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Cornell

Cornell. Notes. The Hidden Curriculum. Quickwrite Questions :. How did you learn the skill of note taking? How did this skill contribute to your success?. Today’s Learning Goal. How can I use Cornell Notes to help my students master the content in my classroom?.

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Cornell

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  1. Cornell Notes

  2. The Hidden Curriculum Quickwrite Questions: • How did you learn the skill of note taking? • How did this skill contribute to your success?

  3. Today’s Learning Goal • How can I use Cornell Notes to help my students master the content in my classroom?

  4. 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.

  5. Why take notes? • Good notes allow students to help each other problem solve. • Good Notes help students organize and process data and information. • Helps student recall by getting them to process their notes 3 times. • Writing is a great tool for learning!

  6. PURPOSE KEY TERMS & QUESTIONS NOTES SUMMARY

  7. The Big Ideas • Note-Taking • The actual process of writing down information • Note-Making • Marking notes and creating questions • Note-Interacting • Write summary & review notes with others • Note-Reflecting • Address feedback given by teacher • Write reflection of learning during unit

  8. The CORNELL WAY

  9. Today’s Focus NOTE-TAKING & NOTE-MAKING

  10. The Essential Question • Best instructional strategy to create purpose • Students clearly know the learning objective • Through daily activities, students will be able to answer question • Clearly identify the questions before official instruction begins

  11. EXAMPLE Content Standard: 11.1.1 - Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded. Essential Questions: • How did Enlightenment thinkers like Locke and Montesquieu change the way people thought about the role of the government?

  12. Essential Question Practice STEP 1 – • Identify one of the content standards/topics that you are currently teaching STEP 2 - • Develop a question that will show the mastery of this standard • Student friendly language will help bridge gap between standard and learning objective

  13. Note-Taking

  14. Note-Taking

  15. Note-Taking

  16. How do your notes usually look? • Did you paraphrase? • Did you use abbreviations? • Did you color-code? • Did you indent or use spacing? • Did you use any special symbols?

  17. Cornell Variations • Can we provide structure for the notes? • Can students use graphics/visuals? • Can we still print PowerPoint slides? • Can students use Cornell with lab reports? • Can students use Cornell for interactive notebooks? • Can students take notes while reading or during a discussion?

  18. Computerized Notes • May reflect headings in PowerPoint lectures • Leave room on the left for questions and diagrams • Leave plenty of room within the outline for student note-taking

  19. LEFT-SIDE QUESTIONS & KEY TERMS RIGHT-SIDE NOTE-TAKING

  20. Table Discussion • How might you include various structures in the right-hand side? • Are there specific topics that lend themselves to specific type of notes? • How can you encourage note-taking even if you are NOT talking?

  21. 10-2-2 • 10 minutes presenting/note-taking • Whole group • 2 minutes processing • Share notes to fill in gaps • Revise notes • Highlight and/or underline • 2 minutes summarizing • Write 1 sentence summary under chunk of notes

  22. Note-MakingReview &Revise

  23. NOTE-MAKING CREATING QUESTIONS

  24. Creating Questions • Use academic vocabulary • Costa’s (3 levels) & Blooms (6 levels) • Use key terms and concepts that are underlined or highlighted? • Consider questions for use in reviewing materials

  25. Question Practice • With your table, read the Level 1 Questions given about the story of Cinderella. • Create Level 2 and Level 3 questions using the vocabulary given.

  26. Question Share • Each table read each of the 3 questions showing the progression of difficulty and/or thinking.

  27. Note-Making • Exchange ideas with peers • Fill in gaps with different colors • Create list of key terms to be used in summary

  28. Re-cap • NOTE-TAKING • Create format • Organize and take notes • NOTE-MAKING • Revise and review • Identify important pieces of notes • Create questions based on information • Exchange information with peers

  29. Next Time • Note-Interacting • How do I write a summary of what I learned? • How do I use Cornell Notes as a learning tool? • Note-Reflecting • How do I assess and provide feedback for Cornell Notes? • How do students respond to my feedback? • How can I use Cornell Notes for whole unit/project reflection pieces?

  30. Summary • Take a few minutes to write a brief summary of what you have learned today. Consider the essential question: • How can I use Cornell Notes to help my students master the content in my classroom?

  31. Designed by Paul Bullock Senior Program Specialist & Anne Maben AP Science Coach ADAPTED BY Chris Lewis AVID Coordinator

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