# data[].attributes.headline
Huishu's Reflection on Note-Taking & Note-Making 

# data[].attributes.subject
Huishu's Reflection on Note-Taking & Note-Making 

# data[].attributes.headline
Reflection chapter 5 -Carolina Barbosa-Trevino

# data[].attributes.subject
Reflection chapter 5 -Carolina Barbosa-Trevino

# data[].attributes.body
Note-taking is not something we do every day in my class. I usually let students decide if they want to take notes, or I encourage it when I say, “This is important.” Because my class is based on comprehensible input, I feel traditional note-taking is not always necessary during instruction.

Some students have shared in the past that they prefer to take notes, and I always support that. Students keep the same notebook throughout their three years of middle school, so their notes/work build over time. By the end of 8th grade, they have a notebook full of work they can use as a reference when they move on to high school.

I strongly believe students should have ownership of their learning and figure out what works best for them. Recently a student performed low in a writing test and after reflecting together, she came up with the idea of taking notes during class. Since everyone learns differently, I think this is the main goal, to help students figure out what works for them. So while I am not against note-taking, I also don’t require it.

If I give worksheets, they glue them into the notebook so everything stays in one place. (I have tried using binders in the past, but students often lost them.) Keeping one notebook helps with organization. Students can take their notebook home if they want to review or leave it in my classroom in a designated area. I see this as part of teaching responsibility of their own learning.

Reflecting on this chapter, I think I could introduce the different note-taking options the book mentions. I can create posters explaining them, and let students choose what works best for them.

I’ll put this on my to-do list and work on them over the summer so I can introduce it to my classes next semester. As a student, I really like column notes because they help me stay organized.

# data[].attributes.body
I most often use communicative or task-based instruction in my lessons. In these formats I feel that learning occurs through active engagement and less through recording information. I sometimes ask students to make note of something particularly important that I know they will need to look back on as a reference for an upcoming lesson, but beyond that I rarely ask them to take notes. I have students take notes in a designated notebook to avoid losing papers. I have not introduced the different formats of notetaking. Since notetaking is minimal in my classes I generally model on the board what I want them to write/draw and how to format it in a way that makes sense to the information. Personally, I've always struggled to take organized notes during a lecture. I prefer to take freestyle notes and then once I have the information remake the notes into a more organized format. I had no idea there was a term for this until this chapter.

# data[].attributes.body
In my classroom, there is not really any kind of note-taking that takes place for many reasons. Note-taking does not take place in my teaching because I teach Kindergarten through second grade, I only have 30-minute small groups, and some do not know how to write in English yet.

If I did have note-taking as a part of my teaching, I would have them take notes in their classroom notebook. In my class, each of my students gets their own notebook for various writing activities we work on together. Keeping notes in their notebook would allow students to know where the notes are at all times if they need to look back. I have not discussed any note-taking formats with my students because I teach the younger grades. However, if I were to teach them about a note-taking format, it would be visual organizers. I would show them this type because of how it uses visuals. Visuals are a key factor for success when it comes to the learning of an English Language Learner.

With note-taking, I believe it is best to choose a strategy that is based on how a student learns. Note-taking allows older students in 3rd grade and up to have repeated exposure to the topic being taught to them.

# data[].attributes.body
In my ASL classroom, note-taking looks different from traditional lecture-style classes because ASL is a visual language. Students must maintain eye contact during instruction, so note-taking does not happen while I am actively signing.

I provide handouts that students place in their Interactive Student Notebooks (ISN). The ISN includes unit objectives, “I Can” statements, vocabulary lists, and visual representations of signs. Students sometimes add notes directly onto these handouts. For example, when learning how to list multiple items in ASL, students receive a handout with a printed hand diagram. They label which finger represents 1st through 5th, depending on how many items are being discussed. This becomes a visual reminder they can reference anytime, especially if they forget and cannot immediately ask me.

Because ASL is highly visual and performance-based, we do not rely heavily on traditional note-taking. Instead, the ISN serves as a structured reference tool to support independent review and language retention.

