• How did you learn the skill of note taking?

• How did this skill contribute to your success?

Quickwrite Questions:

Today’s Learning GoalToday’s Learning Goal

• How can I use Cornell Notes to How can I use Cornell Notes to help my students master the help my students master the content in my classroom?content in my classroom?

• Cornell note taking stimulates critical thinking skills.

• Note taking helps students remember what is said in class.

• A good set of notes can help students work on assignments and prepare for tests outside of the classroom.

• Good notes allow students to help each other problem solve.

• Good Notes help students organize and process data and information.

• Helps student recall by getting them to process their notes 3 times.

• Writing is a great tool for learning!

PURPOSE

NOTESKEY TERMS& QUESTIONS

SUMMARY

The Big IdeasThe Big Ideas

1.1. Note-TakingNote-Taking

– The actual process of writing down The actual process of writing down informationinformation

2.2. Note-MakingNote-Making

– Marking notes and creating questionsMarking notes and creating questions

3.3. Note-InteractingNote-Interacting

– Write summary & review notes with othersWrite summary & review notes with others

4.4. Note-ReflectingNote-Reflecting

– Address feedback given by teacherAddress feedback given by teacher

– Write reflection of learning during unitWrite reflection of learning during unit

The CORNELL WAYThe CORNELL WAYC – Create structure

O – Organize Notes

R – Review/Revise Notes

N – Note Essential Info.

E – Exchange Notes

L – Link Learning

L – Learning Review

W – Written Feedback

A – Address Feedback

Y – Your Learning Process

Today’s FocusToday’s Focus

NOTE-TAKINGNOTE-TAKING

& &

NOTE-MAKINGNOTE-MAKING

The Essential QuestionThe Essential Question

• Best instructional strategy to create Best instructional strategy to create purposepurpose

• Students clearly know the Students clearly know the learning learning objectiveobjective

• Through daily activities, students will Through daily activities, students will be able to answer questionbe able to answer question

• Clearly identify the questions Clearly identify the questions beforebefore official instruction beginsofficial instruction begins

EXAMPLEEXAMPLE

Content Standard:Content Standard:

11.1.1 - Describe the Enlightenment and the 11.1.1 - Describe the Enlightenment and the rise of democratic ideas as the context in rise of democratic ideas as the context in which the nation was founded.which the nation was founded.

Essential Questions:Essential Questions:

• How did Enlightenment thinkers like Locke How did Enlightenment thinkers like Locke and Montesquieu change the way people and Montesquieu change the way people thought about the role of the government?thought about the role of the government?

Essential Question PracticeEssential Question Practice

STEP 1 – STEP 1 –

• Identify one of the content standards/topics Identify one of the content standards/topics that you are currently teachingthat you are currently teaching

STEP 2 - STEP 2 -

• Develop a question that will show the mastery Develop a question that will show the mastery of this standardof this standard

– Student friendly language will help bridge Student friendly language will help bridge gap between standard and learning objectivegap between standard and learning objective

Note-TakingNote-Taking

Note-TakingNote-Taking

Note-TakingNote-Taking

How do your notes How do your notes usually look?usually look?

• Did you paraphrase?Did you paraphrase?

• Did you use abbreviations?Did you use abbreviations?

• Did you color-code?Did you color-code?

• Did you indent or use spacing?Did you indent or use spacing?

• Did you use any special symbols?Did you use any special symbols?

Cornell VariationsCornell Variations

• Can we provide structure for the notes?Can we provide structure for the notes?• Can students use graphics/visuals?Can students use graphics/visuals?• Can we still print PowerPoint slides?Can we still print PowerPoint slides?• Can students use Cornell with lab reports?Can students use Cornell with lab reports?• Can students use Cornell for interactive Can students use Cornell for interactive

notebooks?notebooks?• Can students take notes while reading or Can students take notes while reading or

during a discussion?during a discussion?

• May reflect headings in PowerPoint lectures

• Leave room on the left for questions and diagrams

• Leave plenty of room within the outline for student note-taking

LEFT-SIDE

QUESTIONS & KEY TERMS

RIGHT-SIDE

NOTE-TAKING

Table DiscussionTable Discussion

• How might you include various How might you include various structures in the right-hand side?structures in the right-hand side?

• Are there specific topics that lend Are there specific topics that lend themselves to specific type of notes?themselves to specific type of notes?

• How can you encourage note-taking How can you encourage note-taking even if you are NOT talking? even if you are NOT talking?

10-2-210-2-2

• 10 minutes presenting/note-taking10 minutes presenting/note-taking– Whole groupWhole group

• 2 minutes processing2 minutes processing– Share notes to fill in gapsShare notes to fill in gaps– Revise notesRevise notes– Highlight and/or underlineHighlight and/or underline

• 2 minutes summarizing2 minutes summarizing– Write 1 sentence summary under chunk of Write 1 sentence summary under chunk of

notesnotes

Note-Note-MakingMaking

Review Review &&

ReviseRevise

NOTE-MAKING

CREATING QUESTIONS

Creating QuestionsCreating Questions

• Use academic vocabulary Use academic vocabulary – Costa’s (3 levels) & Blooms (6 levels)Costa’s (3 levels) & Blooms (6 levels)

• Use key terms and concepts that are Use key terms and concepts that are underlined or highlighted?underlined or highlighted?

• Consider questions for use in Consider questions for use in reviewing materialsreviewing materials

Question PracticeQuestion Practice

• With your table, read the Level 1 With your table, read the Level 1 Questions given about the story of Questions given about the story of Cinderella.Cinderella.

• Create Level 2 and Level 3 Create Level 2 and Level 3 questions using the vocabulary questions using the vocabulary given. given.

Question ShareQuestion Share

• Each table read each of the 3 Each table read each of the 3 questions showing the progression questions showing the progression of difficulty and/or thinking.of difficulty and/or thinking.

Note-MakingNote-Making

• Exchange ideas with peersExchange ideas with peers

• Fill in gaps with different colorsFill in gaps with different colors

• Create list of key terms to be used in Create list of key terms to be used in summarysummary

Re-capRe-cap• NOTE-TAKINGNOTE-TAKING

– Create formatCreate format– Organize and take notesOrganize and take notes

• NOTE-MAKINGNOTE-MAKING– Revise and review Revise and review – Identify important pieces of notesIdentify important pieces of notes– Create questions based on informationCreate questions based on information– Exchange information with peersExchange information with peers

Next TimeNext Time

• Note-InteractingNote-Interacting– How do I write a summary of what I learned?How do I write a summary of what I learned?– How do I use Cornell Notes as a learning tool?How do I use Cornell Notes as a learning tool?

• Note-ReflectingNote-Reflecting– How do I assess and provide feedback for How do I assess and provide feedback for

Cornell Notes?Cornell Notes?– How do students respond to my feedback?How do students respond to my feedback?– How can I use Cornell Notes for whole How can I use Cornell Notes for whole

unit/project reflection pieces?unit/project reflection pieces?

SummarySummary

• Take a few minutes to write a brief Take a few minutes to write a brief summary of what you have learned summary of what you have learned today. Consider the essential today. Consider the essential question:question:– How can I use Cornell Notes to help my How can I use Cornell Notes to help my

students master the content in my students master the content in my classroom?classroom?

Designed byPaul BullockPaul Bullock

Senior Program Specialist&

Anne MabenAnne MabenAP Science Coach

ADAPTED BY

Chris LewisAVID Coordinator