the cornell way training
TRANSCRIPT
The C
OR
NE
LL W
AY
Tra
inin
g P
age 1
of 1
2
!
!
!
!
!
The C
OR
NE
LL W
AY
Tra
inin
g P
age 2
of 1
2
FO
UR
PA
RT
S O
F T
HE
CO
RN
EL
L W
AY
PA
RT
I. NO
TE
-TA
KIN
G:
Re
ad
ing
or lis
ten
ing
to in
form
atio
n fo
r the
first tim
e w
hile
jottin
g d
ow
n a
nd
org
an
izin
g k
ey
po
ints
to b
e u
sed
late
r as a
learn
ing
too
l
C
C
reate
Fo
rmat
Ste
p 1
: Cre
ate
Co
rnell n
ote
s fo
rma
t an
d c
om
ple
te h
ea
din
g.
If Co
rne
ll note
pa
pe
r is n
ot p
rovid
ed
, se
t up
pa
pe
r up
on
en
terin
g th
e c
lassro
om
:
!
Write
na
me
, cla
ss, p
erio
d, d
ate
, top
ic, s
tan
da
rd/o
bje
ctiv
e in
he
ad
ing
.
!
Cre
ate
an
esse
ntia
l qu
estio
n b
ase
d o
n th
e s
tan
da
rd/o
bje
ctiv
e to
be
ad
dre
sse
d in
the n
ote
s a
nd
in
the
su
mm
ary
.
!
Le
ave
1/3
of th
e p
ap
er o
n th
e le
ft for q
ue
stio
ns a
nd
2/3
on
the
righ
t for n
ote
s.
!
Le
ave
2 in
ch
es o
n th
e b
otto
m o
f ea
ch
pa
ge
for s
um
ma
ry.
!
Be
pre
pa
red
to a
ctiv
ely
liste
n a
nd
take
no
tes.
If Co
rne
ll note
pa
pe
r is p
rovid
ed
, up
on
en
terin
g th
e c
lassro
om
:
!
Write
na
me
, cla
ss, p
erio
d, d
ate
, top
ic, s
tan
da
rd/o
bje
ctiv
e in
he
ad
ing
.
!
Cre
ate
an
esse
ntia
l qu
estio
n b
ase
d o
n th
e s
tan
da
rd/o
bje
ctiv
e to
be
ad
dre
sse
d in
the n
ote
s a
nd
in
the
su
mm
ary
.
!B
e p
rep
are
d to
activ
ely
liste
n a
nd
take
no
tes.!
O
O
rgan
ize N
ote
s
Ste
p 2
: Org
an
ize n
ote
s o
n rig
ht s
ide.
!
Ta
ke
no
tes w
hile
liste
nin
g to
a le
ctu
re fro
m th
e te
ach
er, re
ad
ing
a te
xtb
oo
k o
r no
ve
l, wa
tch
ing
a
vid
eo
, so
lvin
g a
ma
th p
rob
lem
, pa
rticip
atin
g in
a s
cie
nce la
b, e
ng
ag
ing
in S
ocra
tic S
em
ina
r, an
d
wh
ile p
artic
ipa
ting
in tu
toria
ls, e
tc.
!
Lis
ten
an
d ta
ke
no
tes in
ow
n w
ord
s—
pa
rap
hra
se
wh
at y
ou
he
ar.
!
Le
ave
sp
ace
s fo
r revis
ion
s b
y s
kip
pin
g lin
es b
etw
ee
n id
ea
s.
!
Ab
bre
via
te w
ord
s a
nd
use
sym
bo
ls, w
he
n a
pp
rop
riate
.
!
Write
in p
hra
se
s (n
ot c
om
ple
te s
en
ten
ce
s).
!
Use
bu
llets
or lis
ts, w
hen
po
ssib
le.
!
Use
ind
en
tatio
n to
sh
ow
rela
tion
sh
ips b
etw
ee
n id
ea
s.
!
Kn
ow
wh
at to
write
: imp
orta
nt in
form
atio
n v
s. triv
ial in
form
atio
n.
!
