Cornell Note-Taking

1. Cornell Note-Taking

2. How does this support the Common Core Standards? • Common Core Standards (CCS): • 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. • 3. Read and comprehend nonfiction texts, with scaffolding as needed.

3. History of Cornell Note-taking: • 1950’s – Walter Pauk • Education Professor – Cornell University • Focus on metacognitive strategies and inquiry • Wrote How to Study in College

4. Bloom’s New Taxonomy • Original Terms New Terms (Students performing actions) • Evaluation •Creating • Synthesis •Evaluating • Analysis •Analyzing • Application •Applying • Comprehension •Understanding • Knowledge •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

5. Remembering: The learner is able to recall and restate learned information. • Recognizing Retrieving • Listing Naming • Describing Locating • Identifying Finding

6. First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes CCS: textual evidence “Remembering:” listing, describing, retrieving “Remembering:” identifying, naming

7. Understanding: The learner grasps the meaning of information by interpreting and translating what has been learned. Summarizing Paraphrasing Classifying Comparing Explaining

10. Cornell Notes and the Common Core • Moves note-taking to the next level. • Allows for higher-level, independent questioning. • Is constructivist in nature. • Is connected to reading comprehension. • Sets the foundation for deeper inquiry thinking. • Provides a pathway for discovery learning.

11. Subject: Why take Cornell notes? Date: 11/20/12 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 for a variety of classroom activities. How can Organized by main ideas and details. Cornell Notes Can be as detailed as necessary. benefit me? How can this method help students? How can I evaluate learning? -- Sequential- Organized- Provides a two sided study guide for self testing. Helps students engage with reading ad gain independence. The summary helps to clarify and reinforce learning. Can be used as study tool: 1. Describe terms that are listed on the left side. 2. Identify concepts that are on the right side.

12. Economics

13. Biology (Diagram copied during lesson) Questions: • How do the ticks find the cattle? • Why don’t the ticks usually kill their host? • How could tick infestations in cattle impact humans?

15. Cornell Notes Sites Informational: http://www.youtube.com/watch?v=JPSmXRIlyS8 Templates: http://www.cornell-notes.com Algebra: http://et.nwresd.org/node/258

16. Grading Rubric

17. Common Core Connections: • Common Core Standards: ▪ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ▪Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ▪Read and comprehend nonfiction texts, with scaffolding as needed.