AVID 10th - Home · Web viewL 3-6 N Note Key Ideas Step 4: Note key ideas to create questions R 1-3...

Focused Cornell Notes

Focused Cornell Notes Connections

Directions: As you reflect on each step of the CORNELL WAY make connections by recording next steps/key points.

Next Steps/Key Points

Step 1: Create Format

Step 2: Organize Notes

Step 3: Review and Revise

Step 4: Note Key Ideas

Step 5: Exchange Ideas

Step 6: Link Learning

Step 7: Learning Tool

Step 8: Written Feedback

Step 9: Address Feedback

Step 10: Your Reflection

Antonetti’s Engagement Cube & Focused Cornell Notes

Engaging Qualities of Work

Quality

Description

Cornell Note-Taking Step

Personal Response

This quality allows room for more than one right answer. Students are allowed to make connections, comparisons, and give explanations.

Step 3: Review and revise notes

Step 4: Note key ideas to create questions.

Step 6: Link learning to create a synthesized summary

Clear/Modeled Expectations

This quality provides students with direction for learning and provides students with information on how well they are doing relative to the learning objectives.

Step 1: Create Cornell Notes Format and complete heading (Essential Question)

Learning with Others

This quality provides students with the opportunity to interact with each other in groups in ways that enhance their learning.

Step 5: Exchange ideas by collaborating

Sense of Audience

This quality allows students to share their work with others which increases their motivation because they know their work is important.

Step 8: Provide Written Feedback

High Yield Instructional Strategies

Idea

Description

Cornell Note-Taking Step

Identifying Similarities and Differences

This strategy allows students to make new connections, experience new insights, and correct misconceptions.

Step 4: Note key ideas to create questions

Step 6: Link Learning to create a synthesized summary

Step 10: Reflect on your learning

Summarizing and note taking

This strategy teaches students to synthesize and organize information in a way that captures the main ideas and supporting details. Both summarizing and note-taking helps students to process information.

Step 2: Organize notes on the right


Step 7: Use completed Cornell notes as a learning tool

Nonlinguistic Representations

This strategy develops students’ ability to represent and elaborate on knowledge using mental images.


Advanced Questions/Cues and Organizers

This strategy develops students’ ability to retrieve, use and organize what they already know about a topic. Students who use higher-level questions produce deeper learning than lower-level questions.


Common Core College and Career Readiness Anchor Standards

I. NOTE-TAKING:

Reading or hearing information for the first time while jotting down and organizing key points to be used later as a learning tool.

Common Core Anchor Standards

C

Create

Format

Step 1: Create Cornell notes format and complete heading

R 1, 2

W 1

S&L 2

L 6

O

Organize

Notes

Step 2: Organize notes on right side

R 1, 4, 7, 9

W 8

S&L 2, 3, 5

L 3-6

II. NOTE-MAKING:

Within 24 hours of having taken the notes, revise these notes, generate questions, and use collaboration to create meaning.

R

Review and Revise


R 1, 4-6

W 5, 8

S&L 1, 2

L 3-6

N

Note Key Ideas


R 1-3

W 2

L 6

E

Exchange

Ideas


R 1-3, 7, 9

S&L 1, 3, 4, 6

L 1, 3, 6

III. NOTE-INTERACTING:

Interact with notes taken by creating a synthesized summary. Use Cornell notes as a learning tool to increase content class achievement.

L

Link

Learning


R 2-3, 8, 9

W 1-4, 9, 10

L 1, 2, 6

L

Learning Tool


R 1-3, 8, 9

W 1-5, 7-10

S&L 1, 2, 4-6

L 1-3, 6

IV. NOTE-REFLECTING:

Use written feedback to address areas of challenge by setting focus goals to improve future notes. The Cornell Note Reflective Log Handout provides the opportunity to reflect on the notes and the learning.

