Introducing Guided
Notes

When first using guided notes, develop simpler versions at first, and gradually introduce more complex versions. At the outset, review each student's guided notes to develop good habits.

Make the blank Guided Notes available to students 
via course website and/or photocopied course packets before the lecture. Distributing Guided Notes before class may give students an incentive to attend class in order to complete the notes, as well as prepare for the material.

Model/checklist:
Develop a model or checklist to follow (How much do I write?  Have I completed all the blanks?  Where can I find missing items?). Develop and distribute your own completed copy for your students to compare their work.

Questions/discussion
Give students the opportunity to discuss both the content and the guided notes, either during or after the lecture.

Practice problems/examples:
In addition to completing guided notes, give students additional opportunities to apply content, as well as respond and receive instructor feedback during the lecture.

Peer helpers and peer review:
Pair stronger students with those who have diverse learning styles or abilities, or may have learning disabilities, to review completed work. Develop a system of peer review for your students, pairing/assembling for stronger with weaker students, diverse learning styles, randomly, self-selection.

Class review: 
Review the guided notes for comparison and/or feedback.
Use a good example from the class for discussion, both on technique and content.

Examples/applications:
Develop an exercise where students apply completed content to examples or applications in class immediately following the lecture or as homework as individuals or small groups.

Tests/exams:
Develop test items from completed guided notes information .

Student-developed guided notes
Can these be used for an evaluation?  as a class project?

Based upon:  Fast Facts for Faculty:  Guided Notes




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