Re
co
gn
ize
cu
es, “T
his
is im
po
rtan
t…” “T
his
ma
y b
e o
n th
e n
ext te
st…
” an
d re
pe
ate
d in
form
atio
n.
!
Inco
rpo
rate
tea
ch
er’s
note
takin
g s
tyle
/req
uire
me
nts
on
the
righ
t sid
e—
ou
tline
sty
le, d
iag
ram
s,
gra
ph
s, illu
stra
tion
s, e
tc.
The C
OR
NE
LL W
AY
Tra
inin
g P
age 3
of 1
2
PA
RT
II. NO
TE
-MA
KIN
G:
With
in 2
4 h
ou
rs o
f takin
g th
e n
ote
s, re
vis
e th
ese n
ote
s, g
en
era
te q
uestio
ns, a
nd
use
co
llab
ora
tion
to c
reate
mean
ing
.
R
R
evie
w a
nd
Revis
e
Ste
p 3
: Revie
w a
nd
revis
e n
ote
s
!
Use
the
“Co
rne
ll No
te R
evis
ion
Ch
ecklis
t” to re
vis
e n
ote
s.
!
Se
pa
rate
ma
in id
ea
s fro
m d
eta
ils b
y u
nd
erlin
ing
.
!
Ke
ep
imp
orta
nt in
form
atio
n b
y h
igh
ligh
ting
or c
olo
r co
din
g.
!
De
lete
un
imp
orta
nt in
form
atio
n b
y d
raw
ing
a lin
e th
rou
gh
it or n
ot h
igh
lightin
g.
!
Ad
d y
ou
r ow
n th
inkin
g/fill in
de
tails
to c
larify
, co
mp
lete
, or c
rea
te g
rea
ter m
ea
nin
g a
nd
un
de
rsta
nd
ing
.
!
Pa
rap
hra
se
info
rma
tion
.
!
Ide
ntify
info
rma
tion
tha
t ne
ed
s c
larific
atio
n u
sin
g a
qu
estio
n m
ark
to in
dic
ate
the
ne
ed
to c
he
ck w
ith
a p
artn
er o
r tea
ch
er.
!
Ad
d re
fere
nce
s fro
m/to
oth
er m
ate
rials
as th
ey c
om
e to
min
d o
r ma
ke
co
nn
ectio
ns to
oth
er
co
nce
pts
/con
ten
t.
!
Use
sym
bo
ls (s
tar, c
heckm
ark
, etc
.) to in
dic
ate
wh
at is
sig
nific
an
t.
!
Use
* for in
form
atio
n th
at m
ay b
e u
se
d o
n a
test, e
ssa
y, tu
toria
l da
y, e
tc.
!
Cre
ate
a v
isu
al o
r sym
bo
l to re
pre
sen
t an
d h
elp
reca
ll info
rma
tion
.
N
N
ote
Key Id
eas
Ste
p 4
: No
te k
ey id
eas to
cre
ate
qu
estio
ns.
!
Use
inq
uiry
on
the
left s
ide
tha
t co
nne
cts
to th
e k
ey id
ea
s.
!
Re
vie
w th
e m
ain
ide
as h
igh
ligh
ted
on
the
righ
t sid
e.
!
De
term
ine
the
pu
rpo
se
of th
e le
ctu
re, re
ad
ing
, or a
ctiv
ity.
!
Re
ad
alo
ud
the
hig
hlig
hte
d m
ain
ide
as o
n th
e p
ag
e, a
nd
cre
ate
a q
ue
stio
n th
at is
an
sw
ere
d w
ith
this
ma
in id
ea
.
!
De
ve
lop
qu
estio
ns o
n th
e le
ft sid
e th
at id
en
tify th
e m
ain
ide
as o
n th
e rig
ht s
ide
by in
tera
ctin
g w
ith
the
info
rma
tion
thro
ug
h th
e re
vis
ion
pro
ce
ss in
Ste
p 3
oL
ow
er-L
eve
l Qu
estio
ns: S
om
e m
ate
rial in
the
no
te s
ectio
n m
ay n
ot le
nd
itse
lf to g
en
era
ting
hig
he
r-leve
l qu
estio
ns. In
this
case
, link n
ote
s to
a p
revio
usly
lea
rne
d c
once
pt to
write
a h
igh
er-
leve
l qu
estio
n o
r de
ve
lop
ad
ditio
na
l no
tes a
dd
ing
pe
rso
na
l me
an
ing
an
d d
eta
ils to
cre
ate
ow
ne
rsh
ip o
f the
ma
teria
l.
