Deck 5: Listen and Take Effective Notes

Question 1

Veronica's instructor often wanders from the points he is trying to make in his lectures, which leaves her confused and panicked.Upon talking with classmates in a study group session, she realizes she is not alone.The group's best option would be to:

A)approach their issue with the instructor directly.
B)work together to ask questions that provide clarity.
C)compare notes after class to piece together understanding.
D)arrange to meet with the instructor to go over their notes outside of class.

Answer 1

B

Question 2

Dustin needs to take some math courses in order to graduate with a liberal arts degree.He has had anxiety about this because math is not a strength for him.In his first math class of the year, he has gotten an instructor who interrupts his teaching with a lot of personal comments and stories.Although he is funny and the class enjoys his anecdotes, Dustin cannot relax and listen because he is panicked over the time being wasted on things not pertinent to what they are learning in the text.His best course of action would be to:

A)relax and try to connect with his instructor on a personal level.
B)meet with a study group to fill in gaps in his notes unfilled by his instructor.
C)speak with his professor about his concerns.
D)pay attention to verbal and nonverbal clues and ask questions.

Answer 2

D

Question 3

Carley is beginning the first course in her major field of study.For optimal preparation she should:

A)create a note taking binder.
B)preview the material and make connections to previous knowledge.
C)experiment with note taking systems.
D)introduce herself to her instructor

Answer 3

B

Question 4

Marion decided to keep a week's worth of data on how much she speaks versus how much she listens.Her purpose was most likely to:

A)improve her speaking skills.
B)assess her attentive listening skills.
C)practice her listening with awareness skills.
D)assess her speaking with awareness skills.

Question 5

Georgia is frustrated because her Marketing instructor's PowerPoint slides and discussion rarely cover the text chapters assigned, which are difficult for her to understand.She should:

A)concentrate more on the text material.
B)take notes on both the lecture material and the text material.
C)ask her instructor to answer her questions about the text outside of class.
D)ask her instructor if her questions will be addressed in or out of class.

Question 6

When Greg looks back at his notes to review, he has trouble seeing sequential order and how topics are connected.What is probably his main obstacle in the note taking process?

A)He has not yet determined an optimal note-taking combination.
B)He is not using the Cornell system properly.
C)He has not dated his notes.
D)He has used abbreviations too heavily.

Question 7

For a student with a learning disability it is particularly helpful to:

A)use your laptop.
B)use creative shorthand and focus on key words.
C)use a voice recorder to take verbal notes in class.
D)create a note taking template.

Question 8

Caleb needs to memorize and know when to use 20 formulas in his Finance class this semester.He is a right-brain dominant thinker and kinesthetic learner.A useful note-taking strategy will be:

A)making his note taking physical and active.
B)using note cards.
C)creating a sample test.
D)creating mind maps.

Question 9

To practice with awareness means:

A)be willing to listen.
B)paraphrase to clarify a speaker's message.
C)show that you are listening.
D)stop habits that hinder attentive listening.

Question 10

A mind map is a note taking system that involves:

A)recording the main idea and summary.
B)recording the main idea and connected subtopics.
C)brainstorming the main ideas in sequential order.
D)fleshing out the main idea and subtopics with small summaries.

Question 11

Philip is creating a flow chart of the central nervous system as he is reviewing his notes.This is an example of:

A)integrating learning styles in the note-taking process.
B)making note taking active and physical.
C)using visual cues.
D)linking information.

Question 12

Calvin is a visual learner and likes to map or draw key points and connections as he is processing new information learned.His roommate thinks he is wasting time when in actuality he is:

A)integrating his learning style using his notes.
B)organizing his notes.
C)making his note use active and physical.
D)expanding on his notes from others.

Question 13

Jason finds it hard to respect an instructor whose appearance lacks professional polish.He takes notes but tends to sit in the back of the room and does not ask questions.He has been known to whisper comments to peers poking fun at certain instructors, especially when he does not agree with their viewpoint.In one such class, Jason got a D on his first test.A lot of the material covered was not in the text.What should be his best course of action to improve his performance?

A)Jason needs to implement a better note taking system for lectures.
B)Jason should keep quiet and stay focused.
C)Jason should not get caught up in the drama.
D)Jason should postpone judgment of his instructors.

Question 14

Merle is a left-brain dominant thinker and visual learner.He learned the Cornell system of taking notes, but he felt the steps were taking too long so he switched to creating informal outlines of the material.He felt constricted by the linearity of the outline so he tried mind maps, but he had trouble making sense of his connections without seeing the information in a more linear fashion.Which strategy should Merle use to take effective notes?

A)He should use an formal outline.
B)He should incorporate his learning style.
C)He should try combining note-taking systems.
D)He should set up a note-taking template first to save time in writing notes.

