A Review of the Effectiveness of Guided Notes for Students who Struggle Learning Academic Content

Haydon, Todd; Mancil, G. Richmond; Kroeger, Stephen D.; McLeskey, James; Lin, Wan-Yu Jenny

doi:10.1080/1045988x.2010.548415

Cited by 19 publications

(18 citation statements)

References 11 publications

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“…This would involve building scaffolds into instruction to ensure that students take better notes, for example using guided notes, lecture handouts or outline of the material to be covered. This strategy, also known as scaffolding, can provide learners with enough support in the initial stages of learning of a new topic, reflect, think critically, develop abstract concepts and construct knowledge (Mills, 2019;Haydon, Mancil, Kroeger, McLeskey, & Lin, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Thinking Differently: A Visual Note Recording Strategy to Improve Learning

2020

JEP

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The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember. Since visual literacy has become one of the most important concepts in education today, finding a new way to present and understand information about the concept is an essential part of the learning process. The purpose of this study is to explore the importance of using visual note recording (VNR) in the learning process, and how the participant perceives visual note recording as an aid to thinking and recalling information. A qualitative methodology was used to gain in-depth understanding of visual note recording (VNR) in the learning process. Interviews were used to collect information from five participants representing different nations. Participants were asked questions designed to explore their experiences in using VNR as an aid to enhanced thinking, and to determine how they define the activity of visual note recording. Findings from this study show that VNR can have a great impact on students' learning ability. The study demonstrates that the use of VNR leads to recalling information more easily, simplifying complex ideas, and enhancing critical and visual thinking skills. This study also points out that VNR is constructive and supports authentic student learning opportunities.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Thinking Differently: A Visual Note Recording Strategy to Improve Learning

2020

JEP

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“…Dalam rancangan penelitian ini dikembangkan strategi guided note taking (catatan terbimbing). Strategi guided note taking banyak digunakan oleh guru-guru sekolah menengah dalam upaya membimbing siswa khususnya dalam membantu mereka menyiapkan kuis, tes ataupun ujian (Haydon, et al, 2011). Strategi guided note taking merupakan strategi mencatat yang sederhana, guru dapat menyiapkan selebaran berisi peta atau outline (garis besar) materi ajar yang dikosongkan pada beberapa bagiannya.…”

Section: Pendahuluanunclassified

Efektivitas Guided Note-Taking berbasis Digital terhadap Retensi Pengetahuan dan Writing Self-Efficacy Mahasiswa PGSD pada Pembelajaran Konsep Dasar IPA

Taufik

Novianawati

2020

JIP

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Penelitian ini bertujuan untuk menguji efektivitas strategi guided note-taking berbasis digital terhadap retensi pengetahuan dan writing self-efficacy mahasiswa PGSD pada pembelajaran Konsep Dasar IPA. Metode quasi experiment dengan pretest-posttest-retest design digunakan untuk mencapai tujuan yang telah ditetapkan dalam penelitian ini,. Hasil penelitian ini mengindikasikan bahwa guided note taking berbasis digital mengembangkan retensi pengetahuan sebagian besar siswa pada kategori baik. Strategi guided note taking dapat membantu mahasiswa calon guru SD untuk menyimpan informasi tentang konsep IPA. Pengujian statistik melalui independent-samples t-test menghasilkan Sig (2-tailed) sebesar 0,000 < 0,05. Nilai signifikansi yang dihasilkan menunjukkan bahwa penerapan guided note taking berbasis digital melalui penggunaan Google Classroom efektif untuk membedakan writing self efficacy kelompok kontrol dengan kelompok eksperimen. Proses review atau meninjau kembali catatan yang telah dibuat merupakan aspek kritis dalam proses penyimpanan informasi dan fitur assignment pada Google Classroom memfasilitasi proses tersebut menjadi lebih mudah. Berdasarkan temuan penelitian ini dapat disimpulkan bahwa strategi GNT yang berupa handout digital berbantuan Google Classroom memberi efek positif pada penampilan akademis siswa

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“…The development of the questionnaire was guided by several efforts, including a review of the recent literature on measuring the effectiveness of university intervention courses, insights gained from similar existing questionnaires and expert judgment of lecturers who participated in the development and administration of the course [4][5][6][7][8][9] . The questionnaire was tested for reliability (Cronbach α=0.91).…”

Section: Methodsmentioning

confidence: 99%