oH
igh
er-L
eve
l Qu
estio
ns: It is
imp
orta
nt fo
r the
Co
rne
ll no
tes to
cre
ate
hig
he
r-leve
l qu
estio
ns b
y
ap
ply
ing
Blo
om
’s o
r Co
sta
’s v
oca
bu
lary
. It is n
ece
ssa
ry to
un
de
rsta
nd
the m
ea
nin
g o
f the
wo
rd
use
d a
nd
how
to u
se
the
term
ino
log
y a
ccu
rate
ly a
sk a
hig
he
r-leve
l qu
estio
n. A
dd
ing
“Ho
w d
o
yo
u…
” do
es n
ot c
rea
te a
hig
he
r-leve
l qu
estio
n.
E
E
xch
an
ge Id
eas
Ste
p 5
: Exch
an
ge id
eas b
y c
olla
bo
ratin
g.
!
Co
llab
ora
te w
ith a
pe
er(s
), as a
sm
all g
rou
p, in
yo
ur tu
toria
l gro
up
, wh
ole
cla
ss, o
uts
ide
of c
lass,
etc
., to c
om
pa
re, e
nh
an
ce
, an
d re
vis
e y
ou
r no
tes.
!
Usin
g a
diffe
ren
t co
lor p
en
, fill in a
ny g
ap
s, a
nd
cla
rify a
ny p
oin
ts o
f co
nfu
sio
n in
writin
g to
co
mp
lete
yo
ur n
ote
s.
!
Bra
insto
rm a
list o
f ke
y v
oca
bu
lary
from
the
lesso
n to
be
inclu
de
d in
the
su
mm
ary
.
The C
OR
NE
LL W
AY
Tra
inin
g P
age 4
of 1
2
PA
RT
III. NO
TE
-INT
ER
AC
TIN
G:
Inte
ract w
ith n
ote
s ta
ken
by c
rea
ting
a s
yn
the
siz
ed
su
mm
ary
. Use C
orn
ell n
ote
s a
s a
learn
ing
too
l to in
cre
ase c
on
ten
t cla
ss a
ch
ievem
en
t.
L
L
ink L
earn
ing
S
tep
6: L
ink
lea
rnin
g to
cre
ate
a s
yn
thesiz
ed
su
mm
ary
.
!
Re
vie
w n
ote
s ta
ke
n, q
uestio
ns d
eve
lop
ed
on
the
left, a
nd
prio
r kn
ow
led
ge
to id
en
tify th
e m
ain
ide
as
to b
e u
se
d in
the
su
mm
ary
.
!
Ad
dre
ss th
e e
sse
ntia
l qu
estio
n o
f the
lesso
n in
the
su
mm
ary
.
!
Use
the
no
tes o
f the
righ
t sid
e a
s s
up
po
rt to w
rite th
e s
um
ma
ry.
!
Syn
the
siz
e, c
om
bin
e m
ain
ide
as to
ge
the
r, to in
tern
aliz
e le
arn
ing
from
the
qu
estio
ns/n
ote
s.
!
An
sw
er th
e h
igh
er-le
ve
l qu
estio
ns fro
m th
e le
ft sid
e in
the
sum
ma
ry to
tie to
ge
the
r the
ma
in id
ea
s.
o
Cre
atin
g a
su
mm
ary
is th
e o
pp
ortu
nity
to c
on
ne
ct a
nd
ma
ke
se
nse
of th
e in
form
atio
n fro
m th
e
lesso
n a
nd
ide
ntify
an
y re
ma
inin
g p
oin
ts to
be
cla
rified
.
!
