CB>  I found out, almost too late, that taking 
CB> notes generally caused me to
CB>  score one grade lower.  I wonder what you 
CB> would do in such a case.
 SK> To what do you attribute this? I find it hard to 
 SK> imagine most of my students
 SK> being able to remember sufficient detail of the 
 SK> problems worked in class
 SK> when they get home to do the homework. I usually do 
 SK> different examples than
 SK> those in the text, and usually the text has an insufficient number of
 SK> examples for most students to figure out how to do 
 SK> every type of homework
 SK> problem assigned.
I think that I am a visual-auditory learner.  I don't think most people learn 
the way I do.  I have visual images stored from a very early time in my life 
and can review them when I want.  I also can remember a large amount of what 
I read-yet I can not take notes in a fashion that is understandable to me.  
If I was in your math class, I would copy and work the examples you give, but 
I would add no text.  What is really interesting is that I can read and 
understand notes taken by a good note-taker unless they are heavily 
highlighted. (I hate highlighted texts also.) 
 
What you do for your students sounds excellent.  Exactly opposite of my last 
two years of HS math.  I am enjoying helping my son with his Algebra,I enjoy 
math.  He is in 8th, so the Algebra is an advanced class that will count as 
HS credit if he keeps an A or B.
 
So, do you suppose I will run out of mental storage space?  Makes me wonder 
how the brain stores images vs text.  Would make a good collaborative study 
for a Biology and Math class.
--- Maximus 2.02
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