This, like any system, works better for some individuals than others, depending on their learning style. I liked the presentation here, basically “try this, you may find it valuable”. I'm sure that some people found it useless, others very useful. When I was teaching, students would sometimes ask me for permission to record the lectures. I always said yes, because I know that some students learn best aurally, and find note-taking interferes with their learning style.<p>Teachers (or school systems) that mandate this system, and, even worse, GRADE NOTEBOOKS completely misunderstand the point of it. In K-12, one of the goals is to help students become effective learners, which involves students identifying the tools that help them learn best.<p>I really like the SUMMARY section, asking the student to synthesize some kind of big picture. I always said that in a 50-minute university class, you can thoroughly explain one sentence and its ramifications. The space given for SUMMARY really asks the student to identify that sentence. And it also gives room for a really good question from a student: “Hey, teach, I can't figure out the summary for that class on recursion, can you help me?”, though, to be fair, no student ever called me “teach”.