Archive for the ‘note-taking’ Tag
I’ve been facilitating many of the MLTI regional high school teacher leader sessions this “spring,” wherein we’ve been collecting information about how the integration of the MacBooks is going in schools across the state. So, these haven’t been traditional workshops but round table discussions about what’s working and where the challenges lie. These sessions have been a pleasure as we’ve witnessed and learned of hard work, dedication, perseverance, and accomplishment.
NoteShare has been a central tool of these sessions, with me sharing out a notebook in which commonly requested and evidently needed resources and information are contained, as well as sections for each region that we visit. Within each region’s section, we have a page dedicated to notes on what’s working and another page on the challenges. While each participant keeps an additional local notebook on their laptop from which they add notes to the shared notebook, I take notes during the wider group discussions. I started doing this simply because note-taking helps me learn – the combination of listening, processing, and writing keeps me focused. To be truthful, my mind will wander if I don’t take notes. I realize that many people don’t share this need and have had numerous students impress me with their ability to listen and absorb without so much as a doodle (electronic or otherwise!).
Interestingly, I’ve found that many participants in our sessions begin to rely upon my notes, which are displayed via projector. I mean I take notes – sometimes I even frighten myself as I realize that I’ve practically transcribed somebody’s comments. So, I frequently see folks glancing up at the screen…perhaps catching something they’ve missed or couldn’t hear due to someone coughing or blowing their nose (does anyone NOT have a cold in Maine these days?). I’ve also noticed that when a speaker uses a tech term that is still new to some folks (“ning,” “jing,” “bonjour,” “moodle,” “GeoGebra,” “flickr,” “VoiceThread,”…), one or two people will look up at the screen to see the word in text – they may not ask the speaker to explain what it is, but at least they have the text that they can Google!
It dawned on me last week that this is similar to a technique known as C-Print. You may have experienced C-Print yourself, without knowing what it’s called. I’ve been to conferences at which a C-Print captionist types what is spoken (by the presenter as well as the audience) as an accommodation for participants who are deaf or hard of hearing. It has also been used in secondary and college classrooms. You may ask yourself, “Why would an individual prefer C-Print over sign language interpretors?” Well, I suppose the answer is in the question: It’s a preference.
I must say that C-Print certainly contributes to everyone’s ability to capture and process information presented in spoken language. Now, if I could only figure out how to type and talk at the same time…