3. “The way to foster excellence in students is to foster excellence in teachers. For some low-achieving students, teachers are the one plausible role model for a life of literacy and reflection, a life in which intellect matters.” R.M. Cohen, “Schools our Teachers Deserve,” Phi Delta Kappan, March 2002. Thought for today…

4.  Less than 5% of high school students have the necessary literacy skills to examine, question, challenge, extend, and elaborate on what they’ve read. :  Approximately 60% of secondary students in your classrooms have basic reading skills (enough to “get by.”) A Crisis Exists in Secondary Reading

5. However, many people are satisfied with the status quo because they feel that students enter high school and middle school with reading and writing skills that enable them to at least “get by.”

6. Many students aren’t reading at grade level, and if they are, they won’t read the class assignments anyway. Consequently, teachers avoid getting students involved in reading. They teach around reading in order to make sure students understand what they are teaching them. Teachers’ Reading Nightmares

7.  Students who do read but fail to comprehend the most important information Teachers’ Reading Nightmares

8. Students who experience daily difficulties learning from text materials Teachers’ Reading Nightmares

9. Students who regularly refuse to do required reading out of class Teachers’ Reading Nightmares

10.  Students who are bored or uninterested in much of what they read

11. Overheard in Secondary Schools “I don’t teach reading. I teach ________________.” “If only they had taught them to read in the elementary schools…” “I don’t have the training to teach reading.”

12. “Because I can’t rely on students to read, I feel like I’m constantly summarizing the history textbook so kids don’t miss the main points. I wish I didn’t have to assume that role so much.” Reported in Schoenbach, et al (1999) Overheard in a secondary school…

13. No national outcry… There is no national outcry that secondary schools include teaching reading strategies as part of the everyday curriculum This is a tragedy.

14. We are at a crossroads in Secondary Education We can continue the traditional approach to literacy instruction in high schools and middle schools. Or we can institute direct, comprehensive approaches to literacy instruction.

15. Which road will we take at Barry Goldwater High School?

16. THE ROAD TO SUCCESS!

18. How did you learn the skill of note taking? How did this skill contribute to your success? Quick Questions:

19. Good notes allow students to help each other problem solve. Good notes help students organize and process data and information. Writing is a great tool for learning. Good notes help students recall by getting them to process their notes 3 times!

20. 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.

21. How do I know what I learn until I see what I write?

22. Developed in 1949 at Cornell University by Walter Pauk. Is the most preferred note-taking system in the U.S.A. Designed in response to frustration over student test scores. Meant to be easily used as a test study guide.

23. Originally intended to be one- sided so a student could lay an entire semester’s notes out on a table and see the semester in one snapshot. Imagine the possibilities for all BGHS students & TEACHERS!

25.  Note-taking improves both listening and comprehension. Research shows that…

26.  Students who recite their notes remember 1 1/2 times more after 6 weeks than those who do not recite.

27. SStudents who take NO NOTES forget approximately 80% of the material by the end of 2 weeks.

28. a consistent format for notes is BEST. teacher modeling of correct note-taking format is ESSENTIAL. teacher-prepared notes are a good way to BEGIN… Research shows that...

29. Taking more notes is better than fewer notes, though verbatim note-taking is INEFFECTIVE because it does not allow time to process the information.

30. Note-taking skills promote greater comprehension by asking students to…  Analyze a subject to expose What’s ESSENTIAL and  then put it in their OWN WORDS.

31. When students use their OWN WORDS in note-taking, they use the skills of…  Substituting  Deleting & Keeping This gives them an awareness of the basic structure of the information they have heard or read.

33. First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes A 3 to 4 sentence summary across the bottom, in the Summary section. 2 1/2”

34. Let’s get out a sheet of Cornell note paper and get ready to practice the skill. BGHS

35. 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, shorthand, etc.

36. Compare notes 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.

37. With your partner(s), create questions in the left hand column. These questions should elicit critical thinking skills. Levels 2 through 6 in Bloom’s Taxonomy. (Comprehension,Application, Analysis,Synthesis, Evaluation)

38. Your questions should reflect: Info you don’t understand or want to discuss with your teacher/tutor. Info you think would go good on an essay test. Gaps in your notes.

39. 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. Use your own words.

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

41. THE NUTS AND BOLTS of CORNELL NOTES…

42. Putting it all together for you… To help me take organized notes To help me identify key words and concepts To help me skim my notes to locate important information

43. DIVIDE the paper into three sections.  Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic marker to draw the line so that it is clear.  Draw a dark vertical line about 2 inches from the left side of the paper from the top to the horizontal line.

44. DOCUMENT  Write course name, date, and topic at the top of each page.  Write a general title for the lecture or the chapter. Topic

45. RECORD notes.  The large box to the right is for writing notes.  Skip a line between ideas and topics.  Mark ideas that go together with with an asterisk *  Don't use complete sentences. Use abbreviations, whenever possible. Develop a shorthand of your own, such as using "&" for the word "and". NOTES ABOUT KEY POINTS Topic

46. REDUCE and Question.  Reduce important facts and ideas to key words and phrases.  Formulate questions based on the ideas.  Make sure your notes are clear and that the information makes sense.  Write these on the left side. NOTES ABOUT KEY POINTS KEYPOINTSKEYPOINTS Topic

47. RECITE  Cover up the notes in the right column.  Leave cue column uncovered.  Read each key word or question OUT LOUD.  State the answer OUT LOUD.  Check for correctness before continuing. NOTES ABOUT KEY POINTS KEYPOINTSKEYPOINTS Topic

48. RECITE  Cover up the notes in the right column.  Leave cue column uncovered.  Read each key word or question OUT LOUD.  State the answer OUT LOUD.  Check for correctness before continuing. NOTES ABOUT KEY POINTS KEYPOINTSKEYPOINTS Topic

49. REFLECT  THINK ABOUT IT.  How does this fit into what I already know?  How can I apply it?  How is knowing this important?  What is the significance of these facts and ideas? NOTES ABOUT KEY POINTS KEYPOINTSKEYPOINTS Topic

50. REVIEW  Review and recite frequently.  Nightly is best…  RECITE; don’t reread.  Study with a buddy.  Study with a buddy before a big test. NOTES ABOUT KEY POINTS KEYPOINTSKEYPOINTS Topic

51. RECAPITULATE  This is a SUMMARY.  Write it on the bottom.  Summarize each main idea.  Use complete sentences.  Study with a buddy before a big test.

52. ONE TIP: ADD A “DOODLE BOX.” Students may doodle here ONLY.

53. JUST FOR YOU… FREE SAMPLES and RUBRICS, TOO TOO

54. VISIT THE INTERNET FOR THOUSANDS OF EXAMPLES OF CORNELL NOTES. YOU WILL BE AMAZED!

58. Anthropods ARTHROPODS

66. This rubric is missing a statement about summary. Fix before using.

67. Missing statement about summary…