As th
e s
um
ma
ry is
writte
n, th
ere
ma
y b
e a
ne
ed
to a
dd
ress a
ny re
ma
inin
g p
oin
ts o
f co
nfu
sio
n w
ith
ne
w q
ue
stio
ns o
n th
e le
ft sid
e to
ask te
ach
er, tu
tor, o
r cla
ssm
ate
.
oL
ea
ve
the
righ
t sid
e b
lan
k u
ntil th
is d
iscu
ssio
n h
as h
ap
pe
ned
.
oD
ocu
me
nt th
e c
larific
atio
n in
the
bla
nk s
pa
ce
on th
e rig
ht s
ide
, afte
r the
dis
cu
ssio
n.
L
L
earn
ing
To
ol
Ste
p 7
: Use c
om
ple
ted
Co
rnell n
ote
s a
s a
learn
ing
too
l.
!
Re
vie
w n
ote
s ta
ke
n, q
uestio
ns d
eve
lop
ed
an
d s
um
ma
ry; th
is m
ay a
lso
be
do
ne
in a
stu
dy g
rou
p.
!
Ap
ply
ne
w le
arn
ing
to in
cre
ase
pe
rform
an
ce
in c
on
ten
t cla
ss b
y u
sin
g n
ote
s to
stu
dy fo
r a te
st, to
write
an
essa
y, a
s a
refe
ren
ce
du
ring tu
toria
l, to p
rep
are
for a
pre
se
nta
tion o
r So
cra
tic S
em
ina
r,
Ph
iloso
ph
ica
l Ch
airs
, etc
.
!
Inte
ract w
ith m
ate
rial b
y ta
kin
g n
ote
s, w
riting
qu
estio
ns, a
nd
su
mm
ariz
ing
to in
tern
aliz
e m
ate
rial to
incre
ase
new
lea
rnin
g.
!
Usin
g th
e n
ote
s a
s a
lea
rnin
g to
ol p
rovid
es o
pp
ortu
nity
for s
tud
en
ts to
tran
sfe
r kn
ow
led
ge
to lo
ng
-
term
me
mo
ry b
y m
akin
g m
ea
nin
g o
f the
no
tes a
nd
form
ing
co
nn
ectio
ns.
The C
OR
NE
LL W
AY
Tra
inin
g P
age 5
of 1
2
PA
RT
IV. N
OT
E-R
EF
LE
CT
ING
: U
se w
ritten
feed
back to
ad
dre
ss a
reas o
f ch
alle
ng
e b
y s
ettin
g fo
cu
s g
oals
to im
pro
ve fu
ture
no
tes.
W
W
ritten
Feed
back
Ste
p 8
: Pro
vid
e w
ritten
feed
back.
!
Su
bm
it Co
rne
ll no
tes w
ee
kly
to b
e c
he
cke
d fo
r qu
ality
usin
g th
e C
orn
ell n
ote
s ru
bric
or c
he
cklis
t
an
d/o
r qu
an
tity in
bin
de
r ch
eck.
!
Re
vie
w, re
vis
e, a
nd
imp
rove
no
tes, q
ue
stio
ns, a
nd
su
mm
ary
ba
se
d o
n fe
ed
ba
ck.
!
Writte
n fe
edb
ack a
nd
sug
ge
stio
ns fo
r imp
rove
me
nt m
ay b
e p
rovid
ed
by a
pe
er, a
tuto
r, or te
ach
er.
A
A
dd
ress F
eed
back
Ste
p 9
: Ad
dre
ss w
ritten
feed
back.
!
Ad
dre
ss fe
ed
ba
ck b
y u
sin
g “C
orn
ell N
ote
Fo
cu
s G
oa
l Activ
ity” to
cre
ate
a g
oa
l for im
pro
ve
me
nt o
n
futu
re n
ote
-takin
g.
!
Use
the
fee
db
ack p
rovid
ed
, ide
ntify
an
are
a o
f ch
alle
ng
e.
!
Write
a fo
cus g
oa
l to im
pro
ve
this
are
a.
!
Ide
ntify
sp
ecific
actio
ns to
ad
dre
ss th
is c
ha
llen
ge
in fu
ture
no
te-ta
kin
g.
Y
Y
ou
r Refle
ctio
n
Ste
p 1
0: R
efle
ct o
n y
ou
r learn
ing
.
!
