1. How to Take Notes Using The CORNELL WAY
This PowerPoint is meant to be used with either teachers or students schoolwide to assist in the CORNELL WAY. Please see the notes on the last slide for suggestions on how to begin teaching this skill to students.
*There are many additional resources to support each step of the CORNELL WAY on MyAVID File Sharing.

2. Learning Objectives
To understand how use of the CORNELL WAY can improve student performance
To promote use of the CORNELL WAY as a schoolwide tool for learning

3. Essential Question
CORNELL NOTES
TOPIC/OBJECTIVE:
NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION: How does using the CORNELL WAY support the processing and retention of important material?
Have participants copy the Essential Question onto their Cornell Note paper.

4. The Curve of Forgetting
The Curve of Forgetting describes how we retain or lose information we take in.
Encourage participants to take notes on their Cornell Note paper as you go along, in the right-hand section.
Explain the following:
The Curve of Forgetting describes how we retain or get rid of information that we take in.
On Day 1, you go in knowing nothing, or 0%. At the end of the first encounter with new information you know 100% of what you know, however well you know it (where the curve rises to its highest point).
By Day 2, if you have done nothing with the information you learned in that initial encounter, didn't think about it again, read it again, etc. you will have lost 50%-80% of what you learned. Our brains are constantly recording information on a temporary basis. Because the information isn't necessary, and it doesn't come up again, our brains dump it all off, along with what was learned that you actually do want to hold on to!
By Day 7, we remember even less, and by Day 30 we retain only about 2%-3% of the original hour! This may account for feeling as if you've never seen this before in your life when you're studying for exams - you may need to actually re-learn it from scratch. This is all reflected in the Curve of Forgetting at the top of the graphic.
Now focus on the bottom graphic - Good news - You can change the shape of the curve! A big signal to your brain to hold onto a specific chunk of information is if that information comes up again. When the same thing is repeated, your brain says, "Oh-there it is again, I better keep that." When you are exposed to the same information repeatedly, it takes less and less time to "activate" the information in your long term memory and it becomes easier for you to retrieve the information when you need it.
Here's the case for making time to review material: Within 24 hours of getting the information - spend 10 minutes reviewing and you will raise the curve almost to 100% again. A week later (Day 7), it only takes 5 minutes to "reactivate" the same material, and again raise the curve. By Day 30, your brain will only need 2-4 minutes to give you the feedback, "Yup, I know that. Got it.” Try to aim for multiple repetitions with the material by following the model: within ten minutes of first taking the notes, then again within 24 hours, and again about a week later. This is where the different steps of the CORNELL WAY assist you in gaining these multiple repetitions.
Often students feel they can't possibly make time for a review session every day in their schedules. If they don't review, they will need to spend minutes re-learning each hour of material later. Cramming rarely plants the information into long term memory where they can access it to do assignments throughout the term as well as be ready for exams.
Depending on the course load, the general recommendation is to spend about 30 minutes every weekday, and hours every weekend in having additional repetitions with class material.
Perhaps you only have time to review 4 or 5 days of the week, and the curve stays at about the mid range. That's OK, it's a lot better than the 2%-3% you would have retained if you hadn’t reviewed at all.
Many students are amazed at the difference reviewing regularly makes in how much they understand and how well they retain material. It's worth experimenting for a couple weeks, just to see what a difference it makes!

5. CORNELL NOTE-TAKING SYSTEM
Focused Note-Taking
STEP 4
Note Key Ideas to Create Questions
CORNELL NOTE-TAKING SYSTEM
NOTE-TAKING
STEP 1
Create Format
STEP 2
Organize Notes
NOTE-MAKING
STEP 3
Review & Revise Notes
STEP 5
Exchange Ideas by Collaboration
STEP 10
Your Reflection
STEP 9
Address Written Feedback
STEP 8
Written Feedback
NOTE-REFLECTING
NOTE-INTERACTING
STEP 6
Link Learning to Create a Synthesized Summary
STEP 7
Use Completed Cornell Notes as a Learning Tool
Cornell Notes are an excellent tool to take focused notes, to use inquiry to highlight the main ideas, and to summarize knowledge learned.
The idea is to emphasize not just taking notes, but also the importance of refining and using the notes as a study aid.
They were developed at Cornell University in the 1950s by a frustrated professor who wanted to help his students learn to retain information better.
They have become a cornerstone of the AVID college readiness system because of their usefulness in all content areas and for all students.
Three advantages of CN:
It is a method for mastering information, not just recording facts.
It is efficient.
Each step prepares the way for the next part of the learning process.
Long story short:
When you write down even brief notes about what you are hearing/ experiencing, you keep 60% of what you hear/learn.
When you take thorough, organized notes and review them, you keep % of what you hear/learn.
The CORNELL WAY is a process to cover all of these steps.
See and process the notes 6-8 times while practicing note-taking, synthesizing, inquiry, summarization, reflection
There are four parts to the CORNELL WAY:
Note-taking: capturing complete notes in any situation
Note-making: creating meaning and revising the notes taken
Note-interacting: using the notes as a learning tool to increase achievement
Note-reflecting: reflecting on learning and utilizing feedback to improve future note-taking effort
Reminder: This is a PROCESS that can be used with any note-taking format. If we are taking the time to have students take notes, we need to build in the repetitions that allow for content mastery and long-term memory access.

