Note Taking Pairs for reading

TEFL 3

Note Taking Pairs

                                                             By:

                                                     Eko Mulyono

                                                     SRN 09340771

                                                                                               

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINNING

MUHAMMADIYAH UNIVERSITY OF METRO

2013

FOREWORD

            We would like to say thank you in my God because of his blessing for us. So, we can finish our group assignment of TEFL 3, Note-Taking Pairs. We realize that without helps from the others, we cannot finish our assignment well. For the reason, we wish to thank our friends and our lecturer, Mr. Bambang Eko S., M.Pd for his support and assistance.

            We hope this assignment will give additional knowledge of Kinds techniques, especially how to apply the approach, the characteristic of the natural approach, the objectives, etc. As the teacher candidate, especially English teacher, it is important for us to know the approach to support the learning process. So, here, we try to explain about techniques.

            We realize that there are many weaknesses and mistakes on our assignment. For those reason, we need suggestion and critic to make it be better.

COOPERATIVE NOTE-TAKING PAIRS

The notes students take during a lecture are an indicator of what they have learned. Much of the research on lecturing has focused on the value of note taking, distinguishing between the encoding function of notes and the storage function of notes (Anderson & Armbruster, 1986). Both the encoding (i.e., note-taking assists learning from lectures) and storage (i.e., review of notes is helpful) functions of note-taking increase learning. Taking notes during
lectures has been shown to be more effective than listening (Kiewra, 1987), but using the notes for review is more important than the mere fact of taking notes (Kiewra, 1985b).

Students often take notes very incompletely (Hartley & Marshall, 1974; Kiewra, 1985a). There are several reasons why notes may be incomplete:

1. Students with low working memory capacity have difficulty taking notes during lectures, possibly because of difficulties in keeping information available in memory while writing it down (Kiewra & Benton, 1988).

2. The information processing load of a student in a lecture is increased when the student has little prior knowledge of the information (White & Tisher, 1986). When the lecturer uses visual aids frequently a student may become overloaded from the pressure to take notes from visual presentations in addition to the verbal statements.

3. Students who are unskilled in note-taking may take incomplete notes.

4. Students may have a false sense of familiarity with the material presented and, therefore, not bother taking notes.

To improve learning from lectures, students may focus on increasing the quantity and quality of the notes they take and/or improving their methods of reviewing the notes they have taken. Research on improving the quantity and quality of notes taken by students during lectures has often focused on the stimulus characteristics of the lecture itself (e.g, pace of the lecture, use of advance organizers) or on the characteristics of the lecturer (White Tisher, 1986).

STRATEGIES TO USE IN COOPERATIVE LEARNING GROUPS

COOPERATIVE NOTE- TAKING PAIRS

Two students work together with the common goal of mastering the information being presented. After a segment of the lecture, one partner summarizes her or his notes to the other, who in turn adds and corrects information. Studentsmight ask, “What are the three key points the instructor made?”, “What was 

the mostsurprising thing the instructor said?”, or “What do you have in your notes so far?”

COOPERATIVE REVIEW:  Students in groups make up review questions, perhaps before a test. Groups take turns asking other groups their questions.In an optional scoring system, the group asking the question gets a point. The group initiallycalled upon gets a point for a correct answer. A second group can receive a point by adding important information to the answer.

In a variation of cooperative review, the teacher brings in the questions.Another variation combines numbered heads with cooperative review.iterally) for an opinionand then explain that 

opinion to others. As such, it encourages and develops critical thinking.

Directions:

A. Present a statement and ask students to rate their agreement with it on a scale (e.g., 1-10

where 1 represents total disagreement and 10 represents total agreement).

B. Ask students to stand and line up based on their rating. Those with the strongedisagreement stand at one end of the line, those with the strongest agreement standat theother end, and others fill in at appropriate places in line. Have students cout off from one end of the line to the other to assure that they are in order from 1(Bend the line like a horseshoe so that everyone can see and hear each other.)

C. Ask students at both ends of the value line to explain their positions. Encourage a spirited

debate, asking students to support their positions with as much specificity as possible. Invite

students who change their mind to move at any time to a different place on the value line.

When students move, ask them to explain what changed their minds.

Option: Instead of calling on students, ask “Whom would you like to hear explain their

position?” Typically, the more vocal students will voluntee,r and the chances are good that

they will ask a more quiet student to speak. Thus, you have reversed the dynamics of who

are talkers and who are listeners.

D. Variation: After setting up the value line, fold it. That is, bring the two ends together and

have students create pairs all the way down the line. Students at opposite ends are now

paired and instructed to interview each other to find out the reasons their partners have for

their position. Afterwards, students are asked to present their partner’s postion. This

develops a number of skills, including active listening, seeing multiple perspectives, and

summarizing.

NOTE-TAKING PAIRS

STEPS

LESSON PLAN

1. Students form pairs to work together during the class period.

Teacher: good morning everyone? Do you doing well today?  Before we start a class, I want all of you take out a sheet of paper and take notes what we will learn today. Today we will learn about….(action: lecturing with slide show)
Students: (action: taking notes)

2. After a short lecturer segment, one partner summarizes his/her notes to other.

Teacher: Do you understand with our topic today? if yes, now with your partner next to you, I want each of you share your notes.An example, lina pairing with fira, lina will tell fira all her notes taking and fira listen and correct it if there are false point and adds missing point. It’s clear? If yes, you can start now.

3. The other partner adds information or corrects

Students: (action: discuss with partner)