Ga
the
r all C
orn
ell n
ote
s o
n th
e to
pic
, co
nce
pt, s
tan
da
rd, o
bje
ctiv
e, e
ssa
y, e
tc.
!
Re
vie
w n
ote
s, q
ue
stio
ns, a
nd
su
mm
arie
s o
n a
ll Co
rne
ll no
te p
ag
es.
!R
efle
ct o
n th
e le
arn
ing
by c
om
ple
ting
a “C
orn
ell N
ote
Re
flectiv
e L
og
” to s
ho
w h
ow
yo
u m
aste
red
an
d/o
r ap
plie
d y
ou
r ne
w k
no
wle
dg
e.
The C
OR
NE
LL W
AY
Tra
inin
g P
age 6
of 1
2
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The C
OR
NE
LL W
AY
Tra
inin
g P
age 7
of 1
2
S
tep
4: C
orn
ell N
ote
Qu
es
tion
s
D
irec
tion
s: F
ollo
w th
ese
ste
ps a
s y
ou
cre
ate
qu
estio
ns d
urin
g S
tep 4
of th
e n
ote
-takin
g
pro
ce
ss.
Ste
ps fo
r Cre
atin
g Q
ue
stio
ns
S
tep
1:
Re
ad
the
esse
ntia
l que
stio
n/s
tan
da
rd/o
bje
ctiv
e a
t the
top
of th
e C
orn
ell n
ote
s.
Ste
p 2
: R
evie
w th
e firs
t ch
un
k o
f no
tes o
n th
e rig
ht s
ide
. A c
hu
nk is
de
fine
d a
s a
se
ctio
n
of n
ote
s w
ith th
e s
am
e m
ain
ide
a.
Ste
p 3
: Id
en
tify th
e m
ain
ide
a o
f this
first c
hu
nk.
S
tep
4:
Write
a q
ue
stio
n fo
r the
first c
hu
nk th
at c
an
be a
nsw
ere
d b
y th
e m
ain
idea
.
S
tep
5:
Re
pe
at th
is p
roce
ss u
ntil a
ll the
ma
in id
ea
s in
ea
ch
ch
un
k o
f no
tes a
re
inco
rpo
rate
d in
to q
ue
stio
ns.
Ste
p 6
: R
ere
ad
you
r que
stio
ns. A
re th
ere
an
y lo
wer-le
ve
l qu
estio
ns?
At tim
es, lo
wer-
leve
l qu
estio
ns a
re n
ece
ssa
ry to
cre
ate
co
nte
xt fo
r more
ad
va
nce
d m
ate
rial to
co
me
.
Ste
p 7
: C
rea
te a
n a
dd
itiona
l hig
her-le
ve
l qu
estio
n th
at in
co
rpo
rate
s tw
o o
f the
low
er-
leve
l qu
estio
ns.
Fo
r exam
ple
: L
ow
er-le
ve
l qu
estio
n #
1: W
ha
t is th
e d
efin
ition
of p
erim
ete
r?
Lo
we
r-lev
el q
ue
stio
n #
2: W
ha
t is th
e d
efin
ition
of a
rea
?
Ne
w h
igh
er-le
ve
l qu
es
tion
ad
de
d to
no
tes
: Ho
w d
oe
s p
erim
ete
r co
mpa
re/
co
ntra
st to
are
a?
Ste
p 8
: C
rea
te n
ote
s to
ad
dre
ss th
e n
ew
hig
her-le
ve
l qu
estio
n c
rea
ted
from
low
er-le
ve
l q
ue
stio
ns.
Ste
p 9
: R
evie
w y
ou
r que
stio
ns/n
ote
s to
en
su
re th
e e
sse
ntia
l q
ue
stio
n/s
tan
da
rd/o
bje
ctiv
e a
t the
top
of th
e C
orn
ell n
ote
s is
ad
dre
sse
d.
Ste
p 1
0:
Re
vie
w y
ou
r que
stio
ns/n
ote
s to
stu
dy fo
r tests
/qu
izze
s, w
rite e
ssa
ys, o
r use
for
a tu
toria
l qu
estio
n.
