Note-taking can be a way for you to process course content. Notes taken in class can also be a tool to help you check your understanding of key information — if you have questions or confusions, record them in your notes, and then use them when attending office hours as a way to organize questions you have for your professor.

IN-CLASS NOTE-TAKING AIDS 

TOOLS. Whether you take notes digitally or by hand, use highlighters to flag key points. Then, using a different color, highlight things that confuse you or about which you need more information. Being consistent (using the same color for “key points” in all your notes) makes it easier to find info later.

If you take notes digitally, familiarize yourself with the highlighting/color tools of your software before using it in class. If you take notes by hand, bring highlighters (ideally of at least 2 colors) to each class session.

JUST ASK! While not writing every word that your prof says is a good start, different classes necessitate different note-taking approaches. Ask your professors — and if you have them, Learning Assistants or Teaching Assistants — about useful strategies for note-taking in each specific course.

NOTE-TAKING METHODS

ALL-PURPOSE NOTES. There’s already been a Stalled poster on the Cornell Method, which is a useful all-purpose note-taking method. Other methods include:

  • Outline method: Taking notes in outline form. This method has you identifying main ideas, supporting points, and examples/details, and indenting the support and examples/details under each main idea.
  • Writing on slides: When your professor provides slides ahead of time, taking notes on (paper or digital copies of) the slides can help you capture details effectively because key ideas are already provided for you.

NOTES FOR SPECIFIC PURPOSES. Some classes require different approaches to notes, including:

  • Duke Method: For classes with lots of dense content, this method provides a structure so as to organize material after class (and thus clarify what you do and don’t know, and give a good summary of what the class covered). This method has you take notes on one page (the left page of a paper notebook) while leaving the next page blank (the right page, if using a paper notebook). If using digital notes, add a blank page after each full page of notes. After class, use the blank page to write a short summary of the material and record questions for future classes, or to bring to office hours.
  • Concept maps: These work well when a topic is dense and has many connections to other ideas or theories covered in the course. Concept maps (also called mind maps) are visual representations of ideas that has a note-taker indicate a complex topic or idea at the center of the page and then draw circles, connected by lines, to subcategories and details. Many corporations and organizations use mind mapping in their project planning, so becoming familiar with this method can help prepare you professionally! See the Stanford University concept map resource in the “Further Resources” section of this poster (access it via the QR code).

SMALLER-SCALE STRATEGIES

DEVELOP YOUR OWN SYMBOLS. Using abbreviations and acronyms helps you take notes more quickly. Also, use symbols and visual indicators consistently. Symbols should be different enough from each other that they are easy to tell apart. For instance, an arrow → can indicate a connection or consequence. Underlining can indicate a term that you don’t know.

ORGANIZE FOR REVIEW. It’s useful to draw a line across the page when a new topic is introduced, or you might draw a box around different topics. You also want to leave room in your notes so that you can add to them later, record questions, and add connections as they occur to you. Adding these kinds of elements to digital notes is easy, and handwritten notes just need you to leave space open for these types of additions.

FURTHER RESOURCES 

Barnard College. “Note-Taking Guide.”

Cornell University. “Cornell Note Taking System.”

Stalled. “ Cornell Method Note Taking.”

Stanford University Center for Teaching & Learning. “Concept Mapping.”

University of Portsmouth. “Helpful Abbreviations for Speedy Note-Taking.”

FACULTY FAUCET

Consider including a section on your syllabus on note-taking, explaining how students should approach note-taking in that specific course. Also: 

  • If you provide slides with detailed information, encourage students to take notes during lectures on information not covered on the slides as well as their response to the information on the slides instead of simply duplicating information. 
  • For a discussion-based course, consider carving out 5 minutes at the end of each class to allow students to capture their thoughts and questions about the classroom conversation into their notes. 

Finally, consider spending time in class or via electronic communication to explain what students should do with their notes when studying for an exam or creating a project. The Cornell Method (see resources above) is a classic note-taking structure that works well for many students!