# data[].attributes.body
During my teaching years, note-taking was never part of my instructional practices. I initially worked at an English institute that required us to follow a very specific lesson structure that did not include explicit note-taking strategies. Later, when I worked in schools, I taught mostly young students. At that time, I did not promote note-taking because I did not have enough experience or training in how to teach it effectively or what formats would best support student learning. As a result, I never introduced explicit note-taking lessons in my classes.

Looking back now, I see how valuable note-taking could have been, even with young students. Studying a World Language explains that note-taking is not only about recording information but also about analyzing it. This process is critical for meaningful learning and retention, especially for language learners.

Because I lacked experience in introducing note-taking, I did not teach specific note-taking formats. However, in the future, I would choose age-appropriate formats, such as graphic organizers, guided notes, and even drawing-based note-taking, for younger learners. These formats support students by providing structure at first while gradually helping them become more independent in their learning habits.

Hobgood, B. (2021). Studying a world language: An interactive guidebook. Kendall Hunt Publishing Company.

# data[].attributes.body
I teach a K-5 ESL class that pulls students from their content classrooms. In my classroom, most learning takes place through our writing assignments. It’s mostly completed through graphic organizers or using sentence frames. When working with vocabulary words, I often use a variety of graphic organizers, as well as having students practice writing the words in context.  Students organize their notes using folders. Often, the folder contains the notes they will need for the current unit. Students might use these notes throughout the unit. These notes are also used when students are practicing speaking. Students will write sentences using a sentence frame and then practice speaking those sentences with a partner. One note-taking format I have taught my students to use is a bubble-map graphic organizer.  Students have learned to brainstorm ideas or write what they have learned about a topic using this graphic organizer.  I scaffold the graphic organizer by first having students complete a bubble map on chart paper with their partner. Then, I give them a blank bubble map and have the students fill out each bubble. Finally student must create their own bubble-map and decide for themselves how many bubbles they will use. These bubble maps are often used after students have read the text for the lesson.

# data[].attributes.body
Note taking in my classroom is structured and purpose driven. Because I teach novice level Latin, I focus on helping students organize key information such as vocabulary, verb endings, and cultural connections without overwhelming them. I often provide guided notes, charts, or graphic organizers and model how to identify important information instead of copying everything. This helps students see notes as a learning tool rather than a task.

Students use their notes during practice activities, partner work, and review, and many rely on them when studying for quizzes. I also encourage them to add examples or corrections over time so their notes become a resource they revisit. I have introduced formats such as color coded grammar charts and visual organizers because they reduce cognitive load and help students recognize patterns more easily. Teaching different note taking formats allows students to discover strategies that work best for their own learning, which supports independence and long term retention.

# data[].attributes.body
In my classes, I service lower grade levels and newcomers, so note-taking looks quite different. Although I teach writing, reading comprehension and listening comprehension, which I feel can contribute to successful note-taking, many of my students are not yet proficient enough to complete this task independently or as seen in the chapter.

When I incorporate note-taking in my class, it is done as a whole group and includes heavy visuals. I will choose a story with a focus on vocabulary, project it for the students to view and read it aloud. I like to combine the Column Notes and Sketchnoting/Visual-Note-taking that is described in this chapter.  Depending on the amount of vocabulary that I want to include, the students may have 2-6 columns/boxes on the page in their notebooks. I do not like to include more than 6 columns/boxes, so that the new information is not backlogged. In each column/box, we will write the word, illustrate the word and then discuss any background that the students may have. We are able to then look back at the visuals as a whole and recall important parts. This information is also kept in their individual notebooks, so that they may revisit this information, as needed.

# data[].attributes.body
Note-Taking and Note-Making Reflection

Most of the notes my students take are in their co-taught English Language Arts (ELA) and Math classes. My 7th grade ELA students will take notes on vocabulary they need to make sense of the texts we read in class. This is done prior to reading the text as a class or independently. These notes contain new vocabulary words or definitions. Students will have these words and definitions on the board to copy from. Often times words will also have a picture next to them to make the new word more comprehensible. After taking the notes, students will be asked to refer back to them while reading to make sense of the text. We also encourage students to complete Frayer models for the more difficult vocabulary words to enhance their chances of remembering the words long-term. The Frayer model requires students to come up with the definition, synonym, antonym, and a sentence using the word. This note-making activity is repeated throughout the year so our students are comfortable with it and can complete a few Frayer models at home independently prior to taking their vocabulary quizzes.