W

Written Feedback

Step 8: Provide written feedback

R 7, 8

W 4, 5

L 4

A

Address

Feedback

Step 9: Address written feedback

R 7, 8

W 4, 5

L 4

Y

Your Reflection


R 2-3, 8, 9

W 1-4, 8-10

S&L 1, 4, 6

L 1, 2, 6

Marzano Connections to Focused Cornell Notes

Setting Objectives and providing feedback

This strategy provides students with direction for learning and provides students with information on how well they are doing relative to the learning objectives.

Step 1: Create Cornell Notes Format and complete heading (Essential Question)

Nonlinguistic Representations

This strategy develops students’ ability to represent and elaborate on knowledge using mental images.


Cues, questions, and advance organizers

This strategy develops students’ ability to retrieve, use and organize what they already know about a topic. Students who use higher-level questions produce deeper learning than lower-level questions.


Cooperative learning

This strategy provides students with the opportunity to interact with each other in groups in ways that enhance their learning.


Summarizing and note taking

This strategy teaches students to synthesize and organize information in a way that captures the main ideas and supporting details. Both summarizing and note-taking helps students to process information.

Step 2: Organize notes on the right



Homework and practice

This strategy provides students with the opportunity for reviewing and applying knowledge and enhancing the ability to reach the level of proficiency for a skill.







Reinforcing effort and providing recognition

This strategy helps students learn to believe that effort pays off, even if they do not initially hold this belief.



Identifying Similarities and Differences

This strategy allows students to make new connections, experience new insights, and correct misconceptions.




I. NOTE-TAKING

Reading or hearing information for the first time while jotting down and organizing key points to be used later as a learning tool.

C

Create Format

Step 1: Create Cornell Notes

O

Organize Notes

Step 2: Organize notes on the right side

II. NOTE-MAKING

Within 24 hours of having taken the notes, revise these notes, generate questions, and use collaboration.

R

Review and Revise Notes

Step 3: Review and Revise notes

N

Note Key Ideas


E

Exchange Ideas


III. NOTE-INTERACTING

Interact with notes taken by creating a synthesized summary. Use Cornell notes as a learning tool to increase content class achievement.

L

Link Learning


L

Learning Tool

Step 7: Use Completed Cornell notes as a learning tool

IV. NOTE-REFLECTING

Use written feedback to address areas of challenge by setting focus goals to improve future notes.

W

Written Feedback


A

Address Feedback


Y

Your Reflection


10 Steps of the CORNELL WAY

Create Format

Step 1:

Create Cornell notes format and complete heading.

If Cornell notepaper is provided, upon entering the classroom:

• Write name, class, period, date, topic and standard/objective in heading.

• Create an essential question based on the standard/objective to be addressed in the notes and in the summary.

•Be prepared to actively listen and take notes.

If Cornell notepaper is not provided, upon entering the classroom:

• Write name, class, period, date, topic and standard/objective in heading.

• Create an Essential Question based on the standard/objective to be addressed in the notes and in the summary.

• Leave 1/3 of the paper on the left for questions and 2/3 on the right for notes.

• Leave 2 inches on the bottom of each page for summary.

• It is unrealistic and inappropriate to summarize every individual page.

• There should be a summary at the bottom of the page at the closing of a lesson, concept, topic, etc.

• Be prepared to actively listen and take notes.

Teacher TIPS for this step

· Provide Cornell notepaper to students

· Model to students how to set up their own paper in the Cornell note format.

· Create school site Cornell notepaper and include school’s mascot; upload onto the school’s website for students to download from home.

· Have students write the heading in pen to ensure current notes are submitted weekly

Creating Essential Questions

Purpose: Essential questions guide and frame the note-taking and summarization.

Directions: Read the examples of standards/objectives and essential questions.

Language Arts

Standard/Objective:

Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer’s style

Essential Question:

How do literary devices such as metaphor, symbolism, dialect, and irony define the writer’s style?

Mathematics

Standard/Objective:

Students use substitution to solve a system of two linear equations in two variables algebraically.

Essential Question:

How is a system of two linear equations solved by substitution?

Social Studies

Standard/Objective:

Understand the role of Appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

Essential Question:

Why is Appeasement a contributing factor to the start of World War II?

