculty)
• Who knows? These are the ones who are all over the place -- you're not sure what they'll talk about next.
• Speed-talker (the solution for covering more material is to talk faster, right?)

Watching for the Irrelevant (idea: that certain signals tell us it's time to listen selectively :-))

• Administrative notes
• Tangents (e.g. "as a side note")
• Personal anecdotes
• Multiple examples (e.g. "here's another way of looking at it")
• Sarcasm or boredom (e.g. "I'm not sure if this is worth anything")

Watching for the Relevant

• "Today we'll talk about..."
• "In conclusion..."
• "This will be on the test..."
• "This is critical..."
• "You'll see this again..."
• The lecturer gets excited
• The lecturer refers back to the notes (to make sure to say the next thing right)
• The lecturer repeats something
• The lecturer pauses for effect

Bookkeeping Signals (idea: that certain signals during a lecture tell us how to listen -- or not -- to the next point)

• Examples/illustrations
• Time/sequence relationships (before, after, etc.)
• Additions (furthermore, etc.)
• Cause-and-effect (therefore, etc.)
• Contrasts (on the other hand, etc.)

Asking Questions

Spoken work is difficult to process in real time. Asking questions not only allows for the speaker to translate into terms you can understand, but it allows everyone in the room a moment to catch up. And breathe.

The open-ended question (OEQ) is a great way to turn the speaker's attention toward your concerns. (The OEQ is discussed in more detail under negotiation.) Other possibilities include

• the active question (you show SOME knowledge of the subject)
• generic relevance (everyone wants to ask, but most are too shy)
• anecdotes (to establish relevance), but keep them short, simple, and seldom
• summarize what's been said, assert an additional understanding, then add a related question

Habits that will enhance your ability to ask the good question:

• sit where paying attention is easiest
• be honest about being afraid to talk
• be honest about not knowing the answers
• address hyperactivity with a toy or a trip to the bathroom or the fountain
• relax by any means possible, short of distracting the whole room

General Points

• Date, name, topic on at least the first page; number pages
• New page for new day
• Don't worry about paper; write big
• Don't worry about copying verbatim
• Use color or symbols to highlight what you don't understand
• Use lots of cheap pens
• Get a good seat; use eye contact
• Take breaks when you have to
• Get there early; bring food and caffeine (!) if you need it to get through
• Be ready!

Review

• Check dates
• Skim intro and conclusion
• Make summaries
• Look over main points
• Edit and rearrange; bring in color and symbols as needed

Lost Notebooks (idea: OH GOD! I'M S.O.L.!)

• Don't panic!
• Use phone/e-mail to anyone who've spent time with
• Check the usual hiding places
• Retrace your steps
• Ask the instructor for help or copies of notes
• Appeal to the whole class
• Beg! Shamelessly grovel! Bribe if necessary!

References

Mooney, J. and D. Cole. Learning Outside the Lines. NYC: Fireside Books, 2000. ISBN 0-684-86598-X
Paulk, W. How to Study in College. Houghton Mifflin, 2000. ISBN 0-618-04672-0
The UnCalendar is an example of a planner that allows a good deal of room for free-form note-taking -- though not enough in general for a student's class notes. They also provide notebooks, however, with a similar layout.
SpeedRead the Net has an innovative text reader for those with trouble following their notes.