Note Taking Techniques

Overview

This 60-minute lesson is the ninth of a 15-lesson unit titled Media Exploration Journey designed for Year 7 students (ages 11–12). The focus is on developing effective note-taking skills to record research outcomes gathered in previous lessons. This lesson aligns with the National Curriculum for England’s programme of study for English and Computing, emphasising key skills in summarising, organising information, and improving literacy through structured research documentation.

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National Curriculum Links

• English – Writing (Years 7-9)
  • Pupils should develop the skills to note and develop initial ideas, drawing on reading and research where necessary.
  • Pupils should be taught to summarise and organise material, and support ideas and arguments with any necessary factual detail.
• Computing – KS3 (adapted for Year 7)
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • Plan, use, and evaluate effective strategies for research and organising information.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Identify and apply at least three distinct note-taking techniques to organise research information.
2. Summarise research findings succinctly using their chosen technique.
3. Critically reflect on the effectiveness of different note-taking methods in supporting media research.

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Resources Needed

• Lined and plain paper (A4)
• Pens, pencils, and coloured highlighters
• Notebooks or digital tablets (if available)
• Sample media research text/extracts from previous lessons
• Whiteboard and markers
• Printed templates: Mind map, Cornell notes, and bullet-point sheets
• Timer

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Lesson Structure

1. Starter Activity (10 minutes)

Purpose: Activate prior knowledge and introduce note-taking techniques

• Begin by asking students what they remember about their research findings from previous lessons on media exploration.
• Show three common note-taking styles on the whiteboard: Mind Mapping, Cornell Method, and Bullet Points. Briefly explain each technique, linking their use to helping summarise and organise information.
• Quick paired discussion: Which technique do they feel might suit their learning style? Why?

2. Direct Teaching (15 minutes)

Purpose: Teach note-taking methods explicitly with modelling

• Model each note-taking method using a short paragraph related to media (e.g., key points about types of media or a media influencer).
• Write a summary using:
  • Mind Map: central concept with branches
  • Cornell Notes: cue column, notes column, summary section
  • Bullet Points: concise important information points
• Encourage students to ask questions and clarify understanding of each technique.

3. Guided Practice (20 minutes)

Purpose: Practice summarising previously gathered research using note-taking techniques

• Provide students with printed extracts of their previous lesson's media research outcomes (or digital equivalents).
• Assign a technique to each student to apply to their research notes (rotated if this lesson is repeated).
• Students independently summarise research findings on paper/tablet using that technique.
• Teacher circulates, provides personalised feedback, and guides improvements.

4. Plenary & Peer Review (10 minutes)

Purpose: Reflect on and critique note-taking techniques

• Students swap their notes and, using a simple checklist, review each other’s summaries for clarity, organisation, and accuracy.
• Conduct a short class conversation: Which technique helped most to understand and summarise the information? Why?
• Students verbally share one new insight gained about effective note taking.

5. Assessment & Homework (5 minutes)

• Assess students’ notes against a rubric focusing on: clarity of summary, organisation, and accurate extraction of key points.
• Homework: Using their preferred note-taking technique, students research a new topic related to media (e.g., impact of social media on young people) and summarise findings for the next lesson.

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Differentiation

• Provide sentence starters or templates for students who need support.
• Challenge higher ability learners to record notes digitally using apps that incorporate these methods (e.g., OneNote or simple mind-mapping software).
• Encourage students to combine techniques if it supports their note-taking style better.

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Cross-Curricular Links

• English: Developing summarising skills and clear writing.
• Computing: Using digital tools for note-taking and research.
• PSHE: Reflecting on media’s influence and information literacy.

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Teacher Reflection Prompts

• Which note-taking technique engaged the students most effectively?
• Did students improve their ability to summarise research compared to previous lessons?
• How effectively did peer review consolidate understanding?
• Could integrating digital tools enhance lessons moving forward?

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This lesson helps students move beyond passive reading towards active structuring and summarising of information, building habits crucial for independent research and media literacy as per the National Curriculum.