Science

Standard/Objective:

Diffusion and Osmosis

Essential Question:

What is the process of diffusion and osmosis in the membrane system?

Practice Writing Essential Questions for Your Classes

Directions: Create your own Essential Question based on a standard/objective/topic.

Subject

Standard/Objective:

Essential Question:

Subject

Standard/Objective:

Essential Question:

Subject

Standard/Objective:

Essential Question:

Organize Notes

Step 2:

Organize notes on the right side.

Take your notes here.

• Take notes while listening to a lecture from the teacher, reading a textbook or novel,

watching a video, solving a math problem, participating in a science lab, engaging in

Socratic Seminar, participating in tutorials, etc.

• Listen and take notes in your own words—paraphrase what you hear.

• Leave spaces for revisions by skipping lines between ideas.

• Abbreviate words and use symbols, when appropriate.

• Write in phrases (not complete sentences).

• Use bullets or lists, when possible.

• Change pen colors to indicate change in concept.

• Use indentation to show relationships between ideas.

• Know what to write—important information vs. trivial information.

• Recognize cues, “This is important . . .,” “This may be on the next test . . .,” and repeated information.

• Incorporate teacher’s note-taking style and requirements on the right side—outline style, diagrams, graphs, illustrations, etc.


· Provide time each class meeting for students to work independently and collaboratively to review and refine notes.

· Provide time for students to compare notes at the end of class.

Cornell Notes Language Scripts

Requesting Assistance:

· Could you please help me?

· I’m having trouble with this. Would you mind helping me?

· Could you please show me how to do this…, write this…, draw this…, pronounce this…, solve this…?

Interrupting:

· Excuse me, but… (I don’t understand.)

· Sorry for interrupting, but… (I missed what you said.)

· May I interrupt for a moment?

· May I add something here?

Asking for Clarification:

· Could you repeat that?

· Could you give me an example of that?

· I have a question about that: …?

· Could you please explain what means?

· Would you mind repeating that?

· I’m not sure I understood that. Could you please give us another example?

· Would you mind going over the instructions for us again?

· So do you mean…?

· Are you sure that…?

Is there a Short Cut?

Directions: Read over these abbreviations. Circle the 10 that you think you can start using the most.

Word(s)

Symbol

Word(s)

Symbol

for

4

up/increase

↑

to

2

down/decrease

↓

with

w/

number

#

without

w/o

at

@

within

w/i

money/dollars

$

and, plus

&, +

important

!

minus, less

-

greater than, more than

>

no, not ever

∅

less than

<

between

b/w

the same, equals

=

infinity, a great deal

∞

not the same, different

≠

positive, good, for

(+)

times, cross, trans

X

negative, against

(-)

towards, going

→

question

Q , ?

from

←

therefore, because

∴

Additional Suggestions:

· Make names & titles into acronyms after writing them once.

Writing ProcessWP

Ratios, Rates and ProportionsRRP

Bill of RightsBoR

· Write the first few syllables of a long word and complete the word when reviewing notes.

collectcoll

helicopterheli

· Write words deleting some vowels until notes can be reviewed.

speakspk

communicatecommnicte

educationaleductnal

Review and Revise

Step 3:

Review and revise notes.

Keep working on this side.

Use the “Cornell Note Revision Checklist” to revise notes.

• Separate main ideas from details by underlining.

• Keep important information by highlighting or color coding.

• Delete unimportant information by drawing a line through it or not highlighting.

• Add your own thinking/fill in details to clarify, complete or create greater meaning and understanding.

• Paraphrase information.

• Identify information that needs clarification using a question mark to indicate the need to check with a partner or teacher.

• Add references from/to other materials as they come to mind or make connections to other concepts/content.

• Use symbols (star, checkmark, etc.) to indicate what is significant.

• Use * for information that may be used on a test, essay, etc.

• Create a visual or symbol to represent and help recall information.


· Use students’ Cornell notes to teach the revision process of identifying main ideas, paraphrasing information, and asking for clarification from teacher.

· Review and model the use of the “Cornell Note Revision Checklist” multiple times so students see the value and can repeat the process independently.

