Skip to main content
Next-Gen. Now.
The Campaign for Concordia
Concordia University Concordia celebrates 50 years!
Concordia University Concordia celebrates 50 years!

Centre for Teaching and Learning (CTL)

Centre for Teaching and Learning (CTL)

Collaborative note-taking

A note-taking method where different students are assigned to take and share notes with the rest of the class.

Promotes: Class discussion, learning and comprehension, and can provide equitable opportunity to students with different disciplinary backgrounds and modes of participation. 

Before using collaborative note-taking in your class, be sure the contact the Access Centre for Students with Disabilities (ACSD) at access.services@concordia.ca to ensure that students with barriers to note-taking are not asked to write notes nor penalized for not doing so. 

How to implement collaborative note-taking

  • At the beginning of the course, assign a few note-takers for each class to post their notes to a shared document or drive. Create a schedule for the note-takers – consider pairing note-takers with more experience or interest in the topic with students with less experience and interest. The note-takers would then work together to create notes for their assigned week and share with the rest of the class.

  • Encourage the other students in the class to take personal notes by hand to reduce the distraction of using laptops.

  • Follow a consistent lecture format to help students structure the collaborative notes. You may consider including regular slides such as an Agenda, Summary or Questions to consider each class so that note takers have a framework to work with. 

  • Alternatively, you could provide a template to note-takers at the beginning of class that included the week’s major topics as headers. 

  • Have discussions about the expectations and norms for note taking.  

  • For example, notes should be typed instead of handwritten for best legibility. 

  • You could consider providing a note taking template to ensure more consistency amongst note takers.  

  • Make it clear to note takers when their notes should be uploaded to the shared document or drive. For example, 24 hours after class so they have time to clean up their notes.  

  • If appropriate, you could consider having collaborative note taking be a part of the students’ participation grade. 

References

Jubain, Lin. “Using Collaborative Note-Taking to Promote an Inclusive Learning Environment.” UGuelph Office of Teaching and Learning, 2020.

Active Learning landing page

Learn more

Book a visit

If you would like to visit a classroom or consult with one of our team members please submit a request using our form.

Take a virtual tour of our active learning classrooms
Request a classroom visit or consultation

Request a classroom

Please contact your department if you wish to request an active learning classroom for the next academic year, 2025-2026. Your request must be submitted through the SIS by January 12, 2025.

Request a classroom for teaching

References and resources

  • Active learning spaces: Teaching and learning experiences in active learning classrooms at McGill. McGill University.
  • Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman M.K., Foreward by Mayer, R. (2010).  How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
  • Anderson, L.W., Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: A revision of bloom’s taxonomy of educational objectives. New York: Longman. Barkley, E., & Major, C. (n.d.). The K. Patricia Cross Academy. Retrieved Dec 6, 2022, from https://kpcrossacademy.org/.
  • Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
  • Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
  • Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
  • Biggs, J. (1999).Teaching for Quality Learning at University.SHRE and Open University Press
  • Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay Company, Inc.   
  • Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers. Journal of Chemical Education, 87, 1438-1443. 
  • Casale-Giannola, D., Schwarts Green, L. (2012). 41 active learning strategies for the inclusive classroom. London: Sage Publications.
  • Doyle, T. (2011). Foreward. T. Zakrajsek. Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus Publishing.
  • Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P.  Alberts, B. (ed.). (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111 (23), 8410-8415; first published on May May 12, 2014; doi: 10.1073/pnas.1319030111
  • Jubain, Lin. “Using Collaborative Note-Taking to Promote an Inclusive Learning Environment.” UGuelph Office of Teaching and Learning, 2020.
  • Loadman, N. (2016, Jul 10). Punctuated Lectures: Classroom Assessment Technique. YouTube. Retrieved Dec 6, 2022, from https://www.youtube.com/watch?v=AttIxRWxYF4.   
  • Nash, R. (2009). The active classroom: Practical strategies for involving students in the learning process. Thousand Oaks, CA: Corwin Press.
  • Nash, R. (2012).  From seatwork to feetwork: Engaging students in their own learning. Thousand Oaks, CA: Corwin.
  • Silberman, M. (1996). Active Learning: 101 strategies to teach any subject. Needham Heights, Mass: Simon & Shuster Co.  
  • Small G., Vorgan, G. (2008). iBrain: surviving the technological alteration of the modern mind. New York: HarperCollins.
  • Twilight of the Lecture. Harvard Magazine.
  • What is active learning? University of Minnesota, Center for Teaching and Learning.
  • Why do active learning? Queen’s University.
  • University of Toronto Centre for Teaching Support & Innovation. (n.d.). Active Learning and Adapting Teaching Techniques. Retrieved Dec 6, 2022, from https://tatp.utoronto.ca/wp-content/uploads/sites/2/Active-Learning-and-Adapting-Teaching-Techniques1.pdf.
 
Back to top

© Concordia University