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1 | |
An instructor's "objective" is: |
| | A) | what he or she wants a student to learn in the class. |
| | B) | the time he or she spends preparing a lesson. |
| | C) | the subject he or she likes to talk about the most. |
| | D) | none of the above |
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2 | |
If a student's goals don't match those of his/her professor, he/she should: |
| | A) | drop the class immediately. |
| | B) | take good notes, visit the instructor's office hours, and discuss what he or she would like to get out of the class. |
| | C) | always go to class prepared. |
| | D) | make a chart comparing the professor's goals with the student's, and discuss it outside of class time. |
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3 | |
It is appropriate to borrow notes from another student when: |
| | A) | that student is the smartest person in the class. |
| | B) | due to an unavoidable conflict or illness, a student has missed class. |
| | C) | the class material is particularly challenging. |
| | D) | notetaking is too time consuming. |
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4 | |
How does a student determine when he or she has taken too many notes? |
| | A) | when the notes consist of multiple outlines, charts, and graphs |
| | B) | when key ideas are explained in full |
| | C) | when the notes contain almost every word the professor has said |
| | D) | when abbreviations stand in for all the key concepts |
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5 | |
Which of these techniques could help students to absorb the key ideas from a lecture? |
| | A) | using a laptop computer |
| | B) | using flash cards and writing one key concept or piece of information on each card |
| | C) | reviewing lecture notes right after class for 5-10 minutes |
| | D) | B and C only |
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6 | |
The concept map method of notetaking: |
| | A) | may be helpful to students with visual learning styles. |
| | B) | may only be effective for humanities and social science courses. |
| | C) | may be particularly helpful to students with excellent computer skills. |
| | D) | may soon make the outline method of notetaking obsolete. |
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7 | |
Which of these statements seems to be the most accurate? |
| | A) | Students who want to take careful notes should always write in more than one ink color. |
| | B) | Students who add to their notes while studying risk ruining their carefully organized outlines. |
| | C) | The best note takers always leave a blank column on the left side of the page. |
| | D) | Even the most haphazardly organized notes can always be improved, amended, or clarified. |
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8 | |
Which of the following notetaking sequences makes the most sense based on the advice given in this chapter? |
| | A) | class notes, text notes, study notes |
| | B) | flash cards, class notes, study notes |
| | C) | class notes, study notes, flash cards |
| | D) | meta-message, flash cards, text notes |
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9 | |
The chapter mentions business meetings and speeches by famous people as occasions for using notetaking skills outside of class. In all notetaking contexts, it is important to: |
| | A) | take as many notes as possible. |
| | B) | balance time spent listening with time spent taking notes. |
| | C) | avoid offending the speaker by writing too much. |
| | D) | None of the above |
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10 | |
To deal with "problem instructors," students can: |
| | A) | avoid taking text notes and concentrate on taking detailed lecture notes. |
| | B) | avoid trying to identify a meta-message and try to summarize material instead. |
| | C) | avoid approaching the instructor with concerns about rambling lectures. |
| | D) | all of the above |
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