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- W72556811 abstract "A major challenge for middle school students is the acquisition of knowledge from textbooks and class lectures. Both initial learning and retention of information require strategies for determining what is important and for organizing this information effectively. However, many students lack competence in independent learning and studying. Many students approach content learning passively, without clear purposes, and with ineffective strategies for organizing new facts and concepts. Middle school classes provide an ideal opportunity for changing such conditions and helping students acquire effective textbook-learning strategies. Notetaking is one approach which can actively engage middle school students in processing and organizing new content in formation. Effective notetaking requires purposeful sorting and categorizing of in formation, differentiating important from unimportant information, and linking new information to existing knowledge. Unfor tunately, it is well-documented that many middle school students do not spontaneous ly take notes in classes or during textbook study (Anderson, 1980). There are several possible explanations for this condition. Students may not understand the value of notetaking, the writing activity itself may be laborious and inefficient, the coordina tion of taking notes while processing in formation may be difficult and frustrating, and, finally, students may not know how to take effective notes (Anderson & Arm bruster, 1984). This article presents an instructional framework for teaching notetaking strategies in middle school classes. Specific pointers for successful implementation are offered, based upon current research as well as the experience of the authors. Us ing the instructional sequence described in this article, the authors taught notetaking to fifty academically unsuccessful students. At the conclusion, 93% of the students reported that notetaking was of great help in their content classes. They felt that they were able to apply notetaking strategies to improve their content learning and ranked notetaking at the top of the list of useful study skills." @default.
- W72556811 created "2016-06-24" @default.
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- W72556811 date "1989-01-01" @default.
- W72556811 modified "2023-10-14" @default.
- W72556811 title "Direct Instruction in Notetaking Helps Students Learn from Textbooks" @default.
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- W72556811 doi "https://doi.org/10.1080/00940771.1989.11495012" @default.
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