Five methods at a glance
No method is best for every class. Pick based on how the lecture or reading is organized and what you will need to do with the material.
| Method | Best for | Page layout | Main strength |
|---|---|---|---|
| Cornell | Lectures with clear main points | A cue column for questions, a notes column and a summary box | Built-in self-testing |
| Outline | Well-organized lectures and textbooks | Indented headings and points | Shows how ideas nest |
| Mapping | Topics with many links between ideas | A central idea with branches | Shows connections at a glance |
| Charting | Comparing several things on the same features | A table with columns for each feature | Makes comparison easy |
| Sentence | Fast lectures with little structure | One short line per new idea | Easy to keep up |
The Cornell method
The Cornell method was developed by Walter Pauk at Cornell University in the 1950s. It splits each page into three areas.
The cue column is what makes Cornell notes useful for study. Cover the notes column, read each question in the cue column and answer it out loud. That is active recall built into the page.
Outline notes
Outlines use headings and indented points to show which ideas belong under which. They work well when a teacher follows a clear structure, or when you take notes from a textbook chapter with headings. Keep it loose. You don't need perfect numbering, just consistent indents so you can see the levels.
Mapping notes
A map puts the main topic in the middle of the page with branches for subtopics and smaller branches for details. It shows connections between ideas well, which helps in subjects like biology or history where causes and effects link up. Maps get crowded in fast lectures, so many students make them after class from their regular notes.
Charting notes
When a lesson compares several things on the same features, draw a table. Rows for the things, columns for the features. Comparing three forms of government, four types of rock or five novels by theme and setting all fit this layout. A finished chart is also a ready-made quiz: cover one column and fill it in from memory.
Sentence notes
When a lecture moves quickly and jumps between topics, write one short line for each new idea and number the lines. It is the easiest method to keep up with. The trade-off is that the notes have little structure, so plan to reorganize them into an outline or chart within a day.
Tips for any method
- Write in your own words where you can. Copying word for word keeps your hand busy and your brain idle.
- Use abbreviations you will still understand next month. Keep a short key on the inside cover.
- Mark things the teacher repeats, writes on the board or says will be on the test.
- Leave white space. Gaps let you add details later from the reading.
- Date and title every page so you can find things quickly.
Review notes within a day
Notes are most useful if you look at them again soon. Within 24 hours, spend 10 minutes filling gaps, writing cue questions and adding a short summary. That first review is also the first step in a spaced repetition plan.
Note-taking questions
Is handwriting better than typing notes?
Research results are mixed. Some studies found that students who type tend to copy lectures word for word and process them less. Others found little difference. What seems to matter most is whether you put ideas in your own words. If you type, summarize instead of transcribing.
Should I rewrite my notes neatly?
Only if rewriting means reorganizing or summarizing. Copying notes neatly takes time and does little for memory. Turning them into questions, a chart or a one-page summary is a better use of the same time.
What about notes from slides the teacher shares?
Don't copy the slides. Print or open them and write what the teacher adds out loud: examples, explanations and anything said to be important.