Getting Students “Partially” Involved in Note-Taking Using Graphic Organizers

Katayama, Andrew D.; Robinson, Daniel H.

doi:10.1080/00220970009598498

Cited by 96 publications

(89 citation statements)

References 30 publications

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“…The completed cells likely supported learners by indicating both the topics and subtopics that should be addressed in notes. Similarly, Katayama and Robinson (2000) concluded that in comparison to complete or skeletal matrix notes, partially completed matrix notes are the most effective adjunct aids.…”

Section: Applying the Principles Of Strategy Instructionmentioning

confidence: 99%

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

Meter

Garner²

2005

Educ Psychol Rev

320

239

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This article explores learner-generated drawing, a strategy in which learners construct representative illustrations in support of learning goals. Both applied and empirical literature is reviewed with the purpose of stimulating research on this strategy. Clear from this review is the gap that exists between prescriptive readings on learner-generated drawing and research-based understandings. To make sense of inconsistent empirical evidence, the research review is organized around a series of hypotheses grounded in current underA hallmark of sophisticated, expert-like performance is the ability to think flexibly and to transfer knowledge across contexts. In part, this process is reliant on an underlying cognitive structure in which knowledge is integrated across varying representations (de Jong and Ferguson-Hessler, 1986;Silver, 1979) 286Van Meter and Garner (Van Someren et al., 1998). When a student can translate a data table to a linear function (Haverty et al., 2000) or use illustrated text to solve transfer problems (Mayer and Sims, 1994), that student is assessed as functioning at a higher level relative to a student who struggles with these activities. As critical as integration is, learners have a difficult time working with more than one format and integrating verbal and nonverbal representations of complex content (e.g., Scanlon, 1998;Tabachneck-Schiif and Simon, 1998). Given both the value and challenge of this process, strategies that facilitate the integration of different representations, particularly those that cross modalities, have great potential for improving student learning. Learner-generated drawing is one such strategy because drawing involves the construction of an internal, nonverbal representation that is mapped onto elements of the alternative, provided representation. The purpose of this article is to make the case that learner-generated drawing is a strategy that warrants thorough, systematic study.Although learner-generated drawing received some attention in the mid to late 1970s, research interest dried up by the mid 1980s. We believe the loss of interest is partially attributable to inconsistent findings and a body of research which, on balance, is rather disappointing. Along with the obvious value briefly stated above, there are two additional reasons for renewing interest in learner-generated drawing. First, an abundance of prescriptive publications available to classroom teachers tout learnergenerated drawing as a strategy that can meet a number of educational objectives. This is true despite a lack of evidence to support most applications. It is not that these prescriptions are necessarily wrong; rather, the research evidence addressing drawing as a learning process is inconsistent, silent, or qualifying. To highlight the distance between research and practice, the review section of this article begins with an overview of the applied literature before synthesizing the empirical research. We hope the juxtaposition of an array of implementations against scant research evidence ...

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Section: Applying the Principles Of Strategy Instructionmentioning

confidence: 99%

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

Meter

Garner²

2005

Educ Psychol Rev

320

239

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“…This effect is further explored by Katayama and Robinson (2000). They studied the effects of note-taking structure with a 2 (i.e.…”

