1. Notetaking A teaching process Lucy Tribble MacDonald, M.A.,M.A. lucy@lucyonline.com CRLA October 2009

2. lucy@lucyonline.com Overview Activity - Part I Discussion Activity - Part II Define the Model Review the tools

3. lucy@lucyonline.com Activity I - Take notes Directions: You may choose either: 1.To take notes as you normally do. 2.Or role play and take notes as you think students might do.

4. lucy@lucyonline.com Discussion Questions Have you ever collected students’ notes to see what got through to the paper? Has anyone made videos for student notetaking practice?

5. lucy@lucyonline.com Scenarios A “couple” of notes - Celestial Navigation Electronic students request notetaker Nursing students and Cornell notetaking

6. lucy@lucyonline.com Activity II 1.Handout 2.Discussion

7. lucy@lucyonline.com Teaching Notetaking Model Pre-test - 15 minute college class lecture 2 week interval Quiz –Individual –Collaborative (benefits of note processing) Teach Cornell Notetaking ( recall column for test questions and learning objectives ) Post-test - practice to mastery (85%)

8. lucy@lucyonline.com Resources The Real Thing - 15 lectures More The Real Thing -15 lectures and 1 student presentation http://www.highlandpublishing.com Cornell notetaking paper - Hard backed “knee pad” Letter size Dual-Pad, Law Ruled www.ampad.com