1. The CORNELL WAY

3. Why does structured note-taking matter?
Percent
Retention of
Material
This slide illustrates
Elapsed Days

4. The Four Steps of Cornell Note-Taking
Note Making
Note Interacting
Note Reflecting

5. Note-taking – (Create Format)
O R N E L W A Y
Create your Cornell note paper (if you don’t have pre-printed paper)
Fill in heading and topic
Write in the Essential Question
of the lesson (if not provided
by teacher, student should
generate their own)

6. Note-taking - (Organize notes)C R N E L W A Y
Students should take notes on the right side of their paper
Note-taking conventions should be used such as leaving spaces, abbreviating and bulleting
Use the style and organization of the notes preferred by the student or their teacher
At this time, students SHOULD NOT be writing questions or a summary O

7. Note-making – (Review and Revise)
C O N E L W A Y
Within 24 hours students should review their notes, preferably with a partner, looking for gaps
Graphic organizers and extra information can also be added in
The Cornell Note Revision list
can help during revision (HO) R

8. Note-making –(Note key ideas)
C O R E L W A Y
Within 24 hours notes should be analyzed looking for “chunks” of material with the same main idea
Once chunks have been identified, corresponding questions should be written in the left column
“Cornell Note Questions” handout (HO) can help students write higher level questions N

9. Note-making -(Exchange ideas)
C O R N L W A Y
Collaborate with peers to compare, enhance and refine your notes
Students can check each others’ notes using the “Collaboration Protocol” worksheet (HO)
Teachers can facilitate this process through the use of a Partner Appointment
Clock (HO) E

10. Note interacting - (Link learning)
C O R N E L W A Y
Using the notes, questions, Essential question, students link all of this material together to write a summary
Summary
Introductory sentence – a response to the essential question
Subsequent sentences – responses to the question they wrote for each “chunk” of material
A detailed explanation of this process is given in the Cornell Note Summary Template (HO) L

11. Note interacting – (Learning tool)
C O R N E L W A Y
Students should use their completed notes to study for upcoming tests and quizzes
One study method is the “fold-over”
Notes should also be used to write questions for AVID tutorials, as well as
during tutorials L

12. Note reflecting - (Written Feedback)
C O R N E L A Y
Written feedback should be given weekly from the AVID teacher, tutors and/or peers
Grading needs to focus on quality as much as quantity
Some ways to provide feedback are the
“C Note Rubric” (HO) or C Note
Checklist” (HO) W

13. Note reflecting– (Address feedback)
C O R N E L W Y
Use the “Cornell Note Focus Goal Activity” (HO) to create goals for growth in students’ note-taking A

14. Note reflecting – (Your reflection)
C O R N E L W A
Students should gather all their notes from a topic
Student should then review their notes, questions and summaries from the topic
Completing a “Cornell Note Reflective Log” brings closure to the process Y

15. How to Scaffold Cornell Notes
Work solely on Step 1 (Note Taking) until students are proficient
Using appropriate headings
Setting up the paper for Cornell Notes
Taking notes on the right side
Using note-taking conventions
* This step could easily encompass your entire first six weeks

16. How to Scaffold Cornell Notes
Once students are proficient at Note Taking, move on to Note Making
Give time in class and during tutorials for students to compare notes and fill in gaps
The Cornell Note Revision list can help during revision (HO)
Practice chunking notes into sections
*Note that we haven’t even started with questions or the summary yet!

17. How to Scaffold Cornell Notes
Now that the right side of our notes is being done at a high level, we’re ready to move on to the Note Making step of writing questions
This step should reinforce other lessons that have been taught on levels of inquiry
Allow Level 1 questions at first to build success, then begin refining to higher level questions
Encourage students to guess questions that they expect to see on the test over this material
Also encourage (or mandate) students to use questions from their left column as their tutorial questions
*If you get all of this accomplished in the first semester, you’ve done a great job!

18. How to Scaffold Cornell Notes
Once the left and right sides are being done at a high level, we can begin working on the summary (Note Interacting)
Using the notes, questions, Essential question, students link all of this material together to write a summary
Introductory sentence – a response to the essential question
Subsequent sentences – responses to the question they wrote for each “chunk” of material

19. How to Scaffold Cornell Notes
Now students can be taught how to study the notes using the fold-over method
If all of these steps are completed, then you can move on to Note Reflecting (don’t worry if you don’t get here in Year 1!)

20. How to teach this to your students
Scaffold!
Give students time in class to do all of this
Cornell Notes should be one of your top priorities in your AVID class, and therefore how you allocate your class time
Tier One Priorities: Tutorials, Binders and Organization, Cornell Notes

21. Contact information
Name
Address
Phone (000)