Describes using the graphic organizer as an instructional tool prior to lecturing to help students take accurate lecture notes. (SR)

Reviews the major research on notetaking, the conclusions of these studies, and suggestions for the classroom. Argues that moderately hearing impaired students can take their own notes under certain circumstances and that severely hearing impaired students can use others' notes since review is the most important function of notetaking. (RS)

Describes the Guided Lecture Procedure (GLP), a procedure that requires students to suspend all notetaking and listen carefully during an approximately 20-minute lecture, followed by an active notetaking and small group interaction phase. Adds one extra requirement in the active notetaking phase: requiring each learner to write a question for the…

Described are five techniques to improve student learning during lectures: (1) separating listening from recording and requiring note-taking to be undertaken from memory; (2) using active review during the lecture; (3) using structured discussion; (4) using instant questionnaires; and (5) having students summarize important things from the…

Students often complain that lectures requiring simultaneous writing and listening is a difficult task. An alternative method is provided to teachers to facilitate note taking by students. (ZWH)

Describes a project known as the interactive lecture notebook in which students purchase an ordered copy of class notes in order to encourage better notetaking, save time and effort in lecture presentations, and involve students more actively in notetaking. Contains 16 references. (DDR)

Nonnative university students have difficulty coping with lectures given in English and need authentic and relevant material in listening and note-taking courses. One approach based on a transcription of a paleontology lecture is presented, suggested by linguistic analysis of 40 science lectures at Sultan Qaboos University in Oman. (four…

The feedback lecture represents an attempt to address problems affecting traditional classroom lecture techniques. Typical complaints associated with the latter include boredom, one-way communication, problems with notetaking, pacing problems, lack of guidelines and outlines, lack of enthusiasm and student involvement, and an overload of detail to…

The use of instructor-prepared notes covering 90 percent of the lecture information in one large-group human sexuality course was enthusiastically received by the students, and anecdotal evidence suggests an increase in correct test responses. (MSE)

This practical reference guide for college faculty who teach large classes is presented, based on a workshop on improving teaching and learning in large classes. The workshop involved weekly meetings for the academic year, 1981-82, at Colorado State University. The following problems of teaching and learning in large classes were identified: (1)…

Suggestions are offered on the use of animated lectures on CD-ROM into the curriculum of an upper-intermediate-level course in English-as-a-second-language speaking and listening. The technique is recommended as a means of sharpening student listening skills and preparing students for real-life lectures in college. Animated lectures were drawn…

A practical reference guide for educators who teach large classes is presented, based on a workshop on improving teaching and learning in large classes. The workshop involved weekly meetings for a year at Colorado State University. The following problems of teaching and learning in large classes were identified: social and physical control, class…

This book will improve the quality of instruction that college students need. It makes numerous suggestions that must be tended to when teachers instruct students. For example, the authors speculate about ways teachers can present what may at times seem to be a mountain of information without burying students under it; why teachers must…