Draft Action Research Report
Klinton King
Note-Taking Strategy That Provides Best
Comprehension and Retention
When
students enter my high school social studies classroom, many times they have no
clue about how to take notes. This is
also true as they walk into all other classes on campus. Teachers then proceed to employ the strategy
they believe is best and teach this to the students. As a result, the students learn a number of
different strategies in a very small amount of time. The goal of my research is to find which
note-taking strategy allows the student to comprehend and retain the most
information, and share the results with my fellow teachers.
Finding
and implementing the note-taking strategy that is most effective will allow for
our campus to become more efficient and promote a higher amount of student
learning. The resulted learning that
will come from saved time, and more efficient note-taking skills, will also
allow for higher achievement on state exams.
Boch
and Piolat (2005) state that, “one of the major aims
of note taking is to build up a stable external memory in a form that can be
used at a later date.” The goal is to
achieve this ability in students through the most efficient manner
possible. My site supervisor and me
decided that this action research would give our students a greater opportunity
to achieve higher standards. After
coming to a consensus with the site supervisor, the students were notified of
the procedures that we would take over the next several months.
There was no need for funding for
this research, and all research was done within my classroom. This is to ensure that all students were
receiving the exact same instruction and chance to comprehend and retain
information. The students were extremely
excited to take part in the research, and did a great job of applying
themselves throughout the study.
The study will make a fundamental
difference in the lives of our students.
It will allow them to become efficient note takers, as well as, increase
their comprehension and retention levels.
This study was done to see what note-taking strategy was best amongst
all students with all backgrounds.
References
Boch, F., & Piolat, A.
(2005). Note taking and Learning: A Summary of Research. The WAC
Journal, 16, 101-113. Retrieved from
http://wac.colostate.edu/journal/vol16/index.cfm
References
Boch, F., & Piolat, A.
(2005). Note taking and Learning: A Summary of Research. The WAC
Journal, 16, 101-113. Retrieved from
http://wac.colostate.edu/journal/vol16/index.cfm