Question 15

In the Cornell System of Note Taking, one should divide their paper into three sections labeled:

A)Main Ideas, Cues, Summary
B)Main Ideas, Notes, Summary
C)Cues, Notes, Summary
D)Main Ideas, Notes, Cues

Question 16

Parker has an evening class after wrestling practice.He tries to stay alert in class, but his instructor tends to speak in a monotone voice, which makes it difficult to focus on.One strategy to remain attentive would be to:

A)show empathy, respect, and genuine interest in the lecture.
B)predict and ask questions.
C)show that he is listening.
D)stay focused.

Question 17

Mason has tried several different note-taking systems and feels he has found the right combination of strategies for each of his classes.The best way to assess the effectiveness of his strategies will be by:

A)his understanding and comfort level with the material prior to a test.
B)how he performs on sample tests.
C)feedback he gets from group members when comparing notes.
D)his ability to summarize the text with ease.

Question 18

When Jerry is taking notes during a lecture he tends to jot down the main ideas with dashes for subtopics and details in a linear and sequential fashion.This would be an example of:

A)a mind map.
B)a formal outline.
C)an informal outline.
D)the Cornell system of note taking.

Question 19

Shawna needs to study for a test.The week before the test it will probably be a good idea to:

A)compare notes with study group members to be sure she has all the key points.
B)organize her notes.
C)summarize the notes in her own words.
D)edit and revise her notes.

Question 20

Manny talks a lot and dominates conversations.He has noticed this affects his ability to feel accepted by his study group.He tries to listen, but he gets so excited about the topic he ends up talking too much.Which strategy will best serve Manny in gaining more acceptance within his study group?

A)Manny should apply the Adult Learning Cycle to Becoming an Attentive Listener
B)Manny should show genuine interest in what other group members are saying.
C)Manny should be quiet, stay focused, and be more willing to listen.
D)Manny should observe the speaker for nonverbal cues of when he should stop talking.

Question 21

When using the Cornell system it is important that you make the time to summarize the information you learned in class and in the text.

Question 22

Marybeth has an instructor with a heavy accent she has trouble understanding at times.When she asks for clarification she feels like the other students get impatient.She should remain persistent in seeking clarification.

Question 23

Andy fears he will forget most of what he just learned in class lectures and in his text reading before he is actually tested on the material.He will have a better chance of retaining the material if he keeps his schedule clear right after the class and takes time to review his notes.

Question 24

A mind map is a useful note taking system for class lectures.

Question 25

The Cornell system is primarily used for text notes.

Question 26

A left-brain dominant person will most likely prefer to use a mind map note taking system.

Question 27

Serena's instructor likes to sit in front of the class and talk with students in a more informal fashion.She rarely uses the board or overhead projector to illustrate the important points of the lecture.Serena is a visual learner and has a learning disability in receptive listening; thus auditory learning is a challenge for her.Serena could tell in the first lecture that she was going to have difficulty in note taking.One way for Serena to optimize learning and note taking will be to:

A)listen for verbal cues such as a louder voice.
B)watch for non-verbal cues such as hand gestures to hone in on important points.
C)go over key points with her instructor outside of class.
D)be assertive and ask for clarification during class.

Question 28

Although having a laptop in to take notes during a lecture can be useful, there are also many drawbacks such as missing nonverbal cues.

Question 29

One way to retain information is by clustering ideas together.

Question 30

According to Ebbinghaus's Forgetting Curve one is likely to retain only 63% of the material learned after 9 hours and after a month that figure drops to 21%.

Question 31

Claudia was never a good listener but has developed her listening skills since she started school.She previews materials, attends all of her classes, and sits in the front row.She has learned to stay focused by taking a lot of notes and by asking questions in class for clarity.Through experimentation, she has combined the Cornell and informal outline note-taking systems to accommodate her learning style and to optimize learning.She is also working with a study group to compare notes after class to be sure she is not missing any key points.She has even considered Ebbinghaus's Forgetting Curve and is sure to review and summarize her notes after class, and she reviews her notes frequently.Despite all of these efforts, Claudia is struggling in one of her math classes and finds herself surprised by material that appears on tests.Claudia must pass this class for her major.What advice would benefit Claudia the most?

A)Claudia should consider changing majors.
B)Claudia should try expanding more on notes from others.
C)Claudia should reassess her note taking system in math.
D)Claudia should give herself sample tests.

Question 32

Terry is a right-brain dominant thinker.He is in a study group with people who prefer to use the Cornell system of note-taking.He finds this note-taking system challenging and has adapted his note-taking system toward his more visual learning style.He uses a combination of informal outlining key topics and supporting points with a mind map to link and summarize the material.When he gets together with his study group, they tend to go through the Cornell system step by step to compare notes.He has difficulty in following along with this style of note-taking and feels he is not gaining much from attending the group sessions.Based on this chapter, what advice would you give to Terry to help him optimize his learning?