6. Steps 1-2 (Note-Taking)
C-Create format and heading, including Essential Question
O-Organize notes on the right hand side of the paper while taking notes during lecture
Steps 1-2 are easy. Any piece of paper can be turned into Cornell Note paper – all you have to do is add lines! This can be done with handouts, worksheets, graphic organizers, graph paper, or just regular binder paper. Cornell Notes work with any student binder or notebooking system.
Have participants take notes on the steps of the CORNELL Way. Alternatively, you could have them set up the format and then take notes over a neutral topic, such as a TED talk or an article. Together, the notes could be processed as a model for the CORNELL WAY.
Knowing how to take notes is a skill that must be modeled for students in different classes before they can be expected to complete the skill independently and at a high level of proficiency. Consider modeling:
Knowing when to skip lines between pieces of information
Abbreviations for the content area
Paraphrasing
Using bullets, symbols, indentations
What would it look like in your class? Notes over a video, a presentation, a lab demo, etc.
When do you share note-taking conventions with students? When do you teach them common abbreviations for your content? Notes still need to maintain meaning for the note taker. Also, do not expect all notes to look alike as students gain comfort with this skill. They need to develop an organized note-taking style that works for them. It is the processing they will do later that makes their notes into the CORNELL WAY.

7. Steps 3-5 (Note-Making) R-Review and Revise notes
N-Note Key Ideas (create questions on the left side of the paper that connect to main ideas on the right)
E-Exchange ideas and help each other fill in gaps
After you are finished with the lecture, consider modeling these steps by:
Giving them seconds to skim over their notes, underline, clarify parts, add symbols or visuals, complete thoughts.
Encourage them to use a different colored pen so additions stand out.
N – Note Key Ideas
Identify big “chunks” of notes.
Use key ideas to create questions about the main idea of each chuck on the LEFT.
Encourage students to use higher-level questions, where appropriate.
Consider, “How might this be asked on the test?” (think like the teacher).
As a group, generate 1-2 questions for the left-hand side that reinforce the main ideas in the notes. Consider using Costa’s Levels of Thinking to generate higher-level questions.
Sample: Explain why using Cornell Notes helps students to retain information longer.
Often there is confusion about what questions go in the left side. The questions on the left should be answered in the notes and are written as a review of the material. If there is a genuine question about the material on the right-hand side, students may put a question mark next to the section as a reminder to get clarification.
E – Exchange Ideas
Collaborate with others.
This can be done periodically throughout your delivery of material, at the end of class, or at the beginning if they took notes for HW.
Fill in gaps, revise, enhance, list key vocab.
Encourage use of a different colored pen.
The idea is for them to begin taking ownership of the content in their notes, both what is there and what is not there (until a partner helps them).
• Give participants 30 seconds to compare notes with a partner, filling in missing material, clarifying points or just discussing what they have written.
Consider asking participants to discuss at their tables how this intentional process helps students to look at notes differently or think about them in a different way.

8. Steps 6-7 (Note-Interacting)
L-Link Learning by summarizing notes at the bottom of the paper
L-Use notes as a Learning Tool by reviewing what was learned
L – Link Learning
Create a summary, which goes at the END of the notes (not one for each page of notes)
There is a summary-writing template on MyAVID (also found on the Focused Note-Taking CD) to help teach this skill.
In a summary, students should address the EQ and synthesize main ideas that left-hand questions were generated over. Consider modeling this step by asking participants to generate a summary over their notes on the CORNELL WAY by answering the EQ and all left-hand questions. This can also be done within 24 hours as part of the repetition model.
L – Learning Tool
Review notes.
Study from notes.
Fold the notes over and quiz over the questions on the left while hiding the material on the right. Model how to fold over the notes. Have one volunteer quiz another volunteer from one of the questions generated.
Find a partner from another table and ask each other the questions from the left column. Discuss with your partner ways to incorporate Note-Interacting into class. Example: “The day before a test, I can pull out the notes during the last ten minutes of class, fold over the side, and pair up to quiz myself and my partner.”

9. Step 8 (Note-Reflecting)
W - Using the resources and rubrics on MyAVID, give Written Feedback on each other’s notes
W – Written Feedback
Teacher provides written feedback, or students may use rubrics to support each other in using the CORNELL WAY.
It takes time to assess notes, but the rubrics provided allow assessment of the notes one step at a time. You can even provide students a simple checklist to assess themselves.
Otherwise, how will students know how to improve?
All rubrics are on MyAVID and are also on the Focused Note-Taking CD.
Teachers can grade each step independently or the notes as a whole, depending on where students are in the process.

