Cornell Notes Powerpoint
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Transcript of Cornell Notes Powerpoint
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Cornell note taking stimulates
critical thinking skills.
Note taking helps students
remember what is said in class.
A good set of notes can helpstudents work on assignments
and prepare for tests outside of
the classroom.
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Good notes allow students to help
each otherproblem solve.
Good Notes help students organizeand process data and information.
Helps student recall by
getting them to processtheir notes 3 times.
Writing is a great tool for learning!
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Developed in 1949 at Cornell
University by Walter Pauk.
Designed in response to frustrationover student test scores.
Meant to be easily used
as a test study guide.
Adopted by most majorlaw schools
as the preferred note taking method.
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First & Last Name
Class Title
Period
Date
Topic
Questions,
Subtitles,
Headings,Etc.
Class Notes
2 1/
2
3 to 4 sentence summary across
the bottom of the last page of the
days notes
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Subject: Why take Cornell notes? Date: 11/20/01
PPRROOCCEESSSS
((oouuttppuutt))
MMaaiinn IIddeeaass ((iinnppuutt))
How canCornell noteshelp meorganize myideas?
Which side fordiagrams?
Why useconcept maps?
What are thebenefits to me?
Can be used to provide an outline of chapter or lecture.Organized by main ideas and details.Can be as detailed as necessary.Sequential-- take notes as they are given by instructor ortext in an orderly fashion.After class, write a summary of what you learned toclarify and reinforce learning and to assist retention.
Can be used as study tool:1. Define terms or explain concepts listed on left side.2. Identify the concept or term on the right side.
Can be used to provide a "big picture" of the chapter orlecture.Organized by main ideas and sub-topics
Limited in how much detail you can represent.Simultaneous- you can use this method for instructorswho jump around from topic to topic.After class, you can add questions to the left sideCan be used as a study tool-- to get a quick overviewand to determine whether you need more information orneed to concentrate your study on specific topics.
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Sub j t t t i D t / /SSuummmmaarr
r ar a upl f ays t at you an takenotes. e ornellmet od isbest en t e information is i en inasequential, orderlyfashionandallows formoredetail. hesemanti web/ oncept mapmethodworksbest for instructorswhoskiparound from topic totopic, andprovidesa "bi picture" whenyou'repreviewingmaterialsorgetting ready tostudy fora test.
Summary isaddedat theendof ALL
notepages on thesubject (not page)
Summaryadded AFTER questionsare finished
Summaryshouldanswer the
problem stated in thesubject.
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(Diagram o ie
ring le t re)(Questions
about it ) How do the
ticks find thecattle?
Why dont the
ticks usually
kill their host?
How could
tick
infestations in
cattle impact
humans?
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Lets get out a
s eet of Cornellnote a er an
get rea y to
ra ti e t e skill.
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In the large, right hand
column, take notes like
you normally would.You may use any style of note-
taking you wish:
outline format, narrative format,
symbols,
short hand, etc.
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Compare notes with a
partner.
Talk about what you
wrote and why. Look
forgaps & missed info.
oth partners should feel
free to add to their notes.
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With your partner(s),
create questions in the
left hand column. These questions should
elicit critical thinking
skills. Levels 1 through 3 in
Costas Levels of
Questioning.
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Level One: Define, Describe, Identify,
List, Name, Observe, Recite, Scan
Level Two: Analyze, Compare,
Contrast, Group, Infer, Sequence,Synthesize
Level Three: Apply, Evaluate,
Hypothesize, Imagine, Judge,Predict, Speculate
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Your questions should reflect:Your questions should reflect:
Info you dont understand or
want to discuss with yourteacher/tutor.
Info you think would go good
on an essay test.
Gaps in your notes.
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On your own, in the space
provided at the bottom of the
page, complete a 3 or 4sentence summary of
what you wrote in
your notes.
(t e summary)
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Notes go here, in the
large right hand column.
Questions,
subtitles,
etc. go here,
in the left
hand column.
Remember,
we want
higher level
criticalthinking
questions. A 3 to 4 sentence summary down there
on the bottom of the last page of notes
Dont forget the heading:
Name, Class, Period, Date, Topic
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Anthropods
aul sends
his e amples
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May reflectheadings inPowerPoint lectures
Leave room on theleft for questionsand diagrams
Leave plenty ofroom within theoutline for note-taking
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Re-copy your notes that night into yourjournal Automati re iew
Kinest eti learning Can e it, look-up wor s
rompts ig er-le el uestions
Absentees an target on w at t ey nee toknow
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5 Proper set-upandheading
otes are selectivelyandaccuratelyparaphrased Useof logical abbreviations
otes havebeenedited, highlighted, andunderlined uestions check forunderstand ingand reflect higher levels of inquiry
ummary shows learningbyeffectively summarizingand reflectingon Informationand/orasking questions to clarifyor further the thinking
4 Proper set-upandheading
otes are selectivelyandaccuratelyparaphrased
Useof logical abbreviations uestions check forunderstand ingand reflect higher levels of inquiry
as a summary
3 Proper set-upandheading otes may/maynot beaccurate; informationnot always paraphrased
ome useofabbreviations uestions check forunderstand ing
May/maynot havea summary
2 Proper set-up
as somenotes
as questions May/maynot have summary
1 Proper set-up
as notes
uestions on left non-existent
o summary
0 Improper set-up; not ornell notes
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(Overview: quickly scan)
(Establish a purpose)
(to answer questions)
(answers to questions
with the book closed)
(Take notes!)
(at short intervals)
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A riting techni ue to help focus
on hat you are learning in class.
riting in your learning log is a
great ay to use riting as a
process of discovery and for
clarification of ideas.
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Speaker says: Hippocrates, a
Greek ho is considered to be the
ather of modern medicine, asorn on the island of Cos in
460 .C.
Notes say: Hippocrates (Gr.)
ather of med. . Cos 460 C
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Be an Active ReaderBe an Active Reader
Thinkabout the reading
Consider how the parts relate to the
whole; how the text relates toprevious ideas
Create questions about new words/
terms, why emphasized points are
important
Examine what you have
learned from visuals
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Look for the pattern in elements like
chapter /subsection headings,
summary points, graphics
Know where to find the index and
glossary
Be Aware of Textbook OrganizationBe Aware of Textbook Organization
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Become familiar with the font, symbols,
borders, graphics, colors, and layout
that highlight main ideas or terms Be alert to the writer's goal: highlight
ideas/ references /opinions that seem
significant to theirpoint of view
Use the text style to identify important pointsUse the text style to identify important points
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Review textbook notesReview textbook notes
Identify main ideas
Fill in details for better understanding
Identify unclear information and/or
questions - collaborate for answers
Delete unnecessary information
Review note organization;
add symbols or rewrite
Write a summary
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Use discussion topics/questions
organize your notes
Use symbols for important ideas
Include yourown responses in notes
Develop questions to review later
Add references to other
material as they come
to mind
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Cover the right side of your notes;
review and answer study questions
from the left using the right side as ananswer key
Quiz yourself out loud
Cover the right side with blankpaper; write out answers to
the left column study
questions
Make use of the formatMake use of the format
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Write summaries of the most important
material in the summary/reflection
section Write a quiz for others using notes;
exchange and correct
Write anticipated test questionsbeyond those already in the
left-hand column and write
answers
Write!Write!
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Look over notes frequently to
keep information and questions
still unanswered fresh in mind
Recite information from notes
ReviewReview
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Exchange notes with others to flesh
out information and understanding
Use notes in study groups to provide a
common ground of material for
reference and review
Rewrite notes if necessary
Study in a GroupStudy in a Group
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