research suggests that there is no difference in student performance between the Cornell method and using free-flow notes. There are also no clear benefits to outlining or using guided notes provided by the teacher.

Note-taking often happens while listening; the goal is to quickly capture content so we can refer back to it later.

Note-making is more common while reading; it consists in deliberately crafting our own version so we can learn and create better.

note-making is slower, more involved, and uses our own language. As a result, the content is easier to understand and remember.

The generation effect is the underlying process which supports note-making. It’s the phenomenon where information is better remembered if it is actively created from your own mind rather than simply read in a passive way.

At its core, note-making is about shifting one’s mindset from passive collection to active creation.

Rephrase the original idea. Don’t use the author’s or teacher’s original language. Instead, distill the ideas into your own words.

Connect ideas together. We rarely can form memories in isolation.

Build upon the ideas. Your notes should be living documents. Come back to them to review and revise them.

At all stages of making notes, the keyword is: active engagement.