ABSTRACT
This chapter identifies central problems in current classroom practice regarding notetaking, defines four distinct forms for notetaking, and develops a set of requisite baseline notetaking competencies written in student-friendly language. Creative notetaking requires extraction and reaction. The student's ability to extract and explain core ideas, concepts, and factual details is revealed in their notes. David Hyerle a leading educator in assisting students in creating graphic displays developed a set of templates that help students see the possibilities of translating textual forms into visual ones. Graphic organizers identify relationships because they can be displayed in visual form. The term flow chart reflects the fluid nature of systemic components. The development of categories and the mental analysis that it represents are at the heart of authentic and active intellectual pursuits. The effectiveness of visual charting is well documented in business and educational circles. Graphic organizers for the learner should be personal and act as a kind of conceptual real estate.
