2, 3 & 4 Column Notes

A structured form of note-taking in which content is organized into two or three columns based on note-taking objectives and the purpose of the lesson.

This style of notes is useful when information is highly structured or the note-taker’s response to the information follows a repetitive pattern. It can also be useful if the instructor wants to build in space for student input or processing in multiple modes. The headings or purposes for the columns can be adapted to many situations and note-taking styles, both linguistic and visual, and are usually determined by the instructor.

HANDOUTS and RESOURCES:

2-Column Editable Template

2-Column Template

3-Column Editable Template

3-Column Template

4-Column Editable Template

2-Column Notes With Text

3-Column Notes With Text

STEPS:

SET PURPOSE: Discuss the “why” of taking notes and set a purpose for note-taking. Help students understand the criteria for what, as well as how much, to record and explain the choice of the format.
CHOOSE FORMAT: Provide the format that fits the purpose of the lesson. Students may use a journal, notebook, or graphic organizer to record notes.
PROVIDE HANDOUTS: Provide students with the supplied student handouts to aid their note-taking efforts.
MODEL SET UP: Utilizing the samples provided, model for students how to set up their page for note-taking with a journal, notebook, or graphic organizer. The page on which they record notes should be divided with a line or folded crease and can be set up with a variety of purposes. Label the topic, concept, or chapter title across the top of the notes page.
COMPLETE NOTES: Do a think-aloud and complete the note-taking format using a piece of text that has been enlarged and placed on a poster, projected electronically, or distributed individually to each student.
LEAVE SPACE FOR ANNOTATION: Remind students to leave space where they can add more ideas later when reviewing the notes with partners or in small groups.
READ TEXT/PRACTICE FORMAT: Allow students to read the assigned text and practice using the assigned format.
SHARE NOTES: Then, instruct partners to share notes and solicit feedback, adding to their notes if appropriate.
SHARE STUDENT EXEMPLARS: Provide a summary of the note-taking lesson by showing student exemplars and pointing out effective strategies for the class, utilizing the supplied teacher resources.
USE NOTES: Highlight for the class that notes can be used to help prepare for a test, discussion, writing assignment, or oral presentation. To support students’ usage of their notes, refer to the “After” step of the STAR Strategy, covered in Activity 1.2.
GO BACK TO NOTES: Periodically evaluate student notes to assess misconceptions and understanding of the content, and then reteach as needed. Consider using the provided assessment tools, or alternatively, create a rubric based on your school’s goals and priorities around note-taking.

SCAFFOLDS:

To adapt this lesson for primary classes:

Keep the content simple and familiar to younger students as you introduce the concept of note-taking.

EXTENSION:

To increase rigor:

Assign highlight colors to code the notes (e.g., pink = most important or main ideas, yellow = supporting details, blue = facts).
Ask students to independently choose their own format from a list and set their own purpose for note-taking in order to foster creativity. Have students work with partners or small groups to create a note-taking format after reading a complex text for the first time.

Two Column Notes IDEAS: