Cornell

1. Cornell Notes

2. Cornell Notes V1 Jaime Alfredo Cabrera 28 May 2013 Albukhary International University Alor Setar, Malaysia

3. History of Cornell Notes • Developed in 1949 at Cornell University by Walter Pauk. • Designed in response to frustration of students who get low 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. NEXT HOW IT LOOKS LIKE

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. NEXT: WHAT YOU WRITE IN CORNELL NOTES THE BODY OF THE NOTES

7. 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.

8. Do You Hate Writing 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!

9. NEXT WORDS OR DRAWINGS

10. You Can Type Notes Economics

11. You Can Draw Notes (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?

12. Why use Cornell 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.

13. NEXT: WHAT YOU WRITE IN CORNELL NOTES THE END-SUMMARY

14. 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.

15. NEXT IN-CLASS PRACTICE

16. Practice Time • Let’s CREATE a sheet of Cornell note paper and get ready to practice the skill.

17. Practice During a Lecture • 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, • short hand, etc.

18. Practice After the Lecture • Comparenotes with a partner. • Talk about what you wrote and why. Look for gaps & missed info. • Both partners should feel free to add to their notes.

19. After the Lecture (Continuation) • With your partner(s), create questions in the left hand column. • These questions should elicit critical thinking skills. • Levels 3through6 in Bloom’s Taxonomy.

20. NEXT Why you need this

21. FOR WRITING • A COMPLETE REFLECTION DIARY • A COMPLETE REFLECTION PAPER • A COMPLETE RESEARCH PAPER • A COMPLETE PRESENTATION • A COMPLETE PROJECT

22. NEXT Effect on your grades

23. Your Work Must Show the Teacher 1. KNOWLEDGE: You can recall information 2. COMPREHENSION: You can understand meaning 3. APPLICATION: You can use these meanings in new situations 4. ANALYSIS: You can connect parts & relationships 5. SYNTHESIS: You can create new meanings out of these parts 6. EVALUATION: You can judge based on criteria From Bloom’s Taxonomy

24. How Learning is Graded E = Can Remember: You can recall information D = Can Understand: You can recall information & understand meaning C = Can Use: You can recall, understand, & use the meanings in new situations B = Can Analyze: You can recall, understand, use, & connect parts & relationships A = Can Combine: You can recall, understand, use, connect, & create new meanings out of these parts A* = Can Evaluate: You can recall, understand, use, connect, & judge or select based on criteria From Bloom’s Taxonomy

25. A* A Grading Rubric b c d e

26. LET’S DO IT • Create a 1 X 6 Learning Assessment Rubric (MS Word). • Write Your Complete Name on Top • Include this grading rubric as a cover page for each work that you submit for grading • An example is on the next slide

27. Learning Assessment Rubric

28. NEXT If you’re still confused

29. MORE DETAILS How do I write the questions? How do I summarize? What do I write? Can I use this online? Why do I need this?

30. NEXT: WHAT YOU WRITE IN CORNELL NOTES The questions

31. How to Write Questions Your questions should: • Say what you don’tunderstand • Saywhat you want to discuss with your teacher. • Say what you think would be good on an essay test. • Say if there are gaps in your notes.

32. NEXT: WHAT YOU WRITE IN CORNELL NOTES The summary

33. Short and Complete • On your own, in the space provided at the bottom of the page, complete a 3 or 4 sentence summary of what you wrote in your notes. • (the summary…)

34. NEXT: WHAT YOU WRITE IN CORNELL NOTES review

35. What goes where? Don’t forget the heading: Name, Class, Period, Date, Topic Questions, subtitles, etc. go here, in the left hand column. Remember, we want higher level critical thinking questions. Notes go here, in the large right hand column. A 3 to 4 sentence summary down there on the bottom of the last page of notes

36. NEXT: WHAT YOU WRITE IN CORNELL NOTES MORE EXAMPLES

37. Anthropods Biology Notes • SUBJECT • TOPIC • YOUR NAME • THE DATE • WORDS • ARROWS • BULLETS • SHORT SUMMARY

38. Physics Notes • SUBJECT • TOPIC • YOUR NAME • THE DATE • WORDS • ARROWS • FORMULAS • SYMBOLS • Everything that can help you to remember

39. Summary with diagrams • TOPIC • SUMMARY • DRAWINGS • FORMULAS • SYMBOLS • ARROWS • Anything that helps you remember

40. E-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

41. NEXT Online journal

42. E-Journals • Create a Cornell note blank template • Then copy in-class notes that night into your online journal • Automatic review • Kinesthetic learning • Can edit, look-up words • Prompts higher-level questions • Absentees can target on what they need to know

43. TIPS You don’t have to read this

44. NEXT Bonus: Why write?

45. SQ4R-Writing to Learn • (Overview: quickly scan) • (Establish a purpose) • (to answer questions) • (answers to questions with the book closed) • (Take notes!) • (at short intervals)

46. NEXT Bonus: Why a diary?

47. Reflection Diary This is learning strategy to help focus on what you are learning in class. Writing in your reflection diary is a great way to use writing as a process of discovery and for clarification of ideas.

48. NEXT Save time, save effort

49. Notes = Shorts Lecturer 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.” Your notes say: “Hippocrates (Gr.) Dad of med. B. Cos 460BC”

50. NEXT Study less, learn more (don’t memorize)