Generalizations from Classroom Instruction That Works
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P69-C7
2025-09-11
271
Generalizations from Classroom Instruction That Works
Classroom Instruction That Works suggests four generalizations on note taking.
1. Verbatim note taking is the least effective way to take notes. When students write down every single word they hear, they are not engaged in synthesizing information. Trying to record everything that is said or read occupies a student’s working memory and does not leave room for analyzing the incoming information.
You probably won’t have to worry about early-stage ELLs taking verbatim notes, but students at all stages should be discouraged from doing so. As an alternative to having students take written notes, you can stop and ask them to draw what they understand after you have given part of a lesson.
2. Notes should always be considered works in progress. As students acquire and integrate content knowledge, they return to their notes and revise them to reflect their deeper understanding. Teachers need to explicitly teach and reinforce this process, and should allow time to make sure notes are appended and edited. For ELLs, additions to notes can mean finding other graphics to accompany teacher prepared notes.
3. Notes should be used as study guides for tests. If notes are clear and synthesize the information adequately, they will serve students well during test preparation. When students review and revise notes, they are studying the content. It is important to verify that ELLs’ notes contain visual representations.
4. The more notes taken, the better. This does not mean taking verbatim notes, but rather notes that elaborate on the learning objectives. A strong correlation exists between the amount of notes taken and student achievement on tests. For English language learners, the more graphics, the better.
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