Cornell Note Revision Checklist

Directions: Review and revise notes taken in the right column. Use the symbols below to revise your notes.

Completed

Symbol

Revision

⎕

1, 2, 3…

1. Number the notes each time there is a new concept or main idea

A, B, C…

⎕

Key Term

2. Circle vocabulary/ Key terms in pencil

⎕

Main idea

3. Highlight or underline main ideas

⎕

^

4. Fill in gaps of missing information and/or reword/paraphrase in red

⎕

Unimportant

5. Delete/cross out unimportant information by drawing a line through it with a red pen

⎕

?

6. Identify points of confusion to clarify by asking a partner or teacher

⎕

*

7. Identify information to be used on a test, for an essay, etc.

⎕

8. Create a visual/symbol to represent important information to be remembered

Note Key Ideas

Step 4:

Note key ideas to create questions.

Write questions on this side.

Use the “Cornell Note Questioning Steps” to write your questions.

• Use inquiry on the left side that connects to the key ideas.

• Review the main ideas highlighted on the right side.

• Determine the purpose of the lecture, reading or activity.

• Read aloud the highlighted main ideas on the page, and create a question that is answered with each main idea.

• Develop questions on the left side that identify the main ideas on the right side by interacting with the information through the revision process in Step 3.

• Lower-Level Questions: Some material in the note section may not lend itself to

generating higher-level questions. In this case, link notes to a previously learned

concept to write a higher-level question, or develop additional notes adding personal

meaning and details to create ownership of the material.

• Higher-Level Questions: It is important for the Cornell notes to create higher-level

questions by applying Bloom’s or Costa’s vocabulary. It is necessary to understand the meaning of the words used and how to use the terminology accurately to ask a higher level question. Adding “How do you…” does not create a higher-level question.


· Review Bloom’s/Costa’s Levels of Thinking with students.

· Explicitly teach the key vocabulary for each level.

Cornell Note Questioning Steps

Directions: Follow these steps as you create questions during Step 4 of the note-taking process.

Steps for Creating Questions

Step 1:

Read the essential question/standard/objective at the top of the Cornell Notes.

Step 2:

Review the first chunk of notes on the right side. A chunk is defined as a section of notes with the same main idea.

Step 3:

Identify the main idea of this first chunk.

Step 4:

Write a question for the first chunk that can be answered by the main idea.

Step 5:

Repeat this process until all the main ideas in each chunk of notes are incorporated into questions.

Step 6:

Reread your questions. Are there any lower-level questions? At times, lower-level questions are necessary to create context for more advanced material to come.

Step 7:

Create an additional higher-level question that incorporates two of the lower level questions.

For example:

Lower level question #1: What is the definition of perimeter?

Lower level question #2: What is the definition of area?

New Higher-level question added to notes: How does perimeter compare/contrast to area?

Step 8:

Review your questions/notes to ensure the essential question/standard/objective at the top of the Cornell notes is addressed.

Step 9:

Study your questions/notes to prepare for tests/quizzes, write essays, etc.

Level 3?:

Level 2?:

Level 1?:

Exchange Ideas

Step 5:

Exchange ideas by collaborating.

• Collaborate with a peer(s), as a small group, as a whole class, outside of class, etc., to compare, enhance and revise your notes.

• Using a different color pen, fill in any gaps and clarify any points of confusion in writing to complete your notes.

• Brainstorm a list of key vocabulary from the lesson to be included in the summary.

Allow students to work with a classmate to improve and study their notes.

Link Learning

Step 6:

Link learning to create a synthesized summary.

Write a summary at the bottom or on the back.

Review notes taken, questions developed on the left, and prior knowledge to identify the main ideas to be used in the summary. Use “Cornell Note Summary Template” to write the summary.

• Address the Essential Question of the lesson in the summary.

• Use the notes of the right side as support to write the summary.

• Synthesize, or combine main ideas together, to internalize learning from the questions/notes.

• Answer the higher-level questions from the left side in the summary to tie together the main ideas.

• Creating a summary provides the opportunity to connect and make sense of the information from the lesson and identify any remaining points to be clarified.

