Write the main idea of each paragraph on the left side. List details on the right side of the page.

The two-column note-taking method visually separates information into main ideas and details.

By placing the details to the right of the main ideas, you can easily see which details support which main ideas.

Preparing for a test

A two-column note-taking format also makes it easier for you to use notes to prepare for a test.

For example, you can cover the details on the right side of the page with a sheet of paper, look at the main ideas in the left column, and turn them into study questions.

This challenges you to recall the details to answer the question. If necessary, you can lift the cover to review.

Similarly, you can cover the main ideas and use the details to recall them.

Taking Notes From Lectures

Even when you have good note-taking skills for written material, the jump to lecture situations can be difficult.

The priority is to prevent yourself from trying to write down everything, growing overwhelmed, and giving up.

To avoid this, start by just taking notes on the main ideas.

While at this level, you can ask the teacher or a fellow student for the missing details.

As the skill becomes automatic, your notes can include more details.

Some hints for effective note-taking

Use as few words as possible ­ do not write out full sentences.
Use abbreviations.
Keep lots of space on the page as you take notes: skip lines between details and leave extra space to add information later.
Once you learn and master the mechanics of the two-column note-taking method by taking notes from written material, you can try taking notes from lectures.

It is a difficult skill to learn, and you can prepare by developing the sub-skills which follow.

Abbreviations

Practicing abbreviation skills can be fun, and it doesn't require much time. All you need to do is to create an abbreviation for the words you use most often in your subjects. For example, in teacher traing you might use:

education > ed
teacher > T
child > ch
curriculum > curr
classroom >c/room
history > hist
geography > geog
learning > Lng
book - bk
probably > prob
exercise > ex
with > w\
18th Century > 18C
Do not bother to put a period or full stop after your own abbreviations. As long as you know what it means - that's all that matters.

Word Economy

Many students are tempted to copy whole sentences from their readings or try to write down every word from a lecture. This makes it impossible for you to keep up.

Instead, take notes as if you were writing a telegram. Charge points for every letter and word they use as a way of learning word economy

For example, if the teacher said::

'World War II was the biggest war that ever happened.', you might write:

WW2 biggest war -

For 'Adolf Hitler had been preparing for many years and, finally, he attacked Poland with great force in 1939.' you might write:

H attacked Poland 1939 -

Visual Markers

Dyslexic people have a strong visual awareness. It may be helpful to insert rough drawings/sketches onto the pages as a visual reminder when you come to revision. The quality of these drawings does not matter, as they are only for your own use, and, in fact, sometimes silly pictures or cartoon pictures stand out in your memory and can be easier to remember when you come to revise for an exam.

Use markers and highlighters to organize notes on the page. Here are some suggestions:

Draw a horizontal line across the page to signal the end of one main idea and the start of another.

Number the details that support the main idea.

Highlight the key words, names, dates, etc.

Insert questions marks next to notes that are unclear and require more information from a classmate or teacher.

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