10. Step 9 (Note-Reflecting)
A – Address feedback by:
Reviewing partner’s feedback.
Addressing the feedback by creating a goal on how to improve note-taking skills.
The student who took the notes is the one that is addressing the feedback.
How does this kind of feedback affect students’ ability to improve their note-taking practice?
What could peer-peer evaluation look like in the classroom?

11. Step 10 (Note-Reflecting)
Y - Reflect on Your overall learning by reviewing all of the notes taken over a topic.
This is the metacognitive piece that allows students to assess their note-taking skills and how they can adjust their note-taking in the future to improve their class performance.

12. “Before” & “After” The CORNELL WAY
Review by asking participants to link what they see in the “after” sample of notes to the different steps of the CORNELL WAY.

13. Review – The CORNELL WAY
Create format Organize your notes Review and reflect Note key ideas Exchange key ideas Link learning Learning tool Written feedback Address feedback Your reflection
Note-Taking
Note-Making
Note-Interacting
Note-Reflecting

14. Review: Note-Taking Create your Cornell note paper. Write in the
Essential Question.
Sample note organization styles:
Formal Outline
Informal Outline
Mind maps
Graphic Organizers
etc.
Use preferred style
and organization.

15. Review: Note-Making Underline key information in the notes.
Fill in gaps with a
partner.
Look for “chunks” of
notes.
Write corresponding
questions.

16. Review: Note-Interacting
Answer each question you’ve written to compose a summary.
Use the completed notes as a learning tool (e.g. fold-over method).

17. Review: Note-Reflecting
Address the feedback on your notes from the teacher or a peer.
Reflect on how your notes have prepared you for tests.

18. Essential Question
CORNELL NOTES
TOPIC/OBJECTIVE:
NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION: How does using the CORNELL WAY support the processing and retention of important material?
Close by discussing the Essential Question and what was learned.
Final Thoughts:
Cornell Notes work for ANY content.
If it’s content worth writing down, isn’t it also worth processing, critical thinking, and reflecting?

19. Questions? Comments?
Ways to Begin the CORNELL WAY:
Start by training students one piece of the process at a time (learning to take good notes is a marathon, not a sprint).
Practice the format.
Take existing notes and draw in the lines of the CN format.
Move onto what is written down.
Teach students common abbreviations for your content area or academic abbreviations (expl, comp/cont, etc.).
Use the templates, checklists, and rubrics to help.
Post relevant aids in your classroom.
Discuss with your grade level/department ways to scaffold expectations appropriately for your students.
When you create student notes or handouts, format them as CN.
Can scaffold by providing some of the pieces and having students do the rest.
Give students partial notes and help them with the gaps.
Have students generate the questions and write a summary over the notes provided.
Model the process.
Write questions and summaries as a class first after providing examples and explaining the process.
Use CN when formatting PLC meeting agendas or training handouts.
Turn chapter questions into CN, put dates in the left-hand column, or elements such as plot, setting, and conflict for students to keep track of during note-taking.
Draw Graphic Organizers on the right and generate critical thinking questions on the left. Summarize the learning at the bottom.
Connect what is in the notes to what was on the test as a reflection over the efficiency of students’ notes.
Encourage review of notes, questions, and summaries.
Assess the notes.
You may use the rubrics or grading slips on MyAVID/Focused Note-Taking CD.
Have students attach them to their test or turn them in at the end of a unit.
You might let them use their notes for a portion of the test once in a while (that’s up to you!).
Give extra credit for good student-generated questions that you use on the test.
Ways to Extend Cornell Notes:
Connect the learning reflected in the notes to what was on a test or in an essay prompt.
Use finished Cornell Notes over a piece of text for a Socratic Seminar with student-developed questions.
Take the last five minutes of class for reviewing, revising, quizzing with a partner, or reflecting on the process.
This is also a great, quick formative assessment over what was learned that day.
Students who finish parts of the process early can:
move onto the next step of the process
do a quick processing activity (ie. draw a cartoon, letter to a friend, make a bumper sticker, etc.)
provide questioning or summary stems
add symbols and images
Address the “muddiest point” in an exit card about what they still need more information on
add to the word wall
Write “test questions” for the teacher to consider
Turn a section of their notes into a Thinking Map
Create a “Stump the Class” question jar or pull one from the jar
Making it work for any teacher:
Method (one-pager found on MyAVID)
10 minutes of INPUT (whole group)
C-O
2 minutes of PROCESSING (partners/small group)
R-N-E
2 minutes of SUMMARIZING (independent) L
Repeat
Last 5 minutes of class is whole group interaction over the material.
Questions for the teacher, clarification, sorting out misconceptions or gaps, share out summaries to check for understanding