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Cornell

Cornell. Notes. Group Discussion (5-7 min.). Where are you at with the process of Cornell Notes? What have been some of your successes? What have been some of your obstacles? What questions do you still have?. Today’s Learning Goal.

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Cornell

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  1. Cornell Notes

  2. Group Discussion (5-7 min.) • Where are you at with the process of Cornell Notes? • What have been some of your successes? • What have been some of your obstacles? • What questions do you still have?

  3. Today’s Learning Goal • How can I help students use Cornell Notes as a learning tool? • How can I assess students’ Cornell Notes and provide feedback for improvement?

  4. PURPOSE KEY TERMS & QUESTIONS NOTES SUMMARY

  5. 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

  6. Today’s Focus NOTE-INTERACTING & NOTE-REFLECTING

  7. Note-Interacting &The Summary • The format and content may vary by subject. • The hardest thing to do is AVOID, “Today I learned…” • Use the essential question as a guide to writing the summary. • Does every page need a summary? • Can I use the 10-2-2 method?

  8. Language Arts Sample (in packet) PAGE 1 – • Student identifies literary devices from notes and explains how the poet utilizes them. PAGE 2 – • Students answers the essential question

  9. Higher Order Summaries • This can be done after students have mastered the process of summary writing • Focus on the ways to include academic vocabulary or content that exhibits higher order thinking • SEE EXAMPLES IN PACKET

  10. The Summary Statement/Paragraph Summaries can also use phrases like… - I used __________ (strategy) to… - I am still confused because… - I will use this in the future when… - I will do ______ to remember... - I remember seeing ______ when I saw/read/heard… (Text Connections)

  11. Skills vs. Content • The summary may focus on either OR both • Students can discuss a skill or strategy that was used (METACOGNITION) • Students can explain new or significant content and how it: • applies to other content • or connects to real-life situations

  12. Other Summary Strategies • Think About It • Reflective Learning Log • The GIST • The Pyramid • One-Pager (visual representation) • Open Mind (visual representation) • Elevator Speech (verbal)

  13. Note-InteractingCollaboration • Help students study by asking each other the questions in the left-hand column • Reference notes in future lessons and assignments

  14. Table Discussion • What strategies have your tried for summary writing? • What have you found to be helpful? • Has an idea failed? What did you do to adjust the strategy?

  15. Note-Reflecting • Written Feedback • Addressing Feedback • Your Learning (Reflection/Learning Log)

  16. Assessing Activity • Review sample of Cornell Notes • Use either the CHECKLIST or RUBRIC • Give it a score and letter grade according to scale provided

  17. Rubric Scoring Add total # of points – A: 16-18 B: 14-15 C: 12-13 D: 10-11 F: 9 and below

  18. Assessment Activity • Go to one a corner that matches the letter grade you assigned • In your group, choose a representative to explain why that grade was given.

  19. Assessment Activity • Share grades with whole group. • In table groups, debrief process and discuss how to use this activity to norm the grading process • Where are the disparities or areas of confusion?

  20. Address Feedback • Allow students the chance to practice the process often enough to improve • Model parts of the process that most students are finding difficult • Students can use Focus Goal Activity to identify areas of the process to address

  21. Your Learning • Students can review all notes taken in a particular unit and write a more extensive learning log or reflection piece • The goal is to get students to see the big picture and connect the different pieces

  22. Reflective Learning Logs • Unit Learning Log • KWHL Chart • Reflective Learning Log

  23. Re-Cap S – Set up the Paper T – Take Notes A – After class, apply your thinking R – Review Notes S – Summarize Notes

  24. Classroom Walk-through • Tuesday, September 28th (Gold Day) • Volunteers needed per. 2, 4, & 6 • Debrief Period 7 in Room 254 • ALL are invited to participate in process • Talk to Mr. Lewis or Mrs. Pineda • Tentative sign-up sheet in mail room

  25. Focus Question What evidence do we see or hear that students are actively engaged in the Cornell Note taking process?

  26. Observation Norms • Finds the positive of what is already happening • Student centered and teacher driven • Classroom visit for 5-7 minutes • Look for evidence ONLY related to focus questions • Debrief is RESULT and ACTION oriented

  27. Next Steps… • Share sample notes with department, grade level, or subject matter • Don’t be afraid to make mistakes. We all do • Learning is about the process and not only about the product

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

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