It is always nice to see the strategies that we teach in the news, but I guess that’s what happens when you base your pedagogy on well-researched, evidence based practices (basks in reflected glory).

The Conversation have just published an article on the benefits of note-taking and, particularly, the effectiveness of Cornell Notes in aiding information retention.

While note-taking is a very personal thing, the point that is consistent in the research is that effectively note-taking is a skill that needs to be taught.

If you want more information on the teaching of note-taking (aside from the above article), consider revisiting Part II, 6 in Classroom Instruction that Works (p.77). If you can’t find your copy, we have ones available for loan in the compactus (TR 371.102 CLA) in the library.