Cornell

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Cornell
Notes
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The Hidden Curriculum
How did you learn the skill of note-taking?
How did this skill contribute to your
success?
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Cornell Notessharing with faculty

• AVID uses the Cornell Notes system as the
  preferred method for note-taking in class
  lectures, during discussions, and from texts. As
  more and more students learn and implement the
  system, teachers see this system in use, and many
  non AVID teachers adopt Cornell Notes as the
  preferred note-taking method in their classes.

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Why take notes?

• 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.

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Why take notes?

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

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

• Good notes help students recall by
• getting them to process their notes
• three times

• Writing is a great tool for learning.

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Cornell Notes

• Strategies for SuccessLecture Notes
• Be an active listener.
• Think about what is being said.
• Think about how what is being said relates to
  other points in the lecture and ideas from
  discussions, reading, or other subjects.
• Ask questions.

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History of Cornell Notes

• Developed in 1949 at Cornell University
• by Walter Pauk

• Designed in response to frustration
• over student test scores and meant to
• be used successfully as a test study guide

• Adopted by most major law schools
• as the preferred note-taking method

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Cornell Notes---helping students

• How do I take Cornell Notes in class?
• Write class notes on the right side of the paper.
• Start writing as soon as the teacher writes or
  talks.
• Write specific information.
• Use abbreviations to allow you to record as much
  information as possible.
• Paraphrase to capture content and simplify
  writing.
• Use symbols to highlight important information.
• Get the most important details and ideas.
• Include graphics when relevant.
• Skip lines between ideas.

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Assignment Instructions
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, shorthand, etc.
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Assignment Instructions

• Compare notes with a partner.
• Talk about what you wrote and
• why. Look for gaps and missed
• information.
• Feel free to add to your notes
• after you have talked with
• your partner.

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Assignment Instructions

With your partner(s), create questions in the
left-hand column. These questions should elicit
critical thinking skills. Costa
Level 2
Level 3
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Assignment Instructions
Your questions should reflect

• Information you do not understand
• or want to discuss with your teacher
• or tutor.

• Information you think would go well
• on an essay test.

• Gaps in your notes.

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What goes where?
Do not forget the heading Name, Class, Period,
Date, Topic
Questions, subtitles, etc. go here, in the left-
hand column. Remember, we want higher-level criti
cal thinking questions.
Notes go here, in the large, right-hand column.
A three- to four- sentence summary goes down
there on the bottom.
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Anthropods
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Cornell Notes in Lecture Setting

• Strategies for Success (the hidden curriculum)
• Be aware of lecturers/speakers organization.
• Listen for the speaker to forecast organization
  of the lecture. (Today I want toBy the end of
  class, you should)
• Look for lecture outlines on the board.
• Align your notes with any handouts or printed
  summaries.
• Use arrows/lines/circles/numbers to connect
  related ideas.

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Cornell Notes in Lecture Setting

• Strategies for Success
• Use the speakers style to identify important
  points when the speaker
• pauses or slows down,
• repeats a point,
• modulates the volume of his/her voice,
• uses introductory phrases (The four main
  pointsNote the relationship between),
• writes on the board, or
• gestures or uses visual aids.

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Cornell Notes

• Strategies for SuccessLecture Notes
• Keep up with the speaker.
• Write only important ideasnames, places, dates,
  events, examples, terms, definitions, causes,
  effects, evaluations, cross references.
• Use abbreviations.
• Paraphrase.

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Cornell Notes--Textbooks

• Strategies for Success
• Be an active reader.
• Think about the reading.
• Relate smaller portions of the text to the whole
  text.
• Relate the ideas in the text to lectures and
  class discussions.
• Generate questions about the text.
• Examine and understand the significance of
  visuals.

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Cornell Notes--Textbooks

• Strategies for Success
• Be aware of the text organization.
• Look for patterns of textual elements chapters,
  subsections, headings, summary points, graphics.
• Know where to find the index and glossary.

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Cornell Notes--Textbooks

• Strategies for Success
• Use the style of the text to identify important
  points.
• Become familiar with the typefaces, symbols,
  borders, graphics, and page layouts that
  highlight main ideas and key terms

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Cornell Notes--Textbooks

• Strategies for Success
• Be alert to the writers stance.
• Recognize persuasive as well as informative
  passages.
• When applicable, highlight ideas, references, and
  opinions that seem significant to the writers
  point of view.

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Cornell Notes--Textbooks

• Strategies for Success
• Take notes while reading.
• Incorporate chapter headings, key terms,
  meaningful examples, and important graphics into
  the notes.
• Write only important ideas brief but clear.
• Use symbols to highlight significant materials
  and areas for further study.
• Use headings/subheadings and review questions
  within the text to generate study questions and
  main ideas for the left-hand column of notes.
• Incorporate into your notes original questions
  raised by the text.

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Cornell Notes--Discussion

• Strategies for Success
• Incorporate discussion topics/questions.
• Use the topics and questions posed by discussion
  leaders to guide the content of the notes.
• Use symbols to indicate questions/ideas that seem
  to carry weight or significance, and consider the
  discussion leaders purpose in emphasizing them.
• Incorporate a variety of responses into notes.
• Generate questions to inject into the discussion
  or review.
• Incorporate references to lecture/textbook and
  other material as they come to mind/