1. Hidden Slide for Instructor
Topic
Slides
Time Estimate
(Minutes)
Notes/Suggestions
Lesson 1 Cornell Notes
Introduction
2 - 4 10
See discussion questions in speaker’s notes
Cornell Notes
Overview
5 - 14
5 - 7
Give out the Cornell Notes Handout. Have students set up a sheet in the Cornell format as you explain. Decide in advance on a topic for a 10-minute lecture/discussion—tell students the topic. Check for questions.
Practice Taking Notes
15 – 16 20
Present 10-minute lecture while students take Cornell notes. After practice, have students pair-share-discuss and compare notes. Then lead a short full class discussion.
Practice Working With Notes 17
Have students practice writing cues and a summary, and then discuss. (Can work individually or in pairs. If time is tight, you can assign this as homework.)
Homework 18 3
Total Lesson 1 60
Speaker’s notes offer suggested points – use or adapt as you wish.
This PPT is set up in a vertical format so that you can show samples of note-taking pages.
Some slides are set up so that information appears when you click—you’ll see “CLICK” in the speaker’s notes.

2. Reminders Personal Statement Final Draft- Due today at 12pm
Read Ch 4 &5 this week- The new science of learning
Look at extra study resource videos on Ilearn (optional)

3. Note-Taking Why is note-taking important?
Is it sometimes hard to take notes during a class? If so, why?
(Open with a short discussion of note-taking. CLICK after the first question to get each new question to appear)
Why is note-taking important? What do you gain from taking notes?
CLICK
Is it sometimes hard to take notes during a class? Why? (It can hard to figure out what to write down in the moment—you have to listen and decide what’s important. Just keeping up and capturing key points can be hard.)
Do you feel like you have good methods of taking notes? If so, what do you do that works?
What do you usually do with your notes after a class? (You can comment that reviewing notes and working with them is as important as taking them.)
Should you take notes even if an instructor provides a copy of slides? (Suggested answer is yes – by writing your own notes, or adding to the PPT, you’re more likely to be able to remember information.)
Is it better to type or hand-write notes? (A 2014 research study found it’s better to hand-write, because you’re more likely to listen for key points and less likely to mindlessly type what the instructor is saying. Source is the Atlantic Monthly article in the lesson plan preparation section.)
Do you feel like you have good methods
of taking notes?
What do you usually do with your notes after a class?
Should you take notes even if an instructor provides a copy of slides?
Is it better to type or hand-write notes?

4. Homework Please use Cornell notes in at least one other class:
Take notes.
Review – add cues and a summary.
Cover up the notes and test yourself.
Reflect on the notes and review them several times.
Compare your notes with another student’s from class.
(This is on the last page of the handout.)

5. To Take Good Notes in College, You Need to Know:
What are the critical points to write down?
2. How can you take notes quickly (and make sense of them later)?
3. How do you listen, write, and sometimes participate, all at the same time?
4. What should you do with notes after class?

6. Two Methods Try these out – see what works for you. Cornell Notes
Gives you a way to organize your notes, take notes, and work with them after class.
Good for students who think in words
Concept Mapping
Helps you “map” information and make connections between topics.
Can help you study and take notes.
Good for visual and read/write learners
Tell students you’ll have them learn about two methods: Cornell Notes and Concept Mapping. You can ask for a show of hands from students who have used either of these.
Review slide.
I’ll be asking you to try out both of these methods and see what works best for you.
You can use these methods as a jumping off point and create your own way of taking notes.
Let’s start with Cornell notes. Give students the Cornell Notes Handout. Tell students page 1 of the Handout has a summary of what you’ll cover.
Try these out – see what works for you.

7. Cornell Notes Overview
The first step is to get a piece of paper and set up your page with a lop-sided “I.”
Go to next slide. You can also demonstrate with your own piece of paper.

8. About 2-1/2 inches wide About 6 inches wide About 2-1/2 inches tall
Leave about 2-1/2 inches at the top and at the bottom.
The left column is about 2-1/2 inches.
(Optional – have students fold the left third of their paper, in and use the crease as a guide for drawing the vertical line.)

9. Class: Date: Topic: Notes Make notes on main points here.
Listen for cues indicating important points.
“A major development was ...”
This was important for three reasons ...”
Definitions of terms
Visual cues—things the instructor writes on the board, etc.
Don’t try to write everything. Write quickly, with short phrases, abbreviations, lists, or pictures.
Skip a line between each point.
At the top of your sheet, write the class, the topic you’re taking notes on, and the date. This can help you later when you’re reviewing your notes.
Go ahead and write in this class and date. Today’s topic will be __________ (determine in advance).
CLICK to have Notes information appear.
During class, you’ll use the biggest section to take notes. (Review Notes section points on slide.)

