1. CORNELL NOTE TAKING SYSTEM
Was developed by Pauk about 40 years ago and it originally had 6 steps.
Developed in 1949 at Cornell University by Walter Pauk.
Designed in response to frustration over student test scores.
Meant to be easily used as a test study guide.
Adopted by most major law schools as the preferred note taking method.

2. The Reading-Writing Connection
Using strategies like journal writing, notes, learning logs, entrance/exit slips, looping, cinquains, and KWL assists students in learning reading through writing
Andrews, S. E. (1997). Writing to learn in content area reading class. Journal of Adolescent & Adult Literacy, 41 (2), The Colorado State Website has many resources: writing.colostate.edu

3. Why CORNELL Notes? For mastering information.
To activate background knowledge.
To increase engagement.
Students feel more in control of their learning.
Useful for taking notes both in lectures and from textbooks or other print material; relies on four steps.
There is another important kind of writing that is less commonly used and valued, and so I want to stress it here: writing for learning. This is low stakes writing. The goal isn't so much good writing as coming to learn, understand, remember and figure out what you don't yet know. Even though low stakes writing-to-learn is not always good as writing, it is particularly effective at promoting learning and involvement in course material, and it is much easier on teachers--especially those who aren't writing teachers.
This is a during /after reading strategy for note taking .

4. FORMAT Recall Capture Summary of content
Reserved for questions , categories, vocabulary words during Step 2
STEP 1
main idea/keyword/sequential information --definition/explanation
--supporting details
-examples
Summary of content
FORMAT
Materials:
1. Loose-leaf paper to be kept in binder.
2. 2-1/2 inch column drawn at left-hand edge of each page to be used for questions or summary statements.
The Cornell system uses a double column format for taking notes. The lefthand column (called the Recall column) is reserved for marking main ideas and jotting down questions when you review your notes. The larger, righthand column (called the Capture column) is used for the notes themselves.
Leave lots of blank spaced between ideas to make your notes easier to read later and to help you locate what information goes together and what needs to stay separate.
Summary of Content Down here write one of the following; summary of what you read/lecture; the five most important points of the article/chapter/lecture; questions you still need to answer.
1.Record notes in paragraphs, skipping lines to separate information logically.
2. Don't force an outlining system, but do use any obvious numbering.
3. Strive to get main ideas down. Facts, details, and examples are important, but they're meaningful only with concepts.
4. Use abbreviations for extra writing and listening time.
5. Use graphic organizers or pictures when they are helpful.
6. It is very useful if you encourage students to draw schematics, sketches, graphs they found connected to the concepts into their capture column.

5. HOW TO GET THE MOST OUT OF YOUR CORNELL NOTES
STEP 1--Make the reading material your own knowledge.
STEP 2--Read the notes created in Step 1 and add information to the “recall” column.
STEP 3--Review the information in your notes.
REFLECTION = KEY TO MEMORY!
Take notes as described on the earlier slide, refine your notes, highlight information as you read through it ( or add additional information during the lecture , or at home while reading the text )
Start using the Recall column on the lefthand part of the page. Go through your notes and copy main ideas into the Recall column. Also write questions that prompt you to remember the accompanying details.
Cover the Capture column , and while looking at the Recall side of your paper try to remember as much detail as you can about the definitions, main ideas , examples on the right side . Talk out loud , become the teacher as you rehearse the information.
Cornell notes are very useful in preparing for exams. If you reviewed your notes frequently , and compiled them in chronological order before an exam align all the notes by covering the Capture pages ( or simply fold the paper on the line dividing the Recall and Capture sections ) , and try to recite, reflect and recall the information , vocabulary words. Etc.

6. Anthropods
Biology
Notes
SAMPLE

7. Physics
Notes
SAMPLE

8. Why Summarize? Study Percentile Gain Pflaum, et al., 1980 25
Crismore, 1985 27
Rosenshine & Meister, 1994 35
Hattie, et al., 1996 31
Rosenshine, et al., 1996
Raphael & Kirschner, 1985 47
This table shows the average percentile gains we could expect, based on effect sizes from the studies noted. [Source: Marzano, CITW.] The more we ask our students to summarize, verbally and in writing, then, the more we are helping them learn the material at hand!
Reasons to teach summarizing:
Author Rick Wormeli: We summarize en route to mastery. Summarization is a real-world skill. [Source: His book Summarization in Every Subject, ASCD.]
Students must be able to distill information in order to be academically successful.
Summarizing involves critical thinking.
Summarizing is a skill critical to being both a good READER and WRITER.
Summarizing is a “real-world” skill and is used in many ways outside school.

9. SAMPLE
Rubric

10. Activity
Lecture and demonstrate the Cornell method of note taking using some textbook sample that is least familiar to your audience.
Then break the class into groups, each student taking along a pencil and the article.  In each group, members quickly choose 1) a reader, 2) a recorder (to whom I give an overhead transparency and marker), and 3) a reporter. The groups are then given this task:  The reader is to read the article aloud while the rest of the group members follow along, highlighting or underlining key words.  Group members are then invited to make their own Cornell notes about the article, paragraph by paragraph, while the recorder puts them on the transparency.  Next, the group constructs questions based on the notes, while the recorder notes them in the recall section of the transparency.  The reader is then asked to read the questions to his group members until all feel that they thoroughly know the material. 
The graph above is from Doug Reeves’ research. The database is comprised of a sample size of at least students from across the country. In schools where Cornell notes are used by over 90 % of the faculty science achievement is 79 %, while in schools where this type of note taking is not very popular ( 10 % of the faculty uses it ) the mean score for science achievement is about 25 % .