Classroom Learning Summarizing And Note Taking Research Paper

Length: 5 pages Sources: 5 Type: Research Paper Paper: #89479883 Related Topics: Curriculum Development, Strategic Planning, Student, Curriculum Published January 24, 2023
Excerpt from Research Paper :

Summarizing and Note-Taking


Note-taking is the primary method students use to record what they capture during a learning session with a teacher. According to cognitive psychologists, summarizing is done to; fill the missing parts and as a method of synthesizing information to a better understandable and simple form. The amount of notes taken is in direct proportion with achievement. To make notes worth-while, researchers suggest that students should consider them as a work in progress thus revised accordingly as new information is available. However, note-taking doesnt work for all students, especially those with learning disabilities, hence the concept of guided notes. Guided notes are prepared by the teacher and given to the students as handouts. Guided notes are a vital tool in improving learning, and their effective can be increased depending on how they are used. Using guided notes has a beneficial effect, especially on students test performance. In my class, I ensure that these guided notes are in line with curriculum standards and useful for students to prepare for assessment tests and quizzes.

Section 1

Summarizing and note-taking is one of the popular classroom techniques used to pass information from the teacher to the learner. The methodologies involved do vary greatly depending on a number of factors e.g. the subject, the study level, and information known prior to the session among others. Substantial research work has been done on the subject of summarizing and note-taking, with the majority of the study going into establishing the effect of summarizing and note-taking on student performance (Marzano, Gaddy & Dean, 2000).

According to cognitive psychologists, summarizing is done to; fill the missing parts and as a method of synthesizing information to a better understandable and simple form. In so doing, the learner relies on inferences to make deductions, unless default inferences are changed (Marzano et al., 2000). Research shows that, note-taking is a sure way of improving students achievement. However, the nature of notes-taking has divergent results. While verbatim note-taking has the best results on students achievement, the emphasis has been keeping it brief. However, research findings seem to suggest otherwise as the amount f notes taken is in direct proportion with achievement.

To make notes worth-while, researchers suggest that students should consider them as a work in progress. That is, notes should be revised accordingly as new information is available. Moreover, in practical class note-taking, it is possible to miss out an essential point. In such a case, it is important to updates notes later when studying or during further reading (Marzano et al., 2000). Reviewing notes and further reading are essential parts of students learning. Reviewing is done on notes taken during personal study hours while further study involves reading other authors different perspective on the same subject.

Section 2

Summarizing & notes taking (Summary of PowerPoint presented in class)

Summarizing and note taking promotes greater comprehension of a subject

Reason for notes-taking - 1) to record the information 2) to add or reflect

More details notes are better than specific briefs

Summarizing involves noting key and supporting ideas from a complex passage (Brooks et al., n.d.).

What does research say?

Good notes help is understanding primary and secondary materials

In classroom setting, notes give students direction

Best summarizing practices include; i) summarizing frames, ii) outlines, iii) teacher pacing, and…standards set by the government authorities are factored in. on the other hand; operational planning is done to ensure that adequate learning methods, teaching methods, and classroom practices are well factored into the plan to ensure each student learns regardless of their cognitive capabilities (Loucks-Horsley et al., 2009). This phase of the curriculum framework requires consultation, technical strategy, risk assessment, and management.

The next is implementation and assessment. Assessment is done periodically in the form of quizzes and tests which examine students compression of the various concepts taught by completing various algebra problems.


Alignment is a vital component of the curriculum. Assessment, curriculum standards, and instruction practices should also be aligned to ensure that the student learns. Assessment serves to reveal whether students have learnt what was intended for them to learn. Instruction practices are the knowledge transfer methods that are employed in the classroom and they should be effective to ensure that each student regardless of age, race, gender, cognitive abilities, or physical challenges conceived what is being taught, understand it, and can synthesize it (Ottmar et al., 2014). The curriculum standards are policies and regulations set by the state or federal government to ensure that students are prepared to meet certain standards mainly as per the industry requirements.

In my class, I ensure that these three components are aligned by ensuring they reinforce each other. Curriculum standard controls the curriculum content, instructional practices seeks to ensure learning takes place, and assessment seeks to establish whether the previous two components have been met satisfactorily (Ottmar et al., 2014). Assessment thus has a qualifying role in curriculum development. Good performance in achievement is an indication…

Sources Used in Documents:


Brooks, B., Brown, J., Faust, T. & Ward, C. (n.d.). Summarizing & Note Taking.

Dean, C. B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.

Konrad, M., Joseph, L. M., & Itoi, M. (2011). Using guided notes to enhance instruction for all students. Intervention in school and clinic, 46(3), 131-140.

Loucks-Horsley, S., Stiles, K. E., Mundry, S., & Hewson, P. W. (Eds.). (2009). Designing professional development for teachers of science and mathematics. Corwin Press.

Marzano, R. J., Gaddy, B. B., & Dean, C. (2000). What Works in Classroom Instruction.

Ottmar, E. R., Decker, L. E., Cameron, C. E., Curby, T. W., & Rimm-Kaufman, S. E. (2014). Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade. Learning Environments Research, 17(2), 243-262.

Cite this Document:

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