How to Take Notes Using The CORNELL WAY

Essential Question

CORNELL NOTESTOPIC/OBJECTIVE: NAME:

TEACHER MUST PROVIDE THE ESSENTIAL QUESTION

CLASS/PERIOD:

DATE:

ESSENTIAL QUESTION: How does using the CORNELL WAY support the processing and retention of important material?

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TAKE NOTES ON RIGHT SIDE

1 TAKE DOWN IMPORTANT POINTS ONLY. DO NOT TAKE WORD FOR WORD.

2. USE FOR LECTURE, READING TEXT, VIDEO, SOLVING A PROBLEM, ETC… 3. USE OWN WORDS

4. (PARAPHRASE) 5. WRITE IN PHRASES / NOT COMPLETE SENTENCES

6. USE BULLETS OR LIST WHEN POSSIBLE

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CONTINUE ON RIGHT SIDE

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USE ABBREVIATIONS

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Student I.S.N. form

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Practice

The Curve of Forgetting

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The Curve of Forgetting Maggie

2nd

July 22, 2015

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Step One (Note-taking)

• C-Create format and heading, including Essential Question

• O-Organize notes on the right hand side of the paper while taking notes during lecture

Header

Right side notes

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Step two (Note-taking)

Include Ill

ustrati

ons

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Step Two (Note-taking)

Header

Header

Right side notes

Include Illustrations

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Additional Notes – Steps One and Two1 1ST NINE WEEKS TEACHER SHOULD MODEL CORNELL NOTES

2. MODEL ON WHITEBOARD / DISPLAY GOOD STUDENT EXAMPLES AROUND THE ROOM

3. WALK THROUGH IT IS AN ON-GOING PROCESS

4. TEACH ALOUD – “Why are we using bullets instead of numbers?” 5. STUDENTS EVENTUALLY MOVE ON TO DO IT INDEPENDENTLY.

6. BULLETS OR LIST WHEN POSSIBLE

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Step 3 – Note-Making RIGHT SIDE

•R-Review and Revise notes

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10-2-2 Method RIGHT SIDE

•After every 10 minutes of notes, give students 2 minutes to discuss and compare notes with a partner.•Next, give the students 2 more

additional minutes to write a sentence summary in the body of their notes.

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Step 4 – Note-Making LEFT SIDE

•N-Note Key Ideas (create questions on the left side of the paper that connect to main ideas on the right)

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Step 4 – CONTINUE on LEFT SIDE

• Left side is for ?’s that would help students to recall info on the right side of the pg.

• ? must be at higher level thinking

• If lower level ?’s, student can combine those & formulate new ? that is higher level.

Left side notes

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Step 4 – CONTINUE on LEFT SIDE• Form notes into chunks on right side that

lead to ?’s on the left

• Highlight key ideas on right side and that will formulate ?’s on the left.

• Underline vocabulary on the right and write term to the left. Fill in the definition to the right, when filling in gaps.

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Metacognitive Markers

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Step 5 – Student Exchange

• E-Exchange ideas and help each other fill in gaps

(Partners examine each other’s notes together to make sure they are at a high level of deep thinking).

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Think Pair Share

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Step 6 – Summary on BOTTOM OF PAGE

Sum

mar

y

• L-Link Learning by summarizing notes at the bottom of the paper

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Step 6 – Summary on BOTTOM OF PAGE CON’T.

1.This is the most important step!!!!!!

2. Revisit the Essential Question, it should respond to that.

3. Do not start if off with “I”

4. It is not a reflection of what the student liked about the lesson, BUT to summarize details of learned concepts

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Step 6 – Summary on BOTTOM OF PAGE CON’T.

4. It must be a complete summary.

5. Link the current main idea to the bigger picture of the lesson to show it relates.

6. Provide a writing prompt if needed. Ex: “The main idea includes____________________. Each is important because____________.

HOMEWORK

NOTES NEED TO BE REVISED OUTSIDE OF CLASS.

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Step 7 – Note-Interacting

• L-Use notes as a Learning Tool by reviewing what was learned

FOLD AND ANSWERYOUR OWN ?’S AS A STUDY TOOL

“Before” & “After” The CORNELL WAY

Review: Note-Taking

1. Create your Cornell note paper.

2. Write in the Essential Question.

3. Use preferred style and organization.

Eng.I

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THE END!