TwoColumn Note Taking

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Two-Column Note Taking

• 7th 8th Grade Study Group

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Agenda

• What they are
• Samples
• How they were introduced
• Student feedback
• Conclusions

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Two Column Notes

• Based on double entry journals
• Page is divided in two vertically
• Observations are written on the right side
• Conclusions, patterns, connections, thoughts, are
  written on the left side

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Sample student notes - Science

• Response
• Why dont people that cut down trees replant
  them, they would make twice as much
• If trees are to be cut down, I think selective
  cutting would be the best way, because if you
  come back the trees would be regrown and there
  would still be a lot of resources to use.

• Notes
• Because new trees can be planted to replace trees
  that are cut down, forests can be renewable
  resources.
• Clear cutting is the process of cutting down all
  the trees at once.
• Selective cutting is when some trees in a forest
  are cut while leaving a mix of trees and species
  are left behind

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Sample student notes-English

• Responses
• Whos Paul Newman
• Why cant he have his mother pick him up?
• Is he cuter than him or something?
• Is Paul Newman tough or just looks tough
• Why does Harry work too much

• Notes
• on his mind paul Newman and a ride home
• he wanted to look like paul Newman
• Because he looked tough and he didnt
• He hates guys with Gray eyes
• His brother soda hes 16-17 going on to 17

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Sample student notes-Math

• Patterns
• Adding a constant outside the translates the
  graph vertically
• Adding a constant inside the translates the
  graph horizontally

• Observations
• The x graph is V-shaped, opening upward
• When x2 is graphed, the graph moves up two
  units
• When x-3 is graphed, the graph moves right 3
  units

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How the idea was introduced

• Each of the team members presented the two-column
  layout
• The use of and headings for the columns were
  changed to match the subject
• Students were asked for feedback

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Student survey

• Students were surveyed at the beginning of the
  technique introduction and at the end
• Students were asked to rate (1-10)
• Usefulness
• Facility with process
• Likelihood of using technique

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Initial Survey Results

• Usefulness
• Mean 7.52
• Median 8
• Facility with process
• Mean 7.85
• Median 8
• Likelihood of using technique
• Mean 7.18
• Median 8

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Final Survey Results

• Usefulness
• Mean 6.15
• Median 7
• Facility with process
• Mean 8.97
• Median 10
• Likelihood of usage
• Mean 5.27
• Median 6

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Differences

• Usefulness
• Initial mean 7.52
• Final mean 6.15
• 8 felt the technique was more useful after
  experience
• 5 reported no change
• 20 felt the technique was less useful after
  experience

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Differences-2

• Facility with process
• Initial mean 7.85
• Final mean 8.97
• 16 felt their facility increased with experience
• 9 reported no change
• 8 felt their facility decreased with experience

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Differences-3

• Likelihood of usage
• Initial mean 7.18
• Final mean 5.27
• 7 felt more likely to use technique after
  experience
• 2 reported no change
• 24 felt less likely to use technique after
  experience

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Cohort effects

• 8th grade students found technique more useful
  and reported higher likelihood of usage
• 7th grade students found technique less useful
  and reported lower likelihood of usage

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Achievement effects

• Highest-achievers reported
• slight decrease in usefulness (-0.58),
• moderate increase in facility (1),
• large decrease in likelihood of usage (-2)

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Achievement effects

• Mid-achievers reported
• large decrease in usefulness (-2.25),
• moderate increase in facility (0.75),
• great decrease in likelihood of usage (-3.25)

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Achievement effects

• Lowest-achievers reported
• moderate decrease in usefulness (-1,54),
• moderate increase in facility (1.46),
• moderate decrease in likelihood of usage (-1)

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Student Quotes

• One student wrote,
• This year we learned how to take 2 sided notes.
  These notes really helped me to be more organized
  and made it a lot easier to find when I needed
  them. In these notes I can ask questions from
  them that will help me to go back and understand.
  Now that I know how to write them this new way
  it is a lot easier for me to study and get better
  grades.

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Student Quotes, contd.

• Another student wrote,
• When we start a new book in English we do two
  sided notes. On one side our notes and on the
  other side our response, how we reacted to what
  weve read or gone over. It helps us get our
  facts straight and make sure that if we dont
  understand something we do. We get to tell and
  write down what we feel about it as long as its
  appropriate.

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Student Quotes, contd.

• Another student commented
• Lastly, I learned how to take proper notes for
  all my subjects. On the left side you put your
  point of view with any questions or statements
  you have to say and on the right, you take down
  important notes. Though at first it seemed
  un-necessary it gave me an excellent study guide
  for future tests and quizzes

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Student Quotes, contd.

• This student continued,
• It also gave me a better understanding because
  after I read my source and took down notes in my
  own words.I had to really think about it. Not
  only was I taking in new information but making
  it easier to discuss for the future. Taking good
  notes is something very important and which Ill
  never forget for further assignments.

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Conclusions

• Teachers think this is a good technique
• Students resistant It makes me think too hard
• Teachers plan to introduce early in the year

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Appendix Student Survey