![]() guess) what your professor is likely to say about the topic, and what is most important for you to pay attention to. If you haven’t read the assigned readings, at least skim them. Equally importantly, prior to each class, find out the topic for that day or week to orient your selection and prioritization of material in class. Get the big picture by carefully reviewing the syllabus this will help you know what to focus on and make notes on during class. So, how do you prepare well? First, you need to know the main concepts, themes, topics of the course, and the relations among them. Thus, preparation is vital because you have to “get” what your instructor is saying while they say it, the first time, unlike a book where you can re-read and refer back to it in its original form. You can’t get it back (unless of course it’s videotaped or webcast) or you tape it. Princeton lectures move at a fast pace, and for the most part, once your instructor says something it is gone. If they do these things in class, they are likely to ask you to do them on the exams, so pay attention to technique as much or more than the specific example or problem. So, by closely observing and studying what your instructor DOES (not just what they say) in class, you can learn how they set up and solve a problem, do an analysis, etc. Lectures are also, in many cases, demonstrations of the thinking, analysis or problem-solving methods your professor expects you to master. You can think of lectures as answers to questions-posed explicitly or not-so, map the answer (lecture) onto the key question(s). They reflect most closely the way that your professor conceptualizes the field and the subject matter of that class, so you can get a sense of how they think by carefully analyzing the form and content of lectures. Lectures are “texts” that are composed by your professor. What is covered in lectures (and precepts) is often the most important content of a course. Thus, in class (and afterwards) you should not merely be TAKING down what your professor said, but also recording or MAKING note of your own thinking and understanding. I use the term “notemaking” because the best notes are not merely a copy of what your professor wrote on the board or said, but include your own thoughts, questions, insights, emphases, etc. Consequently, The Blueprinting Approach to notemaking accounts for all three phases (before, during, and after) of the process with an eye toward how students will demonstrate or show their knowledge. the kinds of questions you have in mind) during lecture, and the way you use your notes to study and learn. The way you write down your notes is less important than your intellectual preparation for making notes, being mentally active (e.g. There are many methods of notetaking–or as I prefer to call it, “notemaking”-that can be effective for students.
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