The C
OR
NE
LL W
AY
Tra
inin
g P
age 8
of 1
2
Step
6: Co
rnell N
ote S
um
mary T
emp
late
S
teps fo
r Writin
g a C
om
plete S
um
mary
S
tep 1:
Read the e
ssential question/ standard/ obje
ctive at the top of the C
ornell notes.
Step
2: R
espond/ to the essen
tial question/ standard/ objective
in one senten
ce—this is the
introductory sentence to the
summ
ary. U
se you
r own
word
s in writing your su
mm
ary.
Step
3: R
eview the first chun
k of notes on
the right side.
Step
4: R
eread the first question w
ritten for the 1
st chunk.
Step
5: W
rite a one-sen
tence re
sponse to
this question in
corporating
content-ba
sed vocabulary.
Step
6: R
epeat this process until all your questions are
incorpora
ted in the summ
ary—
accounting for all the m
ain ideas in your notes.
Step
7: R
eread your sum
mary for clarity and a
ccuracy, adding transitions, w
hen possible.
Step
8: R
eview you
r summ
ary to stud
y for tests/qu
izzes, w
riting essa
ys, comp
leting the “C
ornell N
ote R
efle
ction Log,” etc.
Su
mm
ary Parag
raph
Tem
plate:
Essential question/ standard/ objective introductory sentence:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Response to the question for the 1
st chunk of notes:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Response to the question for the 2
nd chunk of notes:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Response to questions for all additional chunks of notes:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
The C
OR
NE
LL W
AY
Tra
inin
g P
age 9
of 1
2
Creatin
g E
ssen
tial Q
uestio
ns
Pu
rpose: E
ssential q
uestio
ns g
uid
e and fram
e the n
ote-tak
ing an
d su
mm
arization.
Directio
ns: R
ead th
e exam
ples o
f standard
s/ objectiv
es and essen
tial questio
ns.
Sta
nd
ard
/ob
jective:
3.6
-Iden
tify sig
nifican
t literary d
evices (e.g
., metap
hor,
sym
bolism
, dialect, iro
ny) th
at defin
e a writer’s sty
le.
Lan
gu
age A
rts E
ssentia
l Qu
estion
: H
ow
do literary
dev
ices such
as metap
hor, sy
mbolism
,
dialect, an
d iro
ny d
efine th
e writer’s sty
le?
Sta
nd
ard
/ob
jective:
Alg
. 9.0
- Stu
den
ts use su
bstitu
tion to
solv
e a system
of
two lin
ear equatio
ns in
two v
ariables alg
ebraically
.
Math
em
atics
Essen
tial Q
uestio
n:
How
is a system
of tw
o lin
ear equatio
ns so
lved
by
substitu
tion?
Sta
nd
ard
/ob
jective:
10.5
.2- U
nderstan
d th
e role o
f Appeasem
ent,
nonin
terven
tion (iso
lationism
), and th
e dom
estic
distractio
ns in
Euro
pe an
d th
e United
States p
rior to
the
outb
reak o
f World
War II.
Socia
l Stu
dies
Essen
tial Q
uestio
n:
Why is A
ppeasem
ent a co
ntrib
utin
g facto
r to th
e start
of W
orld
War II?
Top
ic:
Diffu
sion an
d O
smosis
Scien
ce
Essen
tial Q
uestio
ns:
• What is th
e pro
cess of d
iffusio
n an
d o
smosis in
a
mem
bran
e system
?
• What is th
e effect of so
lute co
ncen
tration o
n w
ater
poten
tial as it relates to liv
ing p
lant tissu
es?
Pra
ctic
e W
ritin
g E
ssen
tial Q
uestio
ns fo
r Y
ou
r C
lasse
s D
irection
s: Create y
our o
wn E
ssential Q
uestio
n b
ased o
n a stan
dard
/objectiv
e/topic.
1. S
tan
dard
/ob
jective:
E
ssentia
l Qu
estion
s:
2. S
tan
dard
/ob
jective:
Essen
tial Q
uestio
n:
3. S
tan
dard
/ob
jective:
Essen
tial Q
uestio
n:
The C
OR
NE
LL W
AY
Tra
inin
g P
age 1
0 o
f 12
Sample!Standards!
