1. Understanding How We Learn
Our brain’s outer layer (the neocortex) where higher level thinking occurs, has 100 billion brain cells (neurons).
Dendrites, or threadlike branches, grows out of each neuron (brain cell).

2. Understanding How We Learn
As people learn, dendrites form more and more connections with other dendrites.
If you practice a new skill many times, the dendrites get coated in a protein called myelin. Thinking can now occur more quickly, and you will remember the skill for a longer time.
If we only practice a skill once or twice the connection between neurons is weak. If you do not practice the skill again the dendrites wither & die. You have forgotten the new skill!

3. Cornell Notetaking Why should I take notes?
Several studies have been done on the importance of taking lecture notes in college and how doing so improves a student's grades. First, it is important to understand why taking notes is so crucial. A person's ability to remember material presented to them fades very quickly.
According to Walter Pauk, a reading professor and researcher at Cornell University, (84), people lose their retention at the following rates:
Therfore, having good notes to constantly review is critical for remembering important information and, thus, getting good grades. In addition to be able to review the information you learned in class, note taking help your ability to focus and pay attention. George Dudycha, a professor of psychology at Wittenberg College states, "When one takes notes, he or she attends to what is being said and done.” In other words, you think about about what you see and hear.
20 minutes
47% forgotten
1 day
62% forgotten
2 days
69% forgotten
75 days
75% forgotten
78 days
78% forgotten

4. Cornell Notetaking How do I take notes?
Cornell notes are divided into two part: questions and answers or “input” and “output”. The questions, or cues, go in the smaller left-hand “cue” column (green area). The notes answering those questions go in the large right-hand column (white area). This way, you can find the information you want easily by looking only at the questions. You can also use the questions to review for a test.
A summary is written after taking the notes to reflect on your notes, review what you have learned, and make sure that you are clear about everything you jotted down.

5. Cornell Notetaking What kinds of
questions do I ask in the left-hand column?
How should I summarize my notes?
The questions you ask in the left-hand column should pertain to the notes, or facts, on the right. In other words, the notes should answer the question. Here are some examples:
The summary should only state important facts learned during the lesson in your own words. You may not copy the notes but must paraphrase or rewrite everything the way you would say it. Opinions and feelings words must also be left out. Statements like, “This was an easy / tough lesson,” or “I learned a lot” are not facts stated in the lesson.

6. Cornell Notetaking How do I know what to take notes about?
The following are tips to help you decide whether you should take notes about something said or written.
Write only what you think might be on a test. If it sounds like something important, write it down!
Listen for repetition. If the teacher talks about the same information repeatedly or makes a big deal about something, it’s probably important.
Listen for changes in pace or volume. If the teacher starts slows down or raised his or her voice when talking about something, in particular, he or she is putting emphasis on that information, which is definitely a sign that the information is important.
Watch for gestures (i.e. hand movements) that might cue that the teacher is emphasizing the information.
Listen for explicit clues, like “This is important,” or “This is on the test”.
Any material being written down by the teacher or shared in a visual manner should be considered important and copies down.
Note: In this class, you will be told exactly what to copy down, so you will not have to guess whether something will be tested or not.

7. Cornell Notetaking What do I do after taking notes?
The act of taking notes is only the first of five steps you should take to remember something you were taught in class. The 5 R’s of note-taking are:
Record: This is the act of note-taking, which is done during class.
Reduce: This is the act of summarizing your notes. You should summarize your notes as soon as possible (the same day, if possible). This helps you remember what was said and allows you to get immediate help with things you didn’t understand.
Recite: This is the act of memorizing your notes. Do this by covering the note-taking area, and leaving the questions or “cue” column uncovered. Then, try to answer each question as completely as you can. After answering a question, uncover the notes for it to see if you missed anything.
Reflect: Think about how your notes relate to each other or other things you’ve learned. The more you think about your notes, the more they’ll “stick”.
Review: Spend 5–10 minutes every week reviewing your notes. This way, you’ll remember most, if not all, of what you learned for a very long time. Do not review your notes the day before a test and expect to remember them all the next day!!!

8. Cornell Notetaking What goes on the left pages of the notes?
The left pages or output side of the notebook is reinforcement (back-up) for the right, or input, side. It consists of student work, such as warm-up and practice problems that forces one to “process”, or use, the information in the notes. A Venn diagram or a diagram, like the one that follows, could be examples of a left side “processing” assignments, because they asks one to compare and contrast or draw and label the information learned (processing).

9. Cornell Notetaking
What else do I need to know about my Interactive Notebook?
The following rules apply to the Interactive Notebook:
PAGES OR PIECIES OF PAGES (i.e. corners) MAY NOT BE RIPPED OUT FOR ANY REASON. If you need paper for an assignment, get it from somewhere other than your Interactive Notebook.
The notebook must only be used only for math. YOU MAY NOT USE THE NOTEBOOK FOR ANY OTHER SUBJECT.
NO DOODLING OR DRAWING IN YOUR NOTEBOOK that doesn’t relate to notes or an assignment.
BE AS NEAT AND COLORFUL AS POSSIBLE! This starts with a colorful, exciting cover page (you don’t normally get excited about a book that has a boring cover, do you?). Love your notebook!!! The more colorful and neat your notebook is, the more pride you will take in icreating t!