• As the summary is written, there may be a need to address any remaining points of confusion with new questions on the left side to ask teacher or classmate.

• Leave the right side blank until this discussion has happened.

• Document the clarification in the blank space on the right side, after the discussion.

Cornell Note Summary Template

Directions: Follow these steps as you create a summary during Step 6 of the note-taking process.

Steps for Writing a Complete Summary

Step 1:

Read the essential question/standard/objective at the top of the Cornell Notes.

Step 2:

Respond to the essential question/standard/objective in one sentence-this is the introductory sentence to the summary. Use your own words in writing your summary.

Step 3:

Review the first chunk of notes on the right side.

Step 4:

Reread the first question written for the first chunk of notes.

Step 5:

Write a one-sentence response to this question incorporating content-based vocabulary.

Step 6:

Repeat this process until all of your questions are incorporated into the summary-accounting for all the main ideas in your notes.

Step 7:

Reread your summary for clarity and accuracy, adding transitions, when possible.

Step 8:

Review your summary to study for tests/quizzes, writing essays, etc.

Learning Tool

Step 7:

Use completed Cornell notes as a learning tool.

• Review notes taken, questions developed and summary; this may also be done in a study group.

• Apply new learning to increase performance in content classes by using notes to study for a test, to write an essay, or to prepare for a presentation, Socratic Seminar, Philosophical Chairs, etc.

• Interact with material by taking notes, writing questions and summarizing to internalize material to increase new learning.

• Using the notes as a learning tool provides the opportunity for students to transfer knowledge to long-term memory by making meaning of the notes and forming connections.


· Have students bring in their notes and test each other prior to a class test.

· Have students create test questions based on their notes.

Use your Cornell Notes to Study!!

Written Feedback

Step 8:


• Submit Cornell Notes weekly to be checked for quality using the “Cornell Notes Checklist” and/or quantity.

• Review, revise, and improve notes, questions, and summary based on feedback.

• Written feedback and suggestions for improvement may be provided by a peer, a tutor, or teacher.


· Provide extra credit/points for students who choose to revise/refine their notes based on the feedback they receive.

Address Feedback

Step 9:


• Use the feedback provided, identify an area of challenge.

• Write a focus goal to improve this area.

• Identify specific actions to address this challenge in future note-taking.

Your Reflection

Step 10:


• Gather all Cornell Notes on a topic, concept, standard, objective.

• Review notes, questions, summaries on all Cornell note pages.

• Reflect on the learning by showing how you mastered and/or applied your new knowledge.

Circle, Square, Triangle Quickwrite

A question about Cornell Notes that is going AROUND in my head.

Something I know about Cornell Notes that SQUARES with my beliefs.

Three important POINTS that I know about Cornell Notes.

Focused Cornell Notes Lesson Planning Template

Lesson Title:

Step1: What will the essential question be?

Step 2: What information will be presented and how will the students get the information? ie: lecture, lab, video, text, etc.

Step 3: When will students review and revise their notes? ie: at the end of class, during warm up, at home, etc.

Date:

Class Time:

Step 4: When will students add questions to their notes? ie: at the end of class, during warm up, at home, etc.

Date:

Class Time:

Step 5: When will students be given time to exchange ideas? ie: at the end of class, during warm up, etc.

Date:

Class Time:

Focused Cornell Notes Lesson Planning Template Cont.

Step6: When will students be given time to create their summary? ie: at the end of class, during warm up, at home, etc.

Date:

Class Time:

Step 7: When will students be given time to study with their notes? ie: at the end of class, during warm up, at home, etc.

Date:

Class Time:

Step 8: Will you grade these notes for completion or quality? Peer Graded? Self Graded?

Step 9: When will students be given time to set goals for future note taking? ie: at the end of class, during warm up, at home, etc.

Date:

Class Time:

Step 10: Will students be given time to reflect on their notes?

Date:

Class Time:

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AVID 10th - Home · Web viewL 3-6 N Note Key Ideas Step 4: Note key ideas to create questions R 1-3...

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