The two-column note taking strategy is a simple chart in which the student creates two columns with headings as the teacher directs. The student organizes the lesson material. This could be text pages, newspaper articles, novels, notes, etc.
I use this often to organize large amounts of information. It allows students to control or get a handle on information that might otherwise overwhelm them. For example, our current unit requires students to look at the similarities and differences in the physical and cultural geography of the U.S. and Canada. I ask students to make a chart with similarities on one side and differences on the other. As they take notes students mark their notes with an S or D. At the end of the unit, students fill in this chart with the appropriate information. This strategy helps students dig deeper into why the U.S. and Canada are in a region together.
The two-column note taking strategy is a favorite of mine because the manipulations are endless, it require low output from the teacher and higher output from the student, requires minimum planning and is a strategy used as part of various professional learning activities. With all of this, one might ask if this strategy pays off in terms of student achievement. I believe that it does. Students want to feel as if they are not having to memorize information because that is an overwhelming task. When they take ownership of the material they know it and therefore have less rote memorization. Fun alternatives include filling in the chart together on the board. This strategy is simple and an example of how strategies for content and critical literacy can easily be used to learn standards and increase student literacy.
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I went to a session on this (or a similar strategy) at a social studies conference once. One column was used for teacher provided material and the other for the student to sum things up on their own. The teacher generated side was for "input" such as anything from content objectives and notes to graphic organizers and study guides. The student generated, or "output" column should be used to make connections between old and new learning, drawings/sketches, questions/predictions, etc...
ReplyDeleteI used to use this is geography and world history years ago. I do not remember why I stopped. Thanks Amy!
I've suggested this idea to my AP students to use with the chapter outlines. Those who use it have said it does help them better understand the material.
ReplyDeleteOne of my favorite strategies for note taking is the Cornell Notes method. It is very similar to the Two Column method. This method can be modified and used with students of various abilities. With my special education students, I provide guided notes in one column and require that students make connections, generate questions or clarify word meanings in the other column. I model this method several times, gradually requiring more of the class until they are ready to complete the column on their own. With practice, student input becomes more detailed and specific. This technique promotes the skill of processing ideas and concepts learned. I have used it successfully in both high school level social studies classes and middle school language arts.
ReplyDeleteAnticipation/reaction guides are a great way to generate interest, tap into prior knowledge and force students to provide supporting evidence for their answers. I used this method when I taught middle school reading, as well as, high school economics. It’s extremely versatile. This method employs important reading strategies such as making predictions, setting a purpose for reading and self assessment. What I think is so important about this strategy is that it forces students to begin thinking about their reading before they read. Good readers automatically do this but many of my students are not good readers and must be taught to think about reading.
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