School-wide Cornell Notes

History of Cornell Notes Developed in 1949 by Dr. Walter Pauk, law professor at Cornell University Designed in response to frustration over low student test scores and meant to be used successfully as a study guide Adopted by most major law schools as the preferred note-taking method

“Remember, the questioner is the learner.” Cornell Note-taking Why should you take notes? To minimize your “rate of forgetting” Dr. Walter Pauk, Cornell University Don’t take notes = Forget 60% in 14 days Take some notes = Remember 60% Take organized notes and do something with them = Remember 90-100% indefinitely! “Remember, the questioner is the learner.” Dr. Walter Pauk – Director, Reading and Study Center – Cornell University

Counseling Services, Study Skills Program – University of Waterloo The Forgetting Curve Counseling Services, Study Skills Program – University of Waterloo

What Does the Research Show? Verbatim note-taking is, perhaps, the least effective way to take notes. Notes should be considered a work in progress. Notes should be used as study guides for tests. The more notes that are taken, the better. Marzano, et al. Classroom Instruction that Works. 2001.

What Does the Research Show? Students must analyze information at a deep level in order to decide what information to delete, what to substitute, and what to keep when they are asked to give a summary. (Anderson, V., & Hidi, 1988/1989; Hidi & Anderson, 1987)

What Does the Research Show? Reading comprehension increases when students learn how to incorporate “summary frames” as a tool for summarizing. (Meyer & Freedle, 1984) Summary frames are a series of questions created by the teacher and designed to highlight critical passages of text. When students use this strategy, they are better able to understand what they are reading, identify key information, and provide a summary that helps them retain the information. (Armbruster, Anderson, & Ostertag, 1987)

What Does the Research Show? Teacher-prepared notes show students what is important and how ideas relate and offer a model for how students should take notes themselves. (Marzano, et al., 2001) Notes should be in both linguistic and nonlinguistic forms, including idea webs, sketches, informal outlines, and combinations of words and schematics; and, the more notes, the better. (Nye, Crooks, Powlie, & Tripp, 1984)

What Does the Research Show? When students review and revise their own notes, the notes become more meaningful and useful. (Anderson & Armbruster, 1986; Denner 1986; Einstein, Morris & Smith, 1985)

Taking Cornell 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 three inches).

CORNELL NOTES

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. Use GIST. Review notes regularly: After class At least weekly Before the test Cover the right column with blank paper. Review ALOUD. (Soto Voce)

CORNELL NOTES

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

CORNELL NOTES Cover the right side of the notes. Self-quiz How far will a train go at 85mph for 4 hours?

CORNELL NOTES How far will a train go at 85mph for 4 hours?

Taking Cornell Notes Use the handout on Cornell Notes and the tips on taking notes. Pull out a page or two of Cornell note paper. As you read this short piece, do the following: Record notes in the wide column to the right. When you are finished reading the piece and recording your notes, compose questions in the column to the left. The questions should be Level 2 or Level 3 questions that the piece generated in your mind as you were reading. The questions can also be those for which your notes are the answers in sort of a Jeopardy approach. When you are finished composing your questions, write your summary/reflection at the bottom of the page.

Evaluating Cornell Notes Refer to the “Cornell Notes Rubric” and/or the “Note-taking Checklist” as a way to evaluate your notes according to these documents.

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