Describes using the graphic organizer as an instructional tool prior to lecturing to help students take accurate lecture notes. (SR)

Reviews the major research on notetaking, the conclusions of these studies, and suggestions for the classroom. Argues that moderately hearing impaired students can take their own notes under certain circumstances and that severely hearing impaired students can use others' notes since review is the most important function of notetaking. (RS)

Describes a note taking and teaching strategy designed to help students think during lectures and assimilate material in a synthesized form via small group and written recapitulation. (MKM)

Described are five techniques to improve student learning during lectures: (1) separating listening from recording and requiring note-taking to be undertaken from memory; (2) using active review during the lecture; (3) using structured discussion; (4) using instant questionnaires; and (5) having students summarize important things from the…

Nonnative university students have difficulty coping with lectures given in English and need authentic and relevant material in listening and note-taking courses. One approach based on a transcription of a paleontology lecture is presented, suggested by linguistic analysis of 40 science lectures at Sultan Qaboos University in Oman. (four…

The feedback lecture represents an attempt to address problems affecting traditional classroom lecture techniques. Typical complaints associated with the latter include boredom, one-way communication, problems with notetaking, pacing problems, lack of guidelines and outlines, lack of enthusiasm and student involvement, and an overload of detail to…