Section: Structure Of Note-takingmentioning

confidence: 99%

An integrative review of the cognitive costs and benefits of note-taking

Jansen

Lakens

IJsselsteijn

2017

Educational Research Review

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List of most important changes made:-Definition of research aim and research questions in the Introduction.-Explanation of the origination of the analytic criteria in the description of the literature review. -Shortening of the sections on lecture speed, individual differences, and type of questions.-Addition/rewriting of concluding paragraph for lecture speed, structure of lecture material, note-taking style, and structure of note-taking. -Inclusion of several recent articles: Svinicki (2017), Reed, Rimel, and Hallett (2016), Olive and Barbier (2017). Abstract. Students frequently engage in note-taking to improve the amount of information they remember from lectures. One beneficial effect of note-taking is known as the encoding effect, which refers to deeper processing of information as a consequence of taking notes. This review consists of two parts. In the first part, four lines of research on the encoding effect are summarized: 1) manipulation of the lecture material, 2) manipulation of the method of notetaking, 3) the importance of individual differences, and 4) the testing procedure used in the empirical studies. Our review highlights the fragmented nature of the current literature. In the second part of this review we distinguish five forms of cognitive load that are induced by notetaking. Cognitive load theory is used to integrate the divergent results in the literature. We conclude that cognitive load theory provides a useful framework for future theory development and experimental work. Keywords.Cognitive load, encoding effect, note-taking, memory, information processing.An integrative review of the cognitive costs and benefits of note-takingThe density of information presented to students increases as they proceed from primary school to secondary school to university. Students are required to comprehend and acquire more information in the same amount of time. To cope with this increasing demand on their information-processing capabilities, students frequently engage in note-taking to improve how much information they remember (Christopoulos, Rohwer, & Thomas, 1987). For decades, notetaking has been an analogue activity, with students taking notes using pen and paper (i.e.longhand note-taking). The increasing availability of portable electronic devices has changed the way in which students take their notes. Longhand note-taking is now considered 'traditional' note-taking (Lin & Bigenho, 2011;Reimer, Brimhall, Cao, & O'Reilly, 2009), while typing is a more modern form of note-taking.Memory benefits of note-taking have been classified into two groups (Di Vesta & Gray, 1972). On the one hand, note-taking offers long term benefits by having notes available for review and rehearsal. This is known as the external storage effect of note-taking. On the other hand, note-taking offers immediate benefits as students taking notes engage in a deeper level of processing. This is known as the encoding effect of note-taking. The beneficial effects of notetaking have been well-established (e.g. Barnett, Di Vesta, & Rog...

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“…Donahoo (2009) also finds that graphic organizers are useful thinking tools that allow students to organize information and allow students to see their thinking. In addition, Katayama et al (2000) conclude that graphic organizer is computationally more efficient than outlines or texts and it engages students in learning, resulting in encoding benefits.…”

Section: Figure 1 Samples Of Graphic Organizermentioning

confidence: 93%

“…Graphic organizer can be defined as a conceptual communicative tool (Katayama et al, 2000) and a series of visual charts and tools used to represent and organize a student's knowledge or ideas. Graphic organizers are often used as part of the writing process to help students map out ideas, plots, character details and settings before beginning to write.…”

Section: Graphic Organizermentioning

confidence: 99%

Graphic Organizer Versus Sentence Combining: Determining a Strategy for Text Writing

Hidayat¹

2017

ELT echo

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BACKGROUNDRealizing that the demand of English as an international means of communication as used in education and career grows rapidly in Indonesia, it is reasonable that our government places English as a crucial subject in our education system. The government has also made a lot of attempts to make the students successful in learning English. The books are prepared, the teachers are trained, and the teachinglearning process is monitored. However, in some cases, the students still have difficulties in learning English.In the smaller scope of educational setting, i.e. at schools, most of examinations require students to use their writing skill. In short, students' success at school is also determined by their writing skills. Furthermore, it is commonly understood that good writing will foster good thinking and vice versa.Writing presents a challenge; both writing in the mother tongue and the foreign language one. Nunan (1999) argued that the most difficult task to do in language learning is to produce a coherent, fluent, extended piece of writing, which is even more challenging for second language learners. In line with Nunan, Richard and Renandya (2002) realized that productive skills might be more difficult to be mastered than receptive skills. This due to the fact that the productive skill -particularly writing -is not just producing the product of writing, but it needs some cycles and process to produce the sophisticated product of writing. Furthermore, if just focus on the product, the EFL learners are only interested in the aim of a task and in the product. The process of writing is more complex; it includes various stages of drafting, reviewing, redrafting and writing (Tribble, 1997 cited in Harmer, 1999.

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Getting Students “Partially” Involved in Note-Taking Using Graphic Organizers

Cited by 96 publications

References 30 publications

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

An integrative review of the cognitive costs and benefits of note-taking

Graphic Organizer Versus Sentence Combining: Determining a Strategy for Text Writing

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