Cornell Notes

WHY TAKE NOTES? Cornell note-taking stimulates critical thinking skills. Developed in 1949 at Cornell University Designed in response to frustration over student test scores Note-taking helps students remember what is said in class. Meant to be used as an easy test study guide

CLASS NOTES Topic/Title: Questions / Cue Words Name Class Date Topic/Title: Questions / Cue Words CLASS NOTES 2 1/2” Summary: 3 to 4 sentence summary across the bottom of the last page of the day’s notes

STAR – INTRODUCTION TO CORNELL NOTES S = Set Up Paper Put name, class, and date in upper right-hand corner. All notes need a title. Draw a line down the length of the paper, about one-third of the way in (about 2.5 inches).

STAR – INTRODUCTION TO CORNELL NOTES T = Take Notes Paraphrase the text or lecturer in the right hand column. Use selective listening to decide important information. Use whatever it takes to cue your own memory system. You may, for example, use capitals, printing, underlining, arrows, or even pictures. Don’t get hung up on spelling. Use abbreviations that work for you. Develop your own shorthand.

STAR – INTRODUCTION TO CORNELL NOTES A = After Class (At end of Class) As soon as possible, edit your notes. Reread them, looking for places to make additions, deletions, or clarifications. Work with a PARTNER whenever possible. Use a highlighter or underline to emphasize important points. Note any points that need to be clarified with the lecturer during the next session. NOW fill in the LEFT-HAND COLUMN with QUESTIONS, ICONS (SYMBOLS and PICTURES), and/or MEMORY KEYS.

STAR – INTRODUCTION TO CORNELL NOTES R = Reflect and Review Reflect – Summarize the notes, relating the subject to yourself and your personal experience. Review notes regularly: After class At least weekly Before the test Cover the right column with blank paper. Review ALOUD.

CORNELL NOTES

CORNELL NOTES Cover the right side of the notes. Self-quiz