ABSTRACT
In the current chapter, we describe an academic strategy that is used to explicitly teach students to capture content and materials completely and accurately during lecture, reading, or classroom activities. Note-taking instruction is especially important to secondary students with ADHD, who struggle to maintain attention in class but are expected to focus and record information presented orally or discussed amongst peers. We describe note-taking instruction using a modified version of Cornell notes. The chapter begins with the story of Muzzammil, a ninth-grade student who stares out the window during teacher-directed instruction and often ends the class period with no words on his notebook paper. In the chapter, we describe:
five stages of note taking: (1) introduction, (2) teacher modeling, (3) teacher modeling with student participation, (4) fading teacher modeling, and (5) independence in note taking;
three barriers to implementation (student motivation/willingness, perception of need (no one lectures), and time) and means of overcoming each;
considerations and suggestions for culturally responsive and sustainable note taking (maintaining high expectations, including culturally relevant content);
programming for individual plans that include note taking with examples associated with CASEL standards, levels of academic achievement and behavior functioning, and an associated annual smart goal.