My 7th grade Math students also take notes, but they use a composition notebook  for their notes and they include a variety of note-taking strategies. Some pages contain foldables covering topics covered in class, some provide examples of a specific type of math problem, while others include mnemonic devices to help them remember certain math concepts. These notes give students an opportunity to copy from the board and to work out problems on their own. We allow our students to use these notes when completing activities, quizzes, and sometimes tests (when calculators are not allowed). The 7th grade math teacher and I work together to decide which type of notes would be best to teach each math concept we introduce to our students. Foldables are used when multiple steps have to be accomplished to complete a certain type of math problem, example problems are given when word problems about the topic are likely to be found on the End of Grade test, and while mnemonics are used to help students remember tricks: they can also be used to solve math problems. For example, we have taught our students the mnemonic PEMDAS (Parenthesis, Exponents, Multiplication, Division, Addition, and Subtraction) to help students remember the order of operations when solving multi-step equations. -Angelica

# data[].attributes.headline
Christina Moore’s Reflection on Note-Taking and Note-Making. 

# data[].attributes.subject
Christina Moore’s Reflection on Note-Taking and Note-Making. 

# data[].attributes.body
From reading Chapter 5 on note taking and note making, I reflected on how students process and organize information in a language classroom. The chapter explains that note making is more meaningful than simply copying because students must think about and personalize what they are learning. In my ASL classroom, this connects to how I use bell ringers and vocabulary journals, where students write reflections and add details about how signs are formed. Since ASL is a visual language, I keep notes purposeful and brief while prioritizing modeling and interaction. Their written responses help me understand what they are thinking, what they are understanding, and what they may still be struggling with as they learn ASL. It also allows me to see how they are understanding Deaf culture, connecting lessons to their own experiences, reflecting on their growth, and forming questions that guide deeper learning.

# data[].attributes.body
I provide guided note organizers to my students where they fill in blanks, copy specific sections of my slides, or interact with each other through the notes. I also provide students a personal dictionary half sheet everyday where they can write new vocabulary words. Sometimes, I will just print out my slides and give those to the students. I have never given them a blank paper and asked them to take notes freely. For middle school students, and especially world language students, they are new to the concept of taking notes and need lots of scaffolding. I do want to slowly incorporate different note-taking strategies for my 8th graders especially since they will be entering high school next year. I have been trying to figure out a system that works best for what students do with their notes. I used to have them turn them in everyday to prevent them losing the notes. However, I realized how much time that takes up to pass them back out everyday. This semester, I have been letting students keep their notes and told the students it was their responsibility to organize and maintain them. Unfortunately, many students lose their notes and then don’t do as well on assessments. Next year, I want to use interactive notebooks for my 8th grade classes, and possibly folders for my 6th and 7th graders.

# data[].attributes.body
In my classroom, I provide guided notes to my students as a way to support their learning and keep them focused during lessons. I have found that many students benefit from having key concept's and structures outlined for them, especially in a foreign language classroom where new vocabulary, grammar, and cultural concepts can be overwhelming, especially because many of my students have not been exposed to a new language. Guided notes are used during class as students follow along with my instruction, and then they serve as a study resource for homework, quizzes, or exams.

Personally, I have used Cornell-style notes in my own learning and find them very effective because they help me organize information, summarize key ideas, and ask reflective questions about the material. While I do not use it with my students because I do not feel the structure is appropriate for my class. I chose to students to use the guided notes so they are able to interact with the material effectively.

Overall, the note taking in my classroom is not only about recording information but also about helping students process, organize, and apply the information independently. Students often refer back to their guided notes to complete assignments, review for tests or clarify concepts they might have missed during class.

# data[].attributes.body
Since I teach mainly Kindergarten and 1st grade students, I do not expect them to write notes in class. I have not used any of the note taking strategies mentioned in the textbook with my students. However, when we learn something, I usually act as the scribe and allow students to help me write notes. In class, we usually use large chart paper to refer to when needed. For example, we learned about what trees have and need, on the chart paper we wrote bullets like trees have: leaves, trunk. Trees need water, sun, etc.… Later in the week, students can refer to the chart as a visual reminder to help with their sentences. For first grade, if they are learning about birds, I ask them before a lesson to write three bird body parts. I usually include it as a quick write to get them thinking about the topic. Then, during the lesson they have it as a reference and they can add more information to their writing.

