Presentation on theme: "Cornell note taking stimulates critical thinking skills. Note taking helps students remember what is said in class. A good set of notes can help students."— Presentation transcript:
Cornell note taking stimulates critical thinking skills. Note taking helps students remember what is said in class. A good set of notes can help students work on assignments and prepare for tests outside of the classroom.
Good notes allow students to help each other problem solve. Good notes help students organize and process data and information.
Developed in 1949 at Cornell University by Walter Pauk. Adopted by most major law schools as the preferred note taking method. Designed in response to frustration over student test scores. Meant to be easily used as a test study guide.
First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes A 3 to 4 sentence summary across the bottom, in the Summary section. 2 1/2”
In the large, right hand column, students take notes like they normally would. They may use any style of note-taking: outline format, narrative format, symbols, short hand, etc.
Students then compare notes with a partner after class. They talk about what they wrote and why. Each looks for gaps & missed info. Both partners should feel free to add to their notes.
With their partner(s), students create questions in the left hand column. These questions should elicit critical thinking skills. (Costa’s level two and three questions).
Questions should reflect: Info student doesn’t understand or wants to discuss with teacher/tutor. Info students think would be good on an essay test. Gaps in the notes.
In the space provided at the bottom of the page, students complete a 3 or 4 sentence summary of what was learned in the notes. (Don’t just repeat words and phrases from above; this is your opportunity to explain your understanding of the notes.)
Notes go here, in the large right hand column. Questions, subtitles, etc. go here, in the left hand column. Higher level critical thinking Questions are encouraged. A 3 to 4 sentence summary down there on the bottom. The heading goes here: Name, Class, Period, Date, Topic
COSTA’S LEVELS OF QUESTIONING LEVEL ONE: Define Describe Identify List Name Observe Recite Scan LEVEL THREE: Apply Evaluate Hypothesize Imagine Judge Predict Speculate LEVEL TWO: Analyze Compare Contrast Group Infer Sequence Synthesize
COSTA’S LEVELS OF QUESTIONING Level 1: *The answer can be found in the text (either directly or indirectly) *Very concrete and pertains only to the text. *Asks for facts about what has been heard or read *Information is recalled in the exact manner/form it was heard Level 2: *The answer can be inferred from the text. *Although more abstract than a Level One question, deals only with the text *Information can be broken down into parts *Involves examining in detail, analyzing motives or causes, making inferences, finding information to support generalizations or decision making *Questions combine information in a new way Level 3: *The answer goes beyond the text. *Is abstract and does not pertain to the text *Ask that judgments be made from information *Gives opinions about issues, judges the validity of ideas or other products and justifies opinions and ideas