A)Terry should join a group with people who share similar note taking systems.
B)Terry should borrow notes from group members to look for key points missed.
C)Terry should write a summary of key points and main ideas to share with the group.
D)Terry should apply the Adult Learning Cycle to becoming an attentive listener.

Question 33

Melanie's instructor uses PowerPoint presentations during lectures.Each slide has a lot of information, and she feels it is redundant for her to be taking notes of the slides while her instructor is expanding upon the information.It would be appropriate for Melanie to ask her instructor if the slides are available online so students can print out the slides and take these to class for note-taking.

Question 34

Taking good notes in an essential job skill.

Question 35

Jim is preparing for a test.He took most of his notes using informal outlines.Although he reviewed his notes after each class and summarized the information in class and in the text, he feels like he is missing the 'big picture'.A useful note-taking strategy in this case would be to create a mind map.

Question 36

Amy has trouble in recalling information she has learned in class.To improve her chances of recalling the information she should edit and revise her notes within an hour after class, and she should review those notes within 24 hours from when she learned the material.

Question 37

When summarizing information you have learned it is important to read your summary aloud to others.

Question 38

Ryanne is left-brain dominant thinker and a visual learner.A mind map will likely be an effective note taking system for her in capturing lecture material.

Question 39

Lily uses a free-form informal outline for note-taking during lectures.This may not be a helpful system for creating mind maps later on.

Question 40

It is best to experiment with several note taking systems or combinations of systems.

Question 41

Zoë is an auditory learner and has a difficult time with reading comprehension.She is attempting to apply the Cornell System of Note Taking in her Modern Literature course, When she compares notes to her study group team she finds that her notes from the lectures are accurate which helps them fill in gaps, but her notes from the text seem to miss the main ideas.You are in Zoë's study group.She has pulled you aside to let you know she gets embarrassed when she meets with the group and her notes from the text have a lot of gaps, but she is also appreciative of the opportunity to strengthen her notes with everyone's input.Given what you know about communication and collaborating with others and about organizational skills, what would you say to help Zoë think of her situation in a more positive light?

Question 42

Name at least 6 effective listening, note taking, or review skills you learned in the chapter that are vital for excellent performance and collaboration skills on the job.

Question 43

Phoebe has been assigned to a group project that is due in a few weeks.Her group members have been arguing over how to best approach their topic and no one seems to be listening to or respecting any one else's ideas.Phoebe took on a leadership role by asking people to quiet down and to write a paragraph with their ideas to share with the group.As each person read their paragraphs, others began to notice that they agreed with a lot of the ideas they heard.The group was able to reach a consensus on how to approach the topic within the hour.Phoebe showed the group that to stay attentive, one cannot get caught up in the drama.

Question 44

Chad is left-brain dominant and prefers order, yet he has never liked the rigidity of creating formal outlines.He just started his first semester of college and has been introduced to different note-taking systems in his class.He is intrigued by the Cornell system because it allows him the flexibility to use the system to integrate his lecture and text notes.The drawback in using this system, however, is that it is not designed for left-brain dominant people who prefer to take notes in a linear or sequential order.

Question 45

Ethan is a good listener and takes excellent notes.He is usually the person filling in the gaps in information for others.His challenge is in recalling the information when it comes to test time.Provide a study plan for Ethan using the 6 strategies from the chapter that will promote recall.

Question 46

Set up a blank piece of paper to take notes using the Cornell System of Note Taking using all 6 necessary labels.Beneath each label explain its purpose.

Question 47

Danielle is a nontraditional student going to college for the first time.She has been at home with her children and it has been years since she has opened a textbook or taken notes for a class.She has a habit of talking a lot when she is nervous which she has been doing in lectures in study groups.Her instructor and classmates like Danielle and have been accommodating to her needs as she adjusts to academic life.Danielle is also a right-brain dominant thinker and visual learner.Auditory learning has always been a challenge for her.What listening advice would you give Danielle to promote success? Provide at least 4 tips from the chapter.What note-taking strategies would you recommend? Provide at least 4 strategies from the chapter.

Question 48

Carol has missed some classes due to illness.She has been able to catch up by meeting with her study groups to fill in gaps in her notes but she still feels like she has not mastered the material.She should create sample tests to assess her recall of the information.

Question 49

Describe a course you find challenging and discuss those challenges.Use 5 listening and/or note-taking strategies from the chapter you will use to overcome these challenges.(You may also address a past experience and discuss how 5 of these strategies may have helped you in that situation.)

Question 50

Describe each note-taking system in the chapter.Based on your learning style and note-taking experience, which system or combination of systems will you find the most useful in your studies? How will you apply this?