1. The CORNELL WAY

2. 2 Take 5 Why do we teach structured note-taking in AVID? Individually list your thoughts Now as a table group, come up with your top 5 reasons

3. 3 Why does structured note-taking matter? Elapsed Days Percent Retention of Material

4. 4 Quickwrite  1’s - What should students know about Cornell Notes when they get to your class?  2’s – How have you introduced your students to Cornell Notes?  3’s - How do you assess/ grade student notes?  4’s - What could be done to increase the schoolwide usage of Cornell notes at your campus?

5. 5 CORNELL WAY Acronym C reate format O rganize your notes R eview and Reflect N ote key ideas E xchange key ideas L ink learning L earning tool W ritten feedback A ddress feedback Y our reflection

6. 6 Note-taking - (Create Format) ORNELL WAYORNELL WAY  Create your Cornell note paper (if you don’t have pre-printed paper)  Fill in heading and topic  Write in the Essential Question of the lesson (if not provided by teacher, student should generate their own) C

7. 7 Table Talk  What are the benefits of the Essential Question section on the Cornell Note paper?

8. 8 Our Essential Question How can I teach my students the college-readiness skill of structured note-taking?

9. 9 Note-taking - (Organize notes) C RNELL WAYC RNELL WAY  Students should take notes on the right side of their paper  Use the style and organization of the notes preferred by the student or their teacher  At this time, students SHOULD NOT be writing questions or a summary  Note-taking conventions should be used O

10. 10 Note-making – (Review and Revise) CONELL WAYCONELL WAY  Within 24 hours students should review their notes, preferably with a partner, looking for gaps  Graphic organizers and extra information can also be added in  The Cornell Note Revision list can help during revision (HO) R

11. 11 Note-making - (Note key ideas) CORELL WAYCORELL WAY  Within 24 hours notes should be analyzed looking for “chunks” of material with the same main idea  Once chunks have been identified, corresponding questions should be written in the left column  “Cornell Note Questions” handout (HO) can help students write higher level questions N

12. 12 Note-making - (Exchange ideas) CORNLL WAYCORNLL WAY  Collaborate with peers to compare, enhance and refine your notes  Students can check each others’ notes using the “Collaboration Protocol” worksheet (HO)  Teachers can facilitate this process through the use of a Partner Appointment Clock (HO) E

13. 13 Table Talk  How do you pair up or group students for collaborative activities in your class?

14. 14 Note Making Practice  Review and Revise  Note Key Ideas  Exchange Ideas

15. 15 Note interacting - (Link learning) CORNEL WAYCORNEL WAY  Using the notes, questions, Essential question, students link all of this material together to write a summary  Summary  Introductory sentence – a response to the essential question  Subsequent sentences – responses to the question they wrote for each “chunk” of material  A detailed explanation of this process is given in the Cornell Note Summary Template (HO) L

16. 16 Note interacting - (Learning tool) CORNEL WAYCORNEL WAY  Students should use their completed notes to study for upcoming tests and quizzes  One study method is the “fold-over”  Notes should also be used to write questions for AVID tutorials, as well as during tutorials L

17. 17 Note Interacting Practice  Link Learning  Learning Tool

18. 18 Note reflecting - (Written Feedback) CORNELL AYCORNELL AY  Written feedback should be given weekly from the AVID teacher, tutors and/or peers  Grading needs to focus on quality as much as quantity  Some ways to provide feedback are the “C Note Rubric” (HO) or “C Note Checklist” (HO) W

19. 19 Table Talk  How often do you grade Cornell notes in your AVID class? How many pages do you require?

20. 20 Note reflecting - (Address feedback) CORNELL WYCORNELL WY  Use the “Cornell Note Focus Goal Activity” (HO) to create goals for growth in students’ note-taking A

21. 21 Note reflecting - (Your reflection) CORNELL WACORNELL WA  Students should gather all their notes from a topic  Student should then review their notes, questions and summaries from the topic  Completing a “Cornell Note Reflective Log” brings closure to the process Y

22. 22 Note Reflecting Practice  Written Feedback  Address Feedback  Your Reflection

23. 23 How to teach this to your students  Scaffold!  Give students time in class to do this

24. 24 Walter Pauk’s letter  See how the steps of the Cornell Way process are included in the letter written by Walter Pauk, developer of Cornell Notes

25. 25 Contact information www.avidonline.org Name Address Phone (000) 000-0000 name@avidcenter.org