Having this handy helps learners of all varieties apply their best practices to getting the most out of the lecture in multiple modes. Many schools and universities today are utilizing technology to create reference documents that provide video or audio footage that students can regularly refer back to after the live lecture. In an article titled “Taking Notes Kills Your Memory,” the online journal emphatically states “the brain assumes that since the information was written down, there’s no need to remember it.” A great metaphor for this sort of memory-lapse is what happens when we write someone’s number down or plug it into our phones - there’s just no way we are remembering it in our brains, since it remains stored in a notebook or our handy devices! And just as we are learning as a society that one cannot really talk on the phone and drive at the same time in a healthy and sufficient manner, note-taking actually detracts from the brain’s ability to completely focus and engage with the lecture, thus leaving gaps in comprehension and clarity.īut what about the necessity of having documents to refer to and use for studying outside of the classroom? What about those individuals who feel completely scattered and disorganized without a reference sheet to remind them of weekly lectures and discussions, or learners who fall on the spectrum of linguistic and visual more than active or kinesthetic? ( provides a great visual for determining what learning styles you most identify with.) As supported by TeacherVision, there is plenty of variety in how we learn, so how is this achieved, given the evidence that note-taking might detract from learning? While the hands were busy jotting down every word of the teacher, the brain was missing out on the big picture or overall theme of the lecturer, as well as the smaller facets thrown in that enrich the overall idea.īloomberg Business agrees.

They cannot point out the big idea or essential question, let alone grasp the smaller components. Some, who take copious and ultra-organized notes, whether on the computer or by hand, often find that when they leave the classroom they cannot remember what was said. Instead, active listening with a more strategic approach to obtaining information allows the brain to stay focused on the lecture while still capturing highlights and overarching ideas.Īccording to an article on Panopto, standard note-taking may be one of the worst options for understanding and retaining what occurred in classroom lecture “not only do you miss the big picture, but you let your brain know it’s okay to forget the details too,” the article explains. Taking notes has long been lauded as a tried and true approach to memory and retention, as well as the best option for having recorded documents with which to refer after an initial discussion, but note-taking in and of itself might not be the best strategy available and can often become its own mindless, passive, or even distracting activity. Note-taking, once the activity de rigueur of learning and memorizing facts and new information, and an activity that certainly appears, well, active, is fast becoming replaced with newer forms of active engagement.

Writing to your own memory note taking