Student Advocate tips for… time management

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Statue of Gromit (from Wallace and Gromit) decorated with clocks

Our Bristol Futures Student Advocates come from every faculty in the university, and are here to support you to grow your skills and become an even better student.

We asked them to share their top tips for time management. Here’s what they said…

Pretend that you’re working a 9 to 5 Job

My top tip on how to manage time is to  always work from 9-5 on your studies (if you don’t already have a 9-5 job!). How this works is that from Monday to Friday, you should do your uni work, attend classes, make notes, or revise between 9am and 5pm. This is a great tactic as if you find that you’re only in uni in the morning, then you can come home and work till 5pm and still enjoy the rest of your day! On the contrast, if you’ve been in uni straight from 9am till 5pm, then odds are that it was a pretty long and tiresome day and so you can rest assured that you’ve worked your 9-5 already and deserve to rest for the remainder of your day and recharge! I used this studying tactic for 5 years in dental school and it’s meant that all of my evenings are free, I don’t have to cram to catch-up on revision and I can spend my weekends however I like 🥳. Sina, 5th year Dental student

I agree with Sina, I started trying to pretend it’s a 9 to 5 job recently and it’s really been helping me. I still often go over time because there’s just so much to do but I still try and it’s really helpful. At least to try and work a “normal” amount of hours and not cut back on sleep. Martina, 2nd year Medical Biochemistry 

Schedule everything

I schedule societies’ activities, the time I spend with friends, work out, etc I still have a lot of online lectures so what I find useful is listing down all the ones I need to do for the week and also writing down how long they will take me (it’s even more useful if your professors give you a rough indication of how long they think it’s going to take). I then schedule it on my calendar (I like using Google Calendar because it syncs across devices really quickly) and try to stick to the plan. For example, for the readings, if my professor suggested it should take 10 minutes I try to stick to that because it probably means I don’t need to be spending more time than that on it. This way I know I don’t need to be studying it in a lot of details but just read through it to get an overall idea.
When planning I like to leave some extra time, so I either schedule online lectures as longer than planned or actually schedule in a two/three-hour slot on a Friday afternoon that I’m leaving free, this way if I fall behind I know I have some extra time without having to work on weekends and if I don’t fall behind it just means I have more free time! Martina, 2nd year Medical Biochemistry 

Make sure you are aware of all your deadlines and what to do for each one. Then make a plan based on that. Try to finish your task a few days before the hard deadline just to give yourself some extra time for any unexpected situations. Manshika, 3rd year Economics and Finance 

Take advantage of all the moments in your day

There are many brief periods over the course of your day where you are waiting around e.g. on a commute, for an event to begin, for meeting up with a friend, etc.. By adding all these up, it can result in a substantial amount of time. You can turn all these periods where you are usually just waiting around into a useful source of time if you make your work mobile and accessible at all times. I personally always have some work available offline on my phone to read, or quiz myself on, so I make the most of my time. Emma, 4th year Veterinary Science

Bristol Futures Student Advocates run peer support sessions for students in their faculty. Check out the Study Skills Blackboard page to see what’s coming up.

 

 

Meet the Advocates in the Health Sciences team

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Emma, the author of the blog postby Emma Ford, Bristol Futures Advocate

I am very excited to introduce you to your new Health Science Bristol Futures Student Advocates! We are a small group of six, very friendly, current University of Bristol students. This year we hope to share our years of experience with you. You can participate by signing up for our workshops, attending our peer support sessions, and reading our blog. So, watch this space!

 

Carys James

  • Year and course: Veterinary Science – 4th year
  • Fun fact: I have a pet African pygmy hedgehog
  • Study tip: Make sure you go back over lectures throughout the whole course of the year instead of leaving it until a few weeks before exams to cover all of the content. This will keep your memory refreshed and improve it long term.

Sina Gilannejad

  • Year and course: Dentistry – 5th year
  • Fun fact: In first year I featured in the dental school’s YouTube video “a day in the life of a Bristol dental student” and now 33,000 have seen my terrible haircut at the time…
  • Study tip: Ask for help and advice from the older years! They’ve been in your position, got the grades to prove it and can give you pointers on how to pass with flying colours!

Molly Jackson

  • Year and course: 2nd year PhD student – translational health sciences
  • Fun fact: I sold a necklace to the comedian Jon Richardson when I had a job at a jewellery shop.
  • Study tip: Split down your revision into 5 steps to help manage your workload: record, reduce, recite, reflect, and review!

