> I hated it.
> The issue is that, at least for me, I'm madly trying to capture in my notes whatever it is the teacher was presenting.
I've observed this relation for myself, but the causality in my experience has clearly been reversed: it's not really possible for me to pay much attention to what is being taught when I'm working so hard just to write it down. Taking sparse, partial notes— or no notes at all— always left me way more room to think about the material.
This kind of approach works a lot better when you have a competent textbook that you can actually take home, which is only occasionally the case for high schoolers and almost never the case for elementary schoolers. When you have a decent textbook you can always make 'slow notes' from that at your leisure, if you really need them, and you can also do the readings before class so that all you need from the lecture is to fill in gaps.
But either way, trying to copy down the whole board is almost always the wrong way to take notes unless you are typing and can do so much more quickly than the board changes, IME. It's just way too much overhead and doesn't leave enough room for substantive engagement.