1. Learning with Cornell Notes: An Effective Note Taking Strategy Presented by Mrs. Schawann McGee, M.Ed.

2. Objectives The participants will listen to information pertinent to them on the subject of Cornell Notes using written and visual cues. The participants will practice note-taking skills.

3. Before we begin… Answer the following questions. 1.What is note-taking? 2.Do you believe note-taking is important? Why or why not? 3.Is there more than one way to take notes? 4.How do you take notes?

4. Why do we take notes? According to the University of California at Berkeley’s Student Learning Center: Develops critical thinking and listening skills Assists with comprehension and retention Teaches concision Provides clarification of complex concepts Enhances the review/mastery of information process

5. History of Cornell Notes 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 (Bullock & Maben, n.d.).

8. First & Last Name Class Title Hour Date Topic Questions, Subtitles, Headings, Etc. Class Notes 2 1/2” 3 to 4 sentence summary across the bottom of the last page of the day’s notes

9. Principles of C.N. Record (right) – Telegraphic sentences – (omitting inessential words; to be concise) – Short-hand – Images (Doodles/Maps) Question(s) (left) – Create questions that your notes answer Recite – Fold over right column and answer questions from memory Reflect – Question yourself “What’s the significance of this information? How does this relate to something I already know?” Review – Reread and recite your notes at least ten(10) minutes every week. (Cornell University, 2011).

10. Cornell Notes Lecture Close Reading Record headings, subheadings, etc beforehand Create a key vocabulary section on the left Write a summary to paraphrase the notes Read over the notes weekly

11. Questions / Main Ideas / VocabularyNotes/ Answers/ Definitions / Examples / Sentences Understanding Text Structures Key Terms DescriptiveTells you about something Example: “The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill.” SequenceStep by step, Chronological order (1…2…3…) Example: "Archaeologists have helped us to understand that the evolution of the crocodile began with..." Compare/ContrastLooking at similarities and differences between two or more things Example: "The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kill from other predators." Cause/EffectReasons why something happens Example: "We observed the crocodile as it stalked a raccoon moving through the moonlight toward the edge of the water. As a result of a noise we made, the raccoon bolted..." Problem/SolutionAttempting to solve an issue; questions and answers format Example: "One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?" Summary There are five main types of text structure, and they are description, sequence, compare/contrast, cause/effect, and problem/solution. There are specific reasons for electing to use on structure over another. However, a writer can use more than one in a text.

12. Visual Example

13. Other Ways to Take Notes: 1.The Two-Column Note taking System 2.The Three-Column Note taking System 3.The Formal Outline Note taking System 4.The Taking Notes in Your Textbook System (aka: Sticky-note madness)

15. Questions?

16. References Bullock, P., & Maben, A. (n.d.). Cornell Notes Presentation. AVID. Cornell University. (2011, April). Retrieved August 8, 2011, from Cornell Learning Strategies Center: lsc.sas.cornell.edu/Sidebars/Study_Skills_Resou rces/cornellsystem.pdf University of California at Berkeley. (n.d.). Effective Note-taking. Retrieved August 8, 2011, from Student Learning Center: http://slc.berkeley.edu/studystrategies/calren/ notetaking1.html