The CORNELL WAY
description
Transcript of The CORNELL WAY
The CORNELL WAY
2
Take 5
Why do we teach structured note-taking in AVID?
Individually list your thoughts
Now as a table group, come up with your top 5 reasons
3
Why does structured note-taking matter?
Elapsed Days
PercentRetentionof Material
4
Quickwrite
1’s - What should students know about Cornell Notes when they get to your class?
2’s – How have you introduced your students to Cornell Notes?
3’s - How do you assess/ grade student notes?
4’s - What could be done to increase the schoolwide usage of Cornell notes at your campus?
5
CORNELL WAY Acronym
Create format
Organize your notes
Review and Reflect
Note key ideas
Exchange key ideas
Link learning
Learning tool
Written feedback
Address feedback
Your reflection
6
Note-taking - (Create Format)
O
R
N
E
L
L
W
A
Y
Create your Cornell note paper (if you don’t have pre-printed paper)
Fill in heading and topic
Write in the Essential Question
of the lesson (if not provided
by teacher, student should
generate their own)
C
7
Table Talk
What are the benefits of the Essential Question section on the Cornell Note paper?
8
Our Essential Question
How can I teach my students the college-readiness skill of structured note-taking?
9
Note-taking - (Organize notes)
C
R
N
E
L
L
W
A
Y
Students should take notes on the right side of their paper
Use the style and organization of the notes preferred by the student or their teacher
At this time, students SHOULD NOT be writing questions or a summary
Note-taking conventions should be used
O
10
Note-making – (Review and Revise)
C
O
N
E
L
L
W
A
Y
Within 24 hours students should review their notes, preferably with a partner, looking for gaps
Graphic organizers and extra information can also be added in
The Cornell Note Revision list
can help during revision (HO)
R
11
Note-making - (Note key ideas)
C
O
R
E
L
L
W
A
Y
Within 24 hours notes should be analyzed looking for “chunks” of material with the same main idea
Once chunks have been identified, corresponding questions should be written in the left column
“Cornell Note Questions” handout (HO) can help students write higher level questions
N
12
Note-making - (Exchange ideas)
C
O
R
N
L
L
W
A
Y
Collaborate with peers to compare, enhance and refine your notes
Students can check each others’ notes using the “Collaboration Protocol” worksheet (HO)
Teachers can facilitate this process through the use of a Partner Appointment
Clock (HO)
E
13
Table Talk
How do you pair up or group students for collaborative activities in your class?
14
Note Making Practice
Review and Revise
Note Key Ideas
Exchange Ideas
15
Note interacting - (Link learning)
C
O
R
N
E
L
W
A
Y
Using the notes, questions, Essential question, students link all of this material together to write a summary
Summary Introductory sentence – a response to the
essential question Subsequent sentences – responses to the
question they wrote for each “chunk” of material A detailed explanation of this process is given
in the Cornell Note Summary Template (HO)
L
16
Note interacting - (Learning tool)
C
O
R
N
E
L
W
A
Y
Students should use their completed notes to study for upcoming tests and quizzes
One study method is the “fold-over”
Notes should also be used to write questions for AVID tutorials, as well as
during tutorials
L
17
Note Interacting Practice
Link Learning
Learning Tool
18
Note reflecting - (Written Feedback)
C
O
R
N
E
L
L
A
Y
Written feedback should be given weekly from the AVID teacher, tutors and/or peers
Grading needs to focus on quality as much as quantity
Some ways to provide feedback are the
“C Note Rubric” (HO) or “C Note
Checklist” (HO)W
19
Table Talk
How often do you grade Cornell notes in your AVID class? How many pages do you require?
20
Note reflecting - (Address feedback)
C
O
R
N
E
L
L
W
Y
Use the “Cornell Note Focus Goal Activity” (HO) to create goals for growth in students’ note-taking
A
21
Note reflecting - (Your reflection)
C
O
R
N
E
L
L
W
A
Students should gather all their notes from a topic
Student should then review their notes, questions and summaries from the topic
Completing a “Cornell Note Reflective Log” brings closure to the process
Y
22
Note Reflecting Practice
Written Feedback
Address Feedback
Your Reflection
23
How to teach this to your students
Scaffold! Give students time in class to do this
24
Walter Pauk’s letter
See how the steps of the Cornell Way process are included in the letter written by Walter Pauk, developer of Cornell Notes