Chelsie Bailey

  • Year and course: final year vet.
  • Fun fact: I have a first degree in animal behaviour and welfare from Bristol.
  • Study tip: Study over longer period (e.g., months) instead of cramming lots into a few weeks to allow my very dyslexic brain to have time to process it and understand.

Jess Mounty

  • Year and course: 4th year Veterinary Science
  • Fun fact: Before starting at Bristol, I studied Zoology at UCL
  • Study tip: I have found it helpful to treat University like a full-time job, sticking to 9am-5pm working hours

Emma Ford

  • Year and course: 4th year veterinary science
  • Fun fact: No one can ever guess where I am from because my accent is quite uncharacteristic from growing up in international schools.
  • Study tip: Make your own questions when going over your notes! It helps your brain work, and the better you get at it, the more your questions will start to resemble the ones you could get on your exams! It’s especially helpful if you can get other students involved so you make a database of questions! It’s a great resource to build over the course of the year so when you get to exams you have a lot of questions to practice!

 

You can find current drop-in times & locations for Health Science students on our Peer Support page on Blackboard.

 

 

 

 

Meet the Advocates in the Social Sciences and Law team

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by Michelle Kafe, Bristol Futures Advocate

This year the Study Skills department has some amazing new and returning Student Advocates. The Social Sciences and Law division has a dedicated team of students, all of whom are more than excited to dive into the year ahead.

Up first, we have Michelle Kafe, who is a second year LLB Law student. The aspect of Law she most enjoys is finding and applying as much legislation as she can to support her arguments. As a first-time advocate, Michelle has already had great experiences teaching workshops and looks forward to further engaging with this in the future.

Corrin Bramley is in her third year of postgraduate research study at Bristol, working towards a PhD in Politics with a project about political leadership in the United States. An interesting fact about Corrin is that she is quite the voyager and has lived in multiple places across England and Scotland -not including her exciting year abroad in California! Corrin most enjoys the independent nature of her studies and has a deep appreciation for how this allows her to apply the skills from previous education into creating her very own passion-project.

Ali Strokova is a third-year student in BSc Education Studies. This is Ali’s first year as a Student Advocate and she has already shown her enthusiasm and a readiness to support her peers and show them that they are not alone in their educational struggles. A fun fact about Ali is that she likes to microwave her ice-cream before eating it!

Anaya PriceAnaya Price is from Trinidad and Tobago and is in her second year of undergraduate LLB Law. Anaya credits the pleasure of her course to her specifically chosen modules -namely Family Law, Medical Law and Crime Justice and Society- which she feels have real-life appeal and are expressed daily in our society. As a first-time advocate, she is excited to meet new people, help, and also learn from others.

 

 

Born and raised in Italy, our next advocate, Manshika Arjoon, is a third year Economics and Finance student. This is Manshika’s second year of being a Student Advocate and she delights in her ability to share her university experiences and insights with other students. She also looks forward to holding in-person sessions, as this was not possible in her last year.

Tala YouhanaTala Youhana has joined the Student Advocate team this year and looks forward to being part of a friendly team and community of students, as well as engaging with the breadth of activities we have planned. As a second-year law student, Tala values the distinction between black-letter law and the open nature of its applications to society. Tala has already shown her enthusiasm via her involvement in writing articles and running workshops for the Study Skills team. A fun fact about Tara is that she has never won a game of Monopoly!

 

Evidently, the entire team is excited to begin the new academic year, take on new challenges, and provide support for our peers. This fantastic group of students -and a few more- are ready to run workshops, host drop-in sessions and lead tutorials in the most encouraging and useful way possible.

You can find current drop-in times & locations for Social Science & Law students on our Peer Support page on Blackboard.

 

 

 

 

Meet the Advocates in the Life Sciences team

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We are Bristol Futures Advocates from the faculty of Life Sciences. Our role is to support you in your studies and help you expand your skills.

Aisling MahonyAisling Mahony

Hi, I’m Aisling! I’m currently in my third year at Bristol studying Biochemistry and this is my second year as an advocate on the Life Sciences team. I decided to work in the Bristol Futures team after the pandemic caused a switch to online learning. I had used the Personal Development Plan throughout my first year of university to help plan my growth both within my studies and in my career journey, so I understood how beneficial Bristol Futures and Study Skills can be to students. My experience as an advocate has been really rewarding and I’ve really enjoyed working with other advocates in the Life Sciences team to deliver workshops and run peer support sessions.

