- Apr 2022
Reynolds’ students have had strong positive reactions to this style of notes and consistently attribute the notes as a key factor in their engagement and learning in the course (Reynolds & Tackie, 2016).
Susan Reynolds' paper indicates that students have positive reactions to her skeletal notes, but does her research indicate that they are measurably better?
What is the right balance of encouraging attention and participation in the process versus saving time for the students? Active work in the process is likely to be shown to work best.
Has anyone done research on actively helping students and modeling for them after a lecture experience to show them the appropriate follow up methods?
This strategy has been shown to substantially increase student achievement across all grade levels (elementary through college) and with students who present with various disabilities (Haydon, Mancil, Kroeger, McLeskey, & Lin, 2011).
Guided notes (or skeletal notes with broad topic headings) are a useful pedagogical scaffolding technique to encourage students to take notes. Methods like this have been show to improve student outcomes at all levels as well as for those with disabilities.