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Joyet 20051 Why Cornell Notes? Cornell Notes are a requirement in Mr. Joyet’s classroom, either during a Power Point presentation; straight lecture; student,

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Presentation on theme: "Joyet 20051 Why Cornell Notes? Cornell Notes are a requirement in Mr. Joyet’s classroom, either during a Power Point presentation; straight lecture; student,"— Presentation transcript:

1 Joyet 20051 Why Cornell Notes? Cornell Notes are a requirement in Mr. Joyet’s classroom, either during a Power Point presentation; straight lecture; student, staff or faculty presentation. Students are strongly encouraged to take notes in class.

2 Joyet 20052 Cornell Notes History Forty years ago, Walter Pauk developed what is known as the Cornell note taking technique to help Cornell University students better organize their notes.

3 Joyet 20053 Cornell Notes History Today, Pauk's notetaking technique is probably the most widely used system throughout the United States.

4 Joyet 20054 Cornell Notes History Pauk outlines six steps in the Cornell notetaking system:

5 Joyet 20055 Cornell Notes Purpose 1) Record 2) Reduce (or question) 3) Recite 4) Reflect 5) Review 6) Recapitulate

6 Joyet 20056 Cornell Notes Purpose 1. Record (During Lecture) ~write down facts and ideas in phrases ~use abbreviations when possible (After Lecture) ~read through your notes ~fill in blanks and make legible

7 Joyet 20057 Cornell Notes Purpose 2. Reduce or Question (After Lecture) ~ write key words, phrases or questions that serve as cues for notes taken in class ~cue phrases (main ideas) and questions should be in your own words

8 Joyet 20058 Cornell Notes Purpose 3. Recite ~with classroom notes covered, read each key word or question ~recite the fact or idea brought to mind by key word or question

9 Joyet 20059 Cornell Notes Purpose 4. Reflect and 5. Review ~review your notes periodically by reciting ~think about what you have learned

10 Joyet 200510 Cornell Notes Purpose 6. Recapitulation (After Lecture) ~summarize each main idea ~use complete sentences

11 Joyet 200511 Cornell Notes: Record Simply record as many facts and ideas as you can in the six-inch column. Do not be concerned with getting every word down that the lecturer says or with writing your notes grammatically correctly.

12 Joyet 200512 Cornell Notes: Record Learn to write telegraphic sentences or a streamlined version of the main points of the lecture by leaving out unnecessary words and using only key words.

13 Joyet 200513 Cornell Notes: Record To ensure that your notes make sense weeks later, after the lecture is over, fill in blanks or make incomplete sentences complete.

14 Joyet 200514 Cornell Notes: Reduce and Question After you read through your notes, your next step is to reduce important facts and ideas to key words or phrases, or to formulate questions based on the facts and ideas.

15 Joyet 200515 Cornell Notes: Reduce and Question Key words, phrases, and questions are written in the narrow column left of the six-inch column.

16 Joyet 200516 Cornell Notes: Reduce and Question The words and phrases act as memory cues so that when you review them, you will recall the ideas or facts. The questions help to clarify the meanings of the facts and ideas.

17 Joyet 200517 Cornell Notes: Recite Recitation is a very powerful process in the retention of information. Reciting is different from rereading in that you state out loud and in your own words the facts and ideas you are trying to learn.

18 Joyet 200518 Cornell Notes: Recite Recitation is an effective way to learn because hearing your thoughts helps you to sharpen your thinking process; and stating ideas and facts in your own words challenges you to think about the meaning of the information.

19 Joyet 200519 Cornell Notes: Recite When reciting, cover up your notes in the six-inch column, while leaving the cue words and questions uncovered and readily accessible.

20 Joyet 200520 Cornell Notes: Recite Next, read each key word or question, then recite and state aloud, in your own words, the information. If your answer is correct, continue on through the lecture by reciting aloud.

21 Joyet 200521 Cornell Notes: Reflect Reflection is pondering or thinking about the information you have learned. Reflecting is a step beyond learning note content.

22 Joyet 200522 Cornell Notes: Reflect Reflection reinforces deeper learning by the relating of facts and ideas to other learning and knowledge.

23 Joyet 200523 Cornell Notes: Reflect Questions like the following enhance reflecting: How do these facts and ideas fit into what I already know? How can I apply them? How is knowing this important? What is the significance of these facts and ideas?

24 Joyet 200524 Cornell Notes: Review The way to prevent forgetting is to review and recite your notes frequently.

25 Joyet 200525 Cornell Notes: Review A good guideline to follow is to review your notes nightly or several times during the week by reciting, not rereading.

26 Joyet 200526 Cornell Notes: Review Brief review sessions planned throughout the semester, perhaps weekly, will aid more complete comprehension and retention of information than will cramming the day before a test. It will cut on stress too!

27 Joyet 200527 Cornell Notes: Recapitulate The recapitulation or summary of your notes goes at the bottom of the note page in the two-inch block column.

28 Joyet 200528 Cornell Notes: Recapitulate Taking a few minutes after you have reduced, recited, and reflected to summarize the facts and ideas in your notes will help you integrate your information.

29 Joyet 200529 Cornell Notes: Recapitulate The summary should not be a word- for-word rewriting of your notes. It should be in your own words and reflect the main points you want to remember from your notes.

30 Joyet 200530 Cornell Notes: Recapitulate Reading through your summary(ies) in preparation for an exam is a good way to review. There are three ways to go about summarizing:

31 Joyet 200531 Cornell Notes: Recapitulate 1. Summarize each page of notes at the bottom of each page. 2.Summarize the whole lecture on the last page. 3. Do both 1 and 2, in combination.

32 Joyet 200532 Cornell Notes Rubric

33 Joyet 200533 Rubric Score 4 Points = A 3 points = C 2 and lower is an F

34 Joyet 200534 Score 4 Great job. Your notes (at least 3 key points per page) are neat and will help you to write or to study for the test. Likewise, you have pulled out at least two main ideas that are thoughtful and stimulate higher level thinking.

35 Joyet 200535 Score 3 Pretty good job. You might be missing some notes or lack some information. Your main ideas are a little vague.

36 Joyet 200536 Score 2 Fair job. You did some of the work but did not finish, or your work is too messy, and therefore not as useful as it could be.

37 Joyet 200537 Score 1 You did not take notes, or your notes do not reflect the task.

38 Joyet 200538 Cornell Notes Hope you took notes on this.

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