Breanna Goff

Hello, my name is Breanna and I am a third-year Psychology student. I have been working as a student advocate for a month now and I am loving it so far. I was interested in becoming an advocate as I wanted to contribute to the ever-developing learning environment we offer to Bristol students. The job itself is also really flexible for anyone looking for a job within uni. Since being a student advocate, I have worked with the amazing Life Sciences team to create workshops and develop future plans for Study Skills as a whole. Not only has this been an enjoyable experience so far but it has also allowed me to refine my own study skills to apply to my degree.

Carol HuangCarol Huang

Hey, I’m Carol. I’m a year 2 Plant Sciences student from the School of Biological Sciences. Throughout my first year Study Skills tutorials have helped me break down reports and essays, it really helps to have a look from a generic perspective to stop me from getting carried away in subject knowledge and forgetting the basics.

 

 

Emily Thomas

Hello, my name is Emily and I’m a year 3 student in Biomedical Sciences. I started working as an advocate this year, I thought it would be a great way to develop professional skills whilst contributing to the wider university community. I really valued the opportunities offered by Bristol Futures as a whole such as the Bristol Plus Award and found the online resources on Blackboard have some helpful tips on how to adjust to university-style learning and learning during the Covid-19 pandemic. This made me keen to get involved as I already had experience with Bristol Futures as a student.

Martina MattioliMartina Mattioli

Hey, I’m Martina! I began my journey as a student advocate in September and it’s been a great experience so far! It’s really rewarding to be able to help students both in drop-in sessions and workshops. I really enjoy the sense of community Bristol Futures tries to build; it isn’t always easy to feel a part of something at university because there is so much going on. I decided to become a student advocate because during my first year Study Skills tutors helped me a lot in my studies and adjusting not only to studying at university but also online learning and I wanted to be able to do the same for other students.

Jasmin Rahman

Hello, I’m Jasmin, I’m in my 3rd year of Cellular and Molecular Medicine. I have been a Bristol Futures advocate for a year and since starting my advocate role I have definitely become a more self-aware learner. It’s taught me to experiment with my learning rather than sticking to old revision methods as a force of habit. I’ve really enjoyed engaging with so many different students last year and I’m looking forward to doing more in-person advocate work this year!

Sabrina ChoongSabrina Choong

Hi, I’m Sabrina! I’m a 3rd-year Biochemistry student. This is my second year as a Bristol Futures advocate, I joined because I wanted to try something new and to feel what being a part of the university community is like as not just a student. It’s been really enjoyable being able to meet new people and help other students like myself integrate better into university life. As a student what I found the most helpful thing about Study Skills are the workshops. If you don’t use any other services or features in Study Skills, I urge you to try out workshops you think might be useful to you because it has helped me immensely throughout university.

 

Book a workshop with us or come find us at our Drop-in sessions from 1pm-2pm on:

  • Mondays online
  • Wednesday in the Biomedical Sciences Café
  • Friday in the atrium of the Life Sciences building

We look forward to meeting you!

You can find current drop-in times & locations for Life Science students on our Peer Support page on Blackboard.

 

How I make notes: For essay planning

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Photo of Breanna, the author of the postby Breanna Goff, Psychology student and Bristol Futures Advocate

Hello! My name is Breanna and I am a third year Psychology student at Bristol University. My degree sometimes feels like essay upon essay, so I have a few tips up my sleeve from the past couple of years.

 

 

 

When faced with a challenging and complex essay question, it feels like the final product is so far out of reach. Where do I start? What will it look like? And how long will it take? I like to remind myself that every student (and probably every professor) knows this feeling well. So how would I start?

All good essays begin with good notes.

Understanding the foundations.

When starting to think about an essay, it’s crucial that I fully understand the foundation of the topic. I take time to fill in the gaps of my learning- adding to my lecture notes by reading topic overviews and recommended starter papers provided. I usually annotate my lecture slides to ensure I am aligning my understanding with the learning objectives set by my lecturer. By doing this, I not only consolidate my knowledge of the area, but I am creating a strong set of notes which can easily be referred to and utilized in the introduction of my essay.

Time to explore.

Now I have developed some solid notes about the topic’s foundation, its time to explore the field. I usually look over my notes and highlight areas which interest me the most regarding my essay question. Here, I create a word document with several colour coded headings of areas I want to explore. I read several papers into each option and make short notes on each. For example, I will summarise the findings of each paper and jot down how this finding relates to the essay question, adding points for critical analysis where I can. Now, the most important lesson I have learned in my experience of essay note taking is to always make note of the source I have obtained my information from. I do this by pasting the article title next to my summary notes. Trust me, when you have read 50+ articles for your essay, it becomes difficult to remember which paper stated which fact.