10. Abbreviations
On page 2 of your handout are some common abbreviations, and you can make up your own.
Use simple, consistent abbreviations so you don’t have to guess what you wrote.

11. Cues (After class) Class: Date: Topic: Notes
Reduce several points in your notes to short headings or phrases.
Write questions your notes answer.
Note terms, dates, etc.
Class: Date:
Topic:
Notes
Make notes on main points here.
Listen for cues indicating important points.
“A major development was ...”
This was important for three reasons ...”
Definitions of terms
Visual cues—things the instructor writes on the board, etc.
Don’t try to write everything. Write quickly, with short phrases, abbreviations, lists, or pictures.
Skip a line between each point.
CLICK (Cues will appear.)
Shortly after class—within an hour if possible—review your notes. You’ll write some new notes in the Cues area and then use these to study.
In the Cues area, try to boil down several lines of notes into a question or a heading or phrase, or note important terms.
Here’s an example.

12. (Students have this on page 3 of their handout.)
What do you notice?
(Look for comments such as:
Notes section uses phrases, drawing, abbreviations, with a space in between each point.
Left column shows questions about what the notes cover. It could also include key terms, phrases, dates, etc.)
One benefit of setting up the Cues section is that it can help you see if you have questions or need clarification.

13. When you study, cover the Notes section and answer the Cue questions.
See if it helps to do this out loud.
(Back to overview in Handout, page 1.)
When you study, you’ll cover up your notes and see if you can answer your questions from memory.
The Cornell method recommends that you quiz yourself out loud, because when you hear yourself answering questions, it helps you commit the information to memory.

14. Class: Date: Topic: Cues (After class) Notes Summary (After class)
Reduce several points in your notes to short headings or phrases.
Write questions your notes answer.
Note terms, dates, etc.
Notes
Make notes on main points here.
Listen for cues indicating important points.
“A major development was ...”
This was important for three reasons ...”
Definitions of terms
Visual cues—things the instructor writes on the board, etc.
Don’t try to write everything. Write quickly, with short phrases, abbreviations, lists, or pictures.
Skip a line between each point.
CLICK – Summary appears
You might have several pages of notes per topic. At the bottom of the last page for that topic, write a short summary of your notes—as if you were explaining the topic to someone else.
The act of summarizing also helps you check your understanding and commit the information to memory.
Summary
(After class)

15. Also after class ... Reflect Review How can I apply this?
How does this fit with what I know?
Is this important or significant? Why?
Review
Spend at least 10 minutes a week reviewing all of your previous notes.
Reflect - Cornell notes aren’t just about memorizing – think about what the new material means to you, and how it connects to what you already know.
Review – If you review all of your notes at least once a week, you’ll retain a great deal of information.

16. Questions? Reactions?
What do you think? What questions do you have?

17. Share your notes with a partner – add anything you missed.
Practice Taking Notes
1. Please set up a few more Cornell notes sheets with the lop-sided “I.” 2. Practice taking Cornell notes during lecture.
Tell students to set up several blank Cornell notes pages and practice taking Cornell notes.
Give a short lecture/discussion (on a topic you’ve determined in advance) about 10 minutes.
Make sure you “cue” students on key points to take notes on: “This is important,” “There were three reasons for ...,” “You’ll need to know this term,” etc.
After lecture—CLICK to have blue box appear.
Ask students to pair up, share their notes with a partner, and add anything they missed.
Then lead a full class discussion – next slide.
Pair – Share – Discuss
Share your notes with a partner – add anything you missed.

18. Cornell Notes What was the note-taking like for you?
How did you decide what to take notes on?
What abbreviations or symbols did you use?

19. Practice Working With Notes
1. Add “Cues”—short questions, terms, etc. 2. Write a summary. 3. Take about 5 minutes. Questions?
Now I’d like you to practice working with your notes, as you would after class.
You can work individually or in pairs.
Look at the notes you just took and come up with headings, short questions and so on for your Cues column. (You can refer students to page 3 of their handout for a sample of the Cues column.)
Circulate as students work.
After students have completed this, discuss what they did. Some options:
Have students share examples of what they came up with.
Collect examples and share them with the class, using the document reader or making copies.
Have students pair-share-discuss with a partner.

20. Homework Please use Cornell notes in at least one other class:
Take notes.
Review – add cues and a summary.
Cover up the notes and test yourself.
Reflect on the notes and review them several times.