# data[].attributes.body
I know note taking is very common and is very helpful for most classes. However, note taking is not very prominent in my class. I teach ASL and students have to be looking up at me to follow the lesson and not starring at their notebook. They do maintain vocabulary list and we do make some foldables depending on the topic being discussed.

# data[].attributes.body
I have my students take notes whenever we are going over a new unit and are covering vocab. The note type varies because sometimes I have guided notes for my students but other times we are going through the lesson and I tell them to take out a blank sheet of paper and copy down notes that way. I have my students keep their notes. At the beginning of the semester I had them put them in their notebooks but I currently have their notebooks so I have them keep it in a folder. I taught my students to get the parts of the slides that they needed and I typically link my slides to Canvas for them to go back through. As far as the Cornell notes and such go, I did not teach them any methods like that. I taught them the way that I did because it was helping make it easier for them rather than writing everything that was on the slide. If there are guided notes however then I just include the information in my slides for them to have down in their notes.

# data[].attributes.body
Note taking in my classroom happens daily at different times during the day and in different classes. In elementary, we have writing classes daily to make sure students are learning to use their notebooks, use their lines, trace letters properly, write titles, leave spaces, and use punctuation marks while taking notes of information that they will need to refer back later in Math, English, and Spanish class. Students have learned to use graphic organizers, sketch-noting with anchor charts of certain topics and free note taking for capturing relevant information that they can use later to study for quizzes or for completing class work.

# data[].attributes.body
In my classroom, note taking is a strategic process tailored to the unique needs of English Language Learners. Because many students are still building foundational language skills, they rarely take notes independently. Instead, I provide explicit cues during lessons, pointing to specific slides and instructing them to record "very important" information in their notebooks. This scaffolded approach ensures that beginners capture essential concepts without becoming overwhelmed by the linguistic demands of transcribing a full lecture. While technology is prevalent, I intentionally prioritize pen-and-paper note-taking over Chromebooks, as research consistently demonstrates that the physical act of writing leads to significantly better information retention.

Students primarily use these handwritten records, alongside materials posted on Canvas, as their primary study tools for assessments. The tests in my ELD class often move beyond standard multiple choice formats to include paragraph writing, making these notes vital for organizing their thoughts and vocabulary before they perform. To support this, I have introduced guided outlines to my more advanced students. I chose this specific format because it provides a "skeleton" for the lesson, helping students bridge the gap between being a beginner and an independent learner by showing them exactly how to categorize and prioritize information as they grow in their proficiency.

# data[].attributes.headline
Carlo Malatesta Note Taking Reflection Chapter 5: 

# data[].attributes.subject
Carlo Malatesta Note Taking Reflection Chapter 5: 

# data[].attributes.body
In my classroom, note-taking takes place as guided notes instructions. When key vocabulary, cultural information, or important grammar structures are introduced, I ask students to take notes on the material. I guide students through the note-taking process to ensure they document important information and stay focused. This approach helps students first experience the language and then organize what they learned. According to Studying a World Language by Bobby Hobgood and Adriana Laza Medina, effective note-taking should support comprehension and help learners process language rather than simply copy information. I use note-taking mainly to help students organize key ideas and vocabulary so they can review them later. Students are encouraged to revisit their notes when preparing for discussions, completing assignments, or studying for assessments. Many students also use their notes as a reference during communicative activities, which helps them feel more confident when speaking or writing in the target language. I also introduce visual note formats, such as charts or vocabulary organizers, which help students group words by category or theme. I chose these formats because Chapter 5 explains that structured notes can reduce cognitive overload and help students focus on the most important information while learning a new language (Hobgood & Medina). These formats also support students who may struggle with organization because the structure helps them see relationships between ideas. Overall, note-taking in my classroom is brief, purposeful, and connected to communication activities. The goal is not to copy large amounts of information but to help students capture key ideas that support language development and a later review.