Finding my focus.

It’s time to narrow my choices down. I look over the notes of areas I have explored and review what addresses my essay question most effectively. After deciding on a rough narrative, I assess which specific papers I can utilize in my essay. This may take a bit of time and some extra reading; I usually focus on 3-5 key papers in the main body of my essay. When I have selected these, I make more extensive notes by answering the 5 following bullet points for each:

  • What is the aim of the paper?
  • How did the researcher study this area?
  • What did they find out?
  • How does this relate to my essay question?
  • Are there any points for critical analysis?

I have found using these prompts is highly useful when note taking as, when I come to write my essay, I have already outlined the structure of each paragraph effectively.

5 bullet points answering the 5 questions above about a paper on the links between overeating and sleep deprivation
Notes on a psychology research paper answering the 5 bullet points

Now, as I begin to write up my essay, I can be confident in the extensive notes I have taken. My detailed lecture notes help me write my introduction by giving me a solid foundational understanding. My exploration notes have helped me determine the most effective narrative for my question. And finally, my detailed notes of key studies will allow me to write my essay with ease and direction. The final product is within arm’s reach!

 

 

Student Advocate tips for… making the most of lectures

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Students in a banked lecture theatre

Our Bristol Futures Student Advocates come from every faculty in the university, and are here to support you to grow your skills and become an even better student.

We asked them to share their top tips for making the most of lectures. Here’s what they said…

Don’t copy everything!

If you just copy what the lecturer wrote down, you are not going to absorb and digest what the lecturer’s main point is. Even worse, you wouldn’t know if the lecturer makes a mistake. Instead, pay full attention to listening to what the lecturer is saying first. After a few sentences, think about what is the main point conveyed in what is written down on the board (or presented on the slide). And then, use your own words to jot down any key points. If you can’t catch them, need not to worry! Simply watch the recorded lecture later and pause as you go. If the lecture is not recorded, it would be nice if you can email the lecturer asking for clarification on such topics. They would be happy to help!

You will be panicked by the fact that while everyone in the hall is ferociously writing, while you are sitting there, only listening. But remember, you are also paying your full attention to the lecture, and you have done nothing less than your classmates did! Ryan, 2nd year Mathematics

Use questions for learning

As you watch the lecture clearly flag any concepts/areas that you don’t fully understand and formulate (and write down) specific questions that you think could get you the answers you need.

This habit helps provide structure and direction to your reflection/revision process after the lecture, as you know exactly what you need to follow up on talking to the lecturer or extra research/reading. I have found this makes my learning more efficient (by saving you from repeatedly covering content you know/understand in order to locate what you are less clear on) and more effective (as your learning becomes targeted to any weak points).  Emily, 3rd year Biomedical Sciences

 

Bristol Futures Student Advocates run peer support sessions for students in their faculty. Check out the Study Skills Blackboard page to see what’s coming up.

 

 

How I make notes: On paper

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Photo of Carys, the author of the blog post

by Carys James, Veterinary Sciences student and Bristol Futures Advocate

The majority of note-taking by students is done digitally in today’s society, but for those of you who are more traditional and prefer a classic pen and paper style like me, please indulge yourself into my personal experience and tips.

When it comes to taking notes for lectures, I always find it best to print the lecture slides out at the beginning of each week, as this motivates me and makes me feel well-prepared. In my opinion, the best way to print lecture notes out is either 6 power point slides per A4 sheet, or 3 power point slides with lines next to each slide for you to make notes/annotations. Whichever style you choose will be a combination of personal preference based on the size of your handwriting and also dependent on how much individual lecturers add to the content of each of their lecture slides. The latter is something in which you will become more familiar with as you get to know your lecturers individually.

Now that you have printed your notes and organised them neatly into your bag ready to head to the lecture, you now need to consider the most effective way to actually write down the lecture content. I find that this is best approached with a ‘chunk and check’ method. This involves actively listening to the lecturer, making note of anything they are simply reading from their slides and differentiating it from anything extra they add which isn’t on the power point. The next step is to summarise anything they have added into shorter, paraphrased sentences or even abbreviations, for example, abbreviating gastro-intestinal tract into ‘GIT’. Finally, write these short sentences onto the printed lecture slides to complement and aid your understanding of what is written already.

