1. Cornell Notes Terrill Thompson Hartenstein

2. WHY CORNELL NOTES? This is the system of note-taking our school has decided to implement. Students benefit from school- wide consistency.

3. CORNELL NOTES EVERYWHERE Cornell Notes can be taken: – in class lectures – from readings – during guest speaker or student presentations – while watching movies – during Socratic seminars

4. HOW DO YOU TAKE CORNELL NOTES? What are the steps of this system? 1. Record lectures in the main (right) column.

5. HOW DO YOU TAKE CORNELL NOTES? 2. Within 8 hours, read over notes to fill in gaps and to make notes more legible.

6. HOW DO YOU TAKE CORNELL NOTES? 3. After refining notes, identify main ideas, write questions in left-hand column based on main ideas. Make connections from new material to prior knowledge.

7. HOW DO YOU TAKE CORNELL NOTES? 4. Write a summary at the bottom of page.

8. HOW DO YOU TAKE CORNELL NOTES? 5. Review notes regularly. Short, fast, frequent reviews will produce better understanding and recall.

9. SETTING UP CORNELL NOTES 1 – Name, Class, Period, Date 2 – Topic of Notes 3 - Notes taken during class 4 – Questions, Main Ideas, Connections made after class 5 – Summary of information in Notes

10. …IN OTHER WORDS

11. EXAMPLE FROM A MATH CLASS

12. EXAMPLE FROM A SPANISH CLASS

13. TEACHING NOTE-TAKING Model note-taking with the students – Give students a Cornell Notes template and rubric – Model note-taking in front of the class while lecturing – Allow students to take turns doing the same while you continue to lecture – Discuss good points and alternate possibilities for each student’s attempt

14. TEACHING NOTE-TAKING IN YOUR CONTENT AREA Begin by offering guided notes so students can see your thoughts on organizing information Over the course of the semester, slowly take provided information out of the guided notes Eventