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Cornell Notes

Cornell Notes. Honors World History. Cornell University. Located in New York Founded in 1865 Ivy League One of the elite schools in the US In the top 7% of the 3600 colleges and universities in the nation. History. Developed in 1949 at Cornell University by Walter Park

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Cornell Notes

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  1. Cornell Notes Honors World History

  2. Cornell University • Located in New York • Founded in 1865 • Ivy League • One of the elite schools in the US • In the top 7% of the 3600 colleges and universities in the nation.

  3. History • Developed in 1949 at Cornell University by Walter Park • 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

  4. Set Up First & Last Name Teacher Class Title Period Date Last name pg # Topic Class Notes Higher level questioning (Bloom’s Taxonomy) Corresponding Notes 2 to 4 sentence summary across the bottom of the last page of the day’s notes 2 1/2”

  5. Higher Level Questioning • Arthur Costa’s levels of questioning • Marzano’s Model for Higher Level Thinking Skills • Higher Order Thinking Skills (HOTS) • Bloom’s Taxonomy

  6. Bloom’s Taxonomy • Classification of Higher-level questions coined by Benjamin Bloom in 1956 • Taken from the book "Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain" • Consists of a pyramid of questions that involve differing degrees of critical thinking. • Provides the foundation for all Cornell Notes in the Honors Block

  7. Bloom’s Taxonomy Original Pyramid Redefined Pyramid

  8. Defined Pyramid • Remembering: can the student recall or remember the information? • Examples: define, duplicate, list, memorize, recall, repeat, reproduce state • Understanding: can the student explain ideas or concepts? • Examples: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase • Applying: can the student use the information in a new way? • Examples: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. • Analyzing: can the student distinguish between the different parts? • Examples: how, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, experiment, question, test. • Evaluating: can the student justify a stand or decision? • Examples: how, appraise, argue, defend, judge, select, support, value, evaluate • Creating: can the student create new product or point of view? • Examples: why, predict, assemble, construct, create, design, develop, formulate, write.

  9. Low/Unacceptable Example John Smith Smith 1 Mr.. Thomas Honors World History Period 1 September 18, 2006 Cornell Notes Ch.20 Sec. 4 Questions ReadingNotes

  10. Low/Unacceptable Example

  11. Acceptable Example

  12. Acceptable

  13. Summary Note Taking Area: Record notes as meaningfully as possible. Questioning Column: As you’re taking notes, keep this column empty. Soon after the lecture or reading, create higher level questions that connect the notes and allow for synthesis of the material. Summaries: Sum up the section of your notes on the last page in two-four sentences (only 1 summary) 8.5” 2.5” 6” Question column Note Taking Area 11” Summary (last page only) 2”

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