When it comes to taking paper notes home, they can become easily jumbled or lost, so good organisational skills are key here. I find it best to split each of my units into different topics based on the ‘intended learning outcomes’ from my specific programme handbook and when I have attended/watched a specific lecture, I will place it into the correct topic which will be in a ring-binder folder. I also keep a list of each of the lectures for the year from the programme handbook and tick each lecture off as I place them into the folders. This makes it much easier to come back to and find specific topics you may want to focus on when it comes to revising for exams or making flash cards, etc.

One of my favourite things about taking paper notes is the fact that I don’t need to carry a heavy laptop around with me all day, what’s yours?

What to expect from an online Study Skills workshop

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Photo of Tala, the author of the blog postby Tala Youhana, Law student and Bristol Futures Advocate

Whilst it is now second nature for groups to arrange meetings remotely, this has hardly been common practice for long. In fact, for many, these online venues can still feel like unfamiliar territory. “Is my mic switched on? Will my Wi-Fi hold?”, you probably resonate with these if you are no stranger to using Zoom, Teams, Collaborate etc.

Nonetheless, negative connotations aside, online workshops can have numerous plus-sides that shouldn’t be overlooked, and a good way of experiencing them first-hand is by attending an online study skills workshop. So, what exactly can you expect from an online study skills workshop?

  1. Guidance on using Collaborate

Firstly, the hosts will often assess whether anyone is having any issues with using the platform and are always happy to help if you are! These sessions are often held via Collaborate and login instructions would be provided beforehand.

  1. Unpacking of the intended learning outcomes

To ensure the most productive outcomes for the session, it is common for hosts to assess what participants’ want to achieve by attending the workshop. A slide will normally appear detailing the objective intended outcomes, but feel free to contribute your targets here, as even if the workshop may not wholly deal with them, your contribution would be considered by the team for a future session! 

  1. Lots of questions – no wrong answers

A workshop, unlike a talk or a lecture, is completed only insofar as the participants are responsive with the host- therefore, it is as much your contribution as it is the facilitator’s. Most importantly, it is an environment where you can expect no wrong answers- a safe space to exchange your personal experiences and ideas, because by doing so, it will yield optimum results for you and others in the session. These discussion-based skill-building exercises are unique because they result in a bank of resources and ideas, and it will be up to you to simply find out what works for you!

  1. Plenty of live engagement with the option of anonymity

The unique aspect of an online-based study skills workshop is that tools such as Mentimeter, Padlet, and polls truly shine in this environment. The ability to retain some anonymity throughout the session whilst still being fully engaged makes online study skills workshops unique in sharpening the skills you are looking for. For me, these tools really helped promote reflective and critical engagement with my study habits and routines.

  1. A welcoming environment

I think it’s crucial to reiterate what a friendly and welcoming environment you can expect from these workshops. They are open to all students and are designed in a way that is accessible to those who speak English as foreign language, have learning difficulties, or are still getting started on intensifying a particular skill.

You now, hopefully, have a better idea of what to expect from an online study skills workshop, but the best way to really get that insight, is probably to try it out yourself!

Letter to my undergraduate self: Therese Kelly – ‘It is okay to ask for help and to say you don’t understand something’

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Inspired by the Big Issue’s regular feature Letter to My Younger Self, we’re asking staff to think back to their own experiences as a student and tell us what advice they would give to their undergraduate selves.

This month we’re introducing our newest Study Skills Tutor, Therese Kelly, who will be working with students in the Faculty of Social sciences.

Photo of Therese, the author of the blog post

 

 

 

 

 

 

 

 

 

 

 

What and where did you study? 

I studied for a BA in the Anthropology of Religion at the University of Wales, Lampeter. Then 15 years later I went back to uni and did an MA in Social Anthropology, here at Bristol. I am now finishing a PhD in Social Anthropology through Manchester University.

Did you experience culture shock when you started university? 

That’s an interesting question. It was more the location that was a shock rather than the university itself. I grew up in London and then opted for a university deep in the Welsh countryside, in a very small farming community. This was partly because I was a young mother with a child, and I wanted to be somewhere less hectic. I was a mature student of 24 when I started my degree; I became a mother when I was 20 so waited until my son was old enough to go to school before going to university, and Lampeter seemed lovely. It was a wonderful place to study! It is a very small university, and it didn’t take long to become part of the student community.

What was your biggest failure and what did you learn from it? 