En
glish
3b
.2: S
tud
ents an
alyze, m
ake in
ferences an
d d
raw co
nclu
sion
s abo
ut th
eme an
d g
enre
in d
ifferent cu
ltural, h
istorical, an
d co
ntem
po
rary co
ntex
ts and
pro
vid
e evid
ence fro
m th
e text to
support th
eir understan
din
g.
En
glish
4b
.14
.2.A
: Stu
den
ts are exp
ected to
write an
eng
agin
g sto
ry w
ith a w
ell-dev
eloped
con
flict and
resolu
tion
, a clear them
e, com
plex
and
no
n-stereo
typ
ical characters, a ran
ge o
f
literary strateg
ies (e.g., d
ialog
ue, su
spen
se), dev
ices to en
han
ce the p
lot, an
d sen
sory
details th
at
defin
e the m
ood o
r tone;
Math
7b
.6A
Th
e stud
ent is ex
pected
to u
se ang
le measu
remen
ts to classify
pairs o
f ang
les as
com
plem
entary
or su
pp
lemen
tary
Geo
metry
B1
.A: T
he stu
den
t is exp
ected to
dev
elop an
awaren
ess of th
e structu
re of a
math
ematical sy
stem, co
nn
ecting
defin
ition
s, po
stulates, lo
gical reaso
nin
g, an
d th
eorem
s
Bio
log
y C
.4.B
: Th
e stud
ent is ex
pected
to in
vestig
ate and
exp
lain cellu
lar pro
cesses, inclu
din
g
ho
meo
stasis, energ
y co
nv
ersion
s, transp
ort o
f mo
lecules, an
d sy
nth
esis of n
ew m
olecu
les
En
viro
nm
ental S
ystem
s C.2
.I Th
e stud
ent is ex
pected
to o
rgan
ize, analy
ze, evalu
ate, build
mo
dels, m
ake in
ferences, an
d p
redict tren
ds fro
m d
ata
So
cial Stu
dies 7
b.2
.A T
he stu
den
t is exp
ected to
com
pare th
e cultu
res of A
merican
Ind
ians in
Tex
as prio
r to E
uro
pean
colo
nizatio
n su
ch as G
ulf, P
lains, P
ueb
loan
, and S
outh
eastern
Wo
rld G
eog
raph
y C
.15
A: T
he stu
den
t is exp
ected to
iden
tify an
d g
ive ex
amp
les of d
ifferent
po
ints o
f view
that in
fluen
ce the d
evelo
pm
ent o
f pu
blic p
olicies an
d d
ecision
-mak
ing
pro
cesses
on
local, state, n
ational, an
d in
ternatio
nal lev
els
The C
OR
NE
LL W
AY
Tra
inin
g P
age 1
1 o
f 12
!
!
When!writin
g!down!your!goal,!b
e!su
re!it!is!SMART:!
S!–!Specific
!
M!–!M
easurable!
A!–!Actio
n"orie
nted!
R!–!Reasonable!
T!–!Tim
ely!
!
1.
What!do!you!want!to
!do?!!
!!!
2.
By!what!date!do!you!want!to
!complete!your!goal?!
!
!
3.
How!will!y
ou!acco
mplish
!your!goal?!
!
!My!SMART!goal!fo
r!m
y!stu
dents:!!
The C
OR
NE
LL W
AY
Tra
inin
g P
age 1
2 o
f 12
Co
rnell N
otes
To
pic/O
bjective:
Nam
e:
Class/P
eriod
:
Date:
Essen
tial Qu
estion
: Q
uestio
ns:
N
otes:
Su
mm
ary:
Qu
estion
s:
No
tes:
Su
mm
ary:
Co
rnell N
otes
To
pic/O
bjective:
Nam
e:
Class/P
eriod
:
Date:
Essen
tial Qu
estion
: Q
uestio
ns:
N
otes:
Su
mm
ary:
Qu
estion
s:
No
tes:
Su
mm
ary:
Co
rnell N
otes
To
pic/O
bjective:
Nam
e:
Class/P
eriod
:
Date:
Essen
tial Qu
estion
: Q
uestio
ns:
N
otes:
Su
mm
ary:
Qu
estion
s:
No
tes:
Su
mm
ary: