| Are you still trying to organize your thoughts the old | | | | sentence or a paragraph--just get down enough of |
| fashioned way? Try the technique of making mind | | | | the key words that will bring the ideas back into you |
| maps, and see whether this method of making notes | | | | mind. |
| works better for you. | | | | Keep listening or reading, watching for the first main |
| Many people find that the use of mindmaps helps | | | | sub-theme. |
| them take notes more effectively and remember | | | | When you come across the first major sub-theme, |
| better when they study for exams. | | | | pick a spot on the page to jot down a few key words |
| You may have wondered if there a right way or a | | | | that sum up the sub-theme. Draw a circle around the |
| wrong way to take notes. Does one method of | | | | sub-theme words, and then join your sub-theme circle |
| note-taking work better than another? | | | | to the main theme circle with a line. |
| There is probably no one way that works best for all | | | | Each time you come across a new major sub-theme, |
| people in all situations, since everyone's brain is so | | | | write down a few key words to summarize the new |
| unique. | | | | idea, and draw a circle around those words. Then |
| The main problem with taking notes the traditional way | | | | draw a line to join the sub-theme circle to the main |
| is that this is a very passive process. Simply taking | | | | idea circle in the center of the page. Eventually you will |
| notes does not get the brain very involved in | | | | have a circle in the center with several spokes |
| interacting with the information. If you can get your | | | | radiating from it. |
| brain to get more actively involved in organizing the | | | | The lines or spokes don't have to be straight, and they |
| new material you will remember it better. | | | | can be of any length required. The "circles" don't have |
| If you are strong in visual learning, you can benefit from | | | | to be circles; they can be squares, triangles, or oval |
| making notes that include lots of graphs and drawings, | | | | squiggles if you prefer. You can use different colors to |
| even cartoons! If you are very high in auditory skills | | | | help you organize the ideas better. |
| and weak in the visual area you will do better by | | | | As the speaker or writer continues to present his |
| tape-recording all the notes you need to remember. | | | | ideas, you will find that some of the ideas being |
| The following technique for note-taking is particularly | | | | presented are additional supporting details that clarify |
| effective for people who are highly visual. This method | | | | or illustrate one of the sub-themes you have already |
| of making notes is sometimes called "mind-mapping" or | | | | identified. In this case you will write these |
| making a "learning map". | | | | "sub-sub-themes" down using just a few words, |
| Although it takes some practice to use mind-mapping | | | | enclose them in a circle or squiggle, and link them to |
| effectively, most people who use it find they can retain | | | | their sub-theme with a line. |
| and remember far more information with a lot less | | | | Eventually your sub-theme circles may have many |
| work. | | | | spokes radiating from them as the author or lecturer |
| The essence of the learning-map (also known as | | | | continues to present his ideas. At a glance you will be |
| "memory-map", or "mind-map") technique is quite | | | | able to take in the dominant themes of the talk and the |
| simple. You will need a blank piece of paper, the larger | | | | underlying organizational structure of the ideas. |
| the better. You will need at least one pen, more if you | | | | If you happen to have any ideas of your own while |
| want to use a variety of colors. | | | | you are reading or listening to the lecture, jot them |
| You will be trying to fill the entire page with your notes, | | | | down as well. This shows you have your brain actively |
| so it is important to keep the size of your writing quite | | | | interacting with the material. |
| small. With practice you should be better able to judge | | | | When you make a mind map or a learning map of all |
| what size of writing will work effectively. | | | | your notes, you create a very visual document that |
| As you listen to the lecturer, or read the article you are | | | | differs a lot from traditional methods of making notes |
| studying, decide what you think the central theme is. | | | | for class. |
| For example, you might be listening to a lecture where | | | | People who learn very well visually will particularly |
| you decide the central theme seems to be, "Conditions | | | | benefit from the way that learning maps clearly show |
| in Europe on the eve of World War 2" | | | | the relationships between main themes, sub-themes |
| Or you might be listening to a talk that has a central | | | | and supporting facts and ideas. |
| theme of "Strategies that plants use to survive winter" | | | | Try this method and see if this is the note-taking |
| Once you have decided what the central theme is, jot | | | | technique that works best for you! |
| down the words in the center of the page, and draw a | | | | This article was written by learning expert Royane |
| circle around the main theme. Don't try to write down a | | | | Real. |