My time management was awful when I was an undergraduate, especially during my first year. I always left it to the last minute to write an essay. One essay I handed in two weeks late and so it was marked down 20%. If I had submitted it in time, it would have got 70%, a first, so I was gutted! I learned pretty quickly after that to plan my writing time better.

What are you most proud of about your time at university? 

I was, and still am, a shy person, the difference is I have learned to manage it. When I was in the first year, I was part of a group giving a presentation about a Hindu temple we visited for one of our modules. I can still remember how I felt when it was my turn to speak. The blood rushed to my face, my heart was beating in my mouth, and I was so nervous I struggled to focus on the people in the room, I was terrified! I managed to get through it but thought, I must get over this fear. So, I signed myself up for presenting at as many seminars as possible and each time I did it, my ability to talk and present improved. I believe it was one of the bravest things I have done for myself.

What was the best bit of feedback you received? 

I didn’t think my work was any good most of the time as I had very low self-confidence. But after having completed an essay that I actually enjoyed writing, the lecturer said in the feedback that I had ‘clarity of expression’ and that the essay was ‘a joy to read’. I was so happy that my essay was not only readable but that someone got joy from it too!

What advice would you give to your undergraduate self?

I could say, PLAN YOUR WORK! I could have reduced so much stress and got a better mark if I had organised my writing better. Saying that, getting a 2:1 rather than a first is still a great achievement and I did really enjoy being an undergraduate. So, what I would say to my undergraduate self is that it is okay to ask for help and to say you don’t understand something, and enjoy the fresh air and the wonderful countryside!

How I make notes: The 5Rs

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Photo of Molly, the author of this blog post By Molly Jackson, Translational Health Sciences student and Bristol Futures Advocate

The way we take notes is a big influence on how well we learn, and this differs greatly between individuals. As students we are often told to make notes throughout our lectures and use them to answer exam questions and provide essays with references to both literature written by experts in the field and our own opinions. This is often overwhelming, especially when we are provided with a high volume of information in a lecture and do not know where to start with how to record this information into notes.

After struggling in my first and second years of university with extensive pages of long notes piled on my desk never to be revisited, I began to wonder if there was a method out there to make use of notes as well as just making them. Following some extensive googling and asking fellow students on their approach to notetaking, I decided to try the Cornell method which breaks down notetaking into 5 easy stages…

An overview of the 5Rs of note taking, adapted from the Cornell Method (Pauk 2001). Record. Make note of the key facts you learn throughout your lecture. Reduce. Summarise key facts into short bullet points. Recite. Write out your short bullet points into a resource that can be revisited. Reflect. Use the bullet points as a starting point to develop your own opinions. How does it relate to other topics you’ve learned? How is this relevant to literature currently published in the field? How can you apply your critical thinking to this topic? Review. Regularly review the resources you develop in the lead up to exams or as part of essay preparation.
An overview of the 5 Rs of note taking, adapted from the Cornell method (Pauk 2001)

I found that using this approach breaks down complicated topics into bitesize pieces that can be used to build back into a bigger picture with wider reading and your own opinions. The best thing about using this method is that, as we all learn in different ways, this approach can be tailored to the individual and gives you a chance to be creative. For example, for the visual learners, the recite and review stage could be carried out in the form of a diagram or mind map, and for auditory learners, in the form of a song. It has also been scientifically proven that this technique is highly effective in a range of disciplines!*

Page split into 5 sections titled record, reduce/ recite, review, reflect - relevant literature, and reflect - own opinion. There are notes in each section on the subject of Parkinson's Disease.
Notes for a final year essay

The only question left to ask is what is what kind of learner are you and how can you build this into the 5Rs approach to develop achieve note taking success?

 

*Some examples of the evidence:
  • Evans B and Shively C. Using the Cornell Note-Taking System Can Help Eighth Grade Students Alleviate the Impact of Interruptions While Reading at Home. Journal of Inquiry and Action in Education. 2019;10:1-35.
  • Donohoo J. Learning How to Learn: Cornell Notes as an Example. Journal of Adolescent & Adult Literacy. 2010;54:224-227.
  • Hayati A and Jalilifar A. The Impact of Note-taking Strategies on Listening Comprehension of EFL Learners. English Language Teaching. 2009;2.
  • Quintus L, Borr M, Duffield S, Napoleon L and Welch A. The impact of the Cornell note-taking method on students’ performance in a high school family and consumer sciences class. Family and Consumer Sciences Research Journal. 2012;30:27-38.