Cornell

1. Cornell Notes

2. 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.

3. 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!

4. History of Cornell Notes • Developed in 1949 at Cornell University by Walter Pauk. • Designed in response to frustration over student test scores. • Meant to be easily used as a test study guide. • Adopted by most major law schools as the preferred note taking method.

5. First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes 2 1/2” 3 to 4 sentence summary across the bottom of the last page of the day’s notes

6. Subject: Why take Cornell notes? Date: 11/20/01 P R O C E S S M a i n I d e a s ( i n p u t ) P R O C E S S M a i n I d e a s ( i n p u t ) ( o u t p u t ) ( o u t p u t ) Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. How can Can be as detailed as necessary. Cornell notes Sequential -- take notes as they are given by instructor or help me text in an orderly fashion. organize my After class, write a summary of what you learned to ideas? clarify and reinforce learning and to assist retention. Can be used as study tool: Which side for 1. Define terms or explain concepts listed on left side. diagrams? 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of the chapter or Why use lecture. concept maps? Organized by main ideas and sub-topics Limited in how much detail you can represent. Simultaneous - you can use this method for instructors who jump around from topic to topic. After class, you can add questions to the left side What are the Can be used as a study tool -- to get a quick overview benefits to me? and to determine whether you need more information or need to concentrate your study on specific topics.

7. Summary is added at the end of ALL note pages on the subject (not page) • Summary added AFTER questions • are finished • Summary should answer the problem stated in the subject.

8. Example (Diagram copied during lecture) (Questions about it ) • How do the ticks find the cattle? • Why don’t the ticks usually kill their host? • How could tick infestations in cattle impact humans?

9. What goes where? Don’t forget the heading: Name, Class, Period, Date, Topic • Questions go here, in the left hand column. • Remember, we want higher level critical thinkingquestions. • Notes go here, in the • large right hand column: • Students can take notes in any style like in this section. A 3 to 4 sentence summary down there on the bottom of the last page of notes

10. The fivestepsin the Cornell note taking system: (1)  Record(2)  Reduce (or question)(3)  Recite(4)  Reflect(5)  Review

11. Step 1: Record • Simply record as many facts and ideas as you can in the six-inch column. • Do not be concerned with getting every word down that the lecturer says or with writing your notes grammatically correctly. • Students have to learn how to decide what is important and what is not. • The next step will help them. • The Reflect step can also help them add detail when needed. • Learn to write telegraphic sentences or a streamlined version of the main points of the lecture by leaving out unnecessary words and using only key words. • To ensure that your notes make sense weeks later, after the lecture is over, fill in blanks or make incomplete sentences complete.

12. Step 2: Reduce (or question) • After you read through your notes, your next step is to reduce important facts and ideas to key words or phrases, or to formulate questions based on the facts and ideas. • Key words, phrases, and questions are written in the narrow column left of the six-inch column. • Is completed after the class. • Can be homework or a review activity in the next class. • Focusing on Questions helps with evaluation and synthesis. • The words and phrases act as memory cues so that when you review them, you will recall the ideas or facts. • The questions help to clarify the meanings of the facts and ideas.

13. Step 3: Recite • When reciting, cover up your notes in the six-inch column, while leaving the cue words and questions uncovered and readily accessible. • Next, read each key word or question, then recite and state aloud, in your own words, the information. • If your answer is correct, continue on through the lecture by reciting aloud. • Recitation is a very powerful process in the retention of information. • Reciting is different from rereading in that you state out loud and in your own words the facts and ideas you are trying to learn. • It is an effective way to learn because hearing your thoughts helps you to sharpen your thinking process; and stating ideas and facts in your own words challenges you to think about the meaning of the information.

14. Step 4: Reflect • Questions like the following enhance reflecting: How do these facts and ideas fit into what I already know? How can I apply them? How is knowing this important? What is the significance of these facts and ideas? • Use color and highlighters to help add reflections. • This is again an activity to use after the notes were taken either as homework or a review at a later date. • This step is again, evaluating and synthesizing the relationship between information. • This can be completed in the Summary Section. • Reflection is pondering or thinking about the information you have learned. • Reflecting is a step beyond learning note content. • It reinforces deeper learning by the relating of facts and ideas to other learning and knowledge.

15. Summaries • The recapitulation or summaryof your notes goes at the bottom of the note page in the two-inch block column. • Taking a few minutes after you have reduced, recited, and reflected to summarize the facts and ideas in your notes will help you integrate your information. • The summary should not be a word-for-word rewriting of your notes. • It should be in your own words and reflect the main points you want to remember from your notes. • Reading through your summary(ies) in preparation for an exam is a good way to review. There are three ways to go about summarizing: 1. Summarize each page of notes at the bottom of each page.2. Summarize the whole lecture on the last page.3. Do both 1 and 2, in combination.

16. Step 5: Review • The way to prevent forgetting is to review and recite your notes frequently. • A good guideline to follow is to review your notes nightly or several times during the week by reciting, not rereading. • Brief review sessions planned throughout the semester, perhaps weekly, will aid more complete comprehension and retention of information than will cramming the day before a test. • It will cut on stress too!

17. Cornell Notes Video

18. Anthropods Ninth Grade Biology Notes Paul sends his examples

19. Physics Notes in College Paul sends his examples

20. Summary w/ diagrams Paul sends his examples

21. 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

22. Note Taking Tips Speaker says: “Hippocrates, a Greek who is considered to be the Father of modern medicine, was Born on the island of Cos in 460 B.C.” Notes say: “Hippocrates (Gr.) Father of med. B. Cos 460BC”

23. Tips on Taking Text Notes Be Aware of Textbook Organization • Look for the pattern in elements like chapter /subsection headings, summary points, graphics • Know where to find the index and glossary

24. Tips on Taking Text Notes Take notes while reading • Include headings, key terms, & graphics • Take down only the important ideas: brief, but clear • Summarize in your own words • Use symbols to highlight for review • Use textbook review questions to develop study questions

25. Tips on Taking Text Notes Review textbook notes • Identify main ideas • Fill in details for better understanding • Identify unclear information and/or questions - collaborate for answers • Delete unnecessary information • Review note organization; add symbols or rewrite • Write a summary

26. Tips on Taking Discussion Notes • Use discussion topics/questions organize your notes • Use symbols for important ideas • Include your own responses in notes • Develop questions to review later • Add references to other material as they come to mind

27. Tips for Studying with Notes Make use of the format • Cover the right side of your notes; review and answer study questions from the left using the right side as an answer key • Quiz yourself out loud • Cover the right side with blank paper; write out answers to the left column study questions

28. Tips for Studying with Notes Review • Look over notes frequently to keep information and questions still unanswered fresh in mind • Recite information from notes

29. Tips for Studying with Notes Study in a Group • Exchange notes with others to flesh out information and understanding • Use notes in study groups to provide a common ground of material for reference and review • Rewrite notes if necessary

30. Designedby Paul Bullock Senior Program Specialist & Anne Maben AP Science Coach

31. Evaluation and Synthesis & Cornell Notes

32. Cornell Notes and Differentiation • Students can take notes how they like in the note section. • Use of graphics. • Options given during note taking. • Other ways to differentiate: • Discuss • Books to help you