![]() It’s collaborative-more than one student can develop notes at a time. ![]() If you’re students are like mine, they will finish this evaluative analysis with a new respect for the shortfalls of paper and pencil. Sometimes student wants notes that are located where student isn’t. Once submitted, student no longer has the notes (unless they copied them) I’m more comfortable using pencil and paperĭifficult to share with others-without a copy machine Make a deal with them: If they can provide sufficient evidence that pencil-and-paper notes are better than alternatives, you’ll let them continue in that way. Ask students to develop a pro and con list for note-taking with paper and pencil. Consider a digital approach to note-taking. ![]() Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others … (from Common Core)īut don’t sharpen the pencils and refresh the classroom supply of lined paper. The Standards assume students will accomplish this by taking notes. That means they not only read, but research, review, distill knowledge, and catalogue. Starting in fourth grade, Common Core expects students to use books, periodicals, websites, and other digital sources to conduct research projects. But in schools where writing and note-taking were consistently implemented by science teachers, 79 percent scored at the proficient level. In schools where writing and note-taking were rarely implemented in science classes, approximately 25 percent of students scored proficient or higher on state assessments. The 2008 Leadership and Learning Center reported on the importance of note-taking in the classroom:
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