11 Matching Annotations
  1. Sep 2022
    1. More effective structured note-taking systems,such as Cornell Notes or REAP, increase students' critical readingskills, including synthesis, analysis, and evaluation (Ahmad, 2019)

      More effective than what? Just highlighting? What does Ahmad show? Is there a hierarchy of strategies that have been cross tested with larger groups? What effect does a depth and breadth of neurodiverse subjects show, for example?


      This is the my first encounter with REAP.

      REAP is an acronym for Read, Encode, Annotate, Ponder.


      Has anyone done direct research on commonplacing or zettelkasten techniques to show concrete data to compare them with other currently more popular techniques like Cornell notes or REAP?

      Read for potential methods and set up for a potential meta study: Ahmad, S. Z. (2019). Impact of Cornell Notes vs. REAP on EFL secondary school students’ critical reading skills. International Education Studies, 12(10), 60-74

  2. Aug 2022
    1. https://universitylifecafe.k-state.edu/bookshelf/academicskills/indexcardstudysystem.html

      Natalie Umberger is writing about an "index card study system" in an academic study skills context, but it's an admixture of come ideas from Cornell Notes and using index cards as flashcards.

      The advice to "Review your notes and readings frequently, so the material is 'fresh.' " is a common one (through at least the 1980s to the present), though research on the mere-exposure effect indicates that it's not as valuable as other methods.

      How can we stamp out the misconception that this sort of review is practical?

  3. Mar 2022
    1. “It is from the attempt of expressing themselves thatunderstanding evolves, rather than the other way around,” he maintains.

      —Woff-Michael Roth

      Actively attempting to express oneself is one of the best methods of evolving one's understanding.

      Link this to the ideas related to being forced to actively manufacture the answer to a question is one of the best ways to learn.

    2. A simple request to “move your handsas you explain that” may be all it takes. For children in elementary school, forexample, encouraging them to gesture as they work on math problems leadsthem to discover new problem-solving strategies—expressed first in their handmovements—and to learn more successfully the mathematical concept understudy.

      Given the benefits of gesturing, teachers can improve their pedagogy simply by encouraging their students to move their hands while explaining things or working on problems.

      Studies with elementary school children have shown that if they gesture while solving math problems led them to discover and understand new concepts and problem solving strategies.

      link this with prior idea of handwriting out annotations/notes as well as drawing and sketchnoting ideas from lectures

      Students reviewing over Cornell notes also be encouraged to use their hands while answering their written review questions.

  4. Feb 2022
    1. he best-researched and mostsuccessful learning method is elaboration. It is very similar to whatwe do when we take smart notes and combine them with others,which is the opposite of mere re-viewing (Stein et al. 1984)Elaboration means nothing other than really thinking about themeaning of what we read, how it could inform different questions andtopics and how it could be combined with other knowledge

      Elaboration is thinking deeply about the meaning of what we've read, how it could inform or answer different questions, and how it can be linked or combined with other knowledge. It is one of the best-researched and most successful learning methods. While it seems to have some subtle differences, it sounds broadly similar to the Feynman technique and is related to the idea of writing questions based on one's notes in the Cornell note taking method.

    2. While it is obvious that familiarity is not understanding, we have nochance of knowing whether we understand something or just believewe understand something until we test ourselves in some form.

      The Cornell notes practice of writing questions in the empty left column as a means of testing knowledge can be an effective tool after taking notes to ensure that one has actually learned and understood the broad concepts. They can also be used for spaced repetition purposes as well.

      Valuable though they may be as teaching and learning tools, they don't figure directly into the idea of permanent notes from a zettelkasten perspective.

    3. Academic writing in itself is not a complicated process thatrequires a variety of complicated tools, but is in constant danger ofbeing clogged with unnecessary distractions. Unfortunately, moststudents collect and embrace over time a variety of learning andnote-taking techniques, each promising to make something easier,but combined have the opposite effect.

      Not highlighted in this context but it bears thinking about, Ahrens is looking at writing in particular while many note taking techniques (Cornell notes, SQ3R, SQ4R, etc.) and methods geared at students are specific to capturing basic facts which may need to be learned, by which I mean memorized or at least highly familiar, so that they can later be used in future analysis.

      Many of these note taking concepts are geared toward basic factual acquisition, repetition, and memorization and not future generative thought or writing applications.

      It's important to separate these ideas so that one can focus on one or the other. Perhaps there are contexts within which both may be valuable, but typically they're not. Within the zettelkasten context the difference between the two may be subtly seen in the conception of "literature notes" and "permanent notes".

      Literature notes are progressive summarizations which one may use to strengthen and aid in understanding and later recall. These may include basic facts which one might wish to create question/answer pairs for use in spaced repetition programs.

      Permanent notes have a higher level of importance, particularly for generative writing. These are the primary substance one wants to work with while the literature notes may be the "packing peanuts" or filler that can be used to provide background context to support one's more permanent notes.

      Compare this with: https://boffosocko.com/2021/12/22/different-types-of-notes-and-use-cases/

  5. Jan 2022
    1. https://words.jamoe.org/handwritten-hqa-notes/

      Mostly a review of the prior article with little new.

    2. Its design allows you to jump between moving fast and slow through your notes and has the benefits of active recall built-in, making your memories stickier.

      This method also presupposes that one is taking notes solely for memorizing facts and helping to support basic understanding.

      What about for analysis, comparison, synthesis, generation of entirely new ideas?

    1. https://words.jamoe.org/highlight-question-and-answer/

      A somewhat disingenuous reframing of the Cornell notes method. They've given it a different name potentially for marketing purposes to sell in a book. At least HQ&A is a reasonable mnemonic for what the process is.

      They do highlight the value of modality shift from reading to thinking about how to formulate a question and answer as a means of learning. They don't seem to know the name or broader value of the technique however.

      This question technique is also highlighted in the work of Andy Matuschak and Michael Nielsen. Cross reference: https://andymatuschak.org/prompts/ and their quantum mechanics course experiments.

  6. Aug 2021
    1. Sketchnoting forces students to take ideas from a lesson and turn them into their own ideas. It also forces modality shifts.

      Reviewing over a lecture after the fact to create sketchnotes is incredibly similar to some of the point and purpose of Cornell Notes.

      While watching: https://www.youtube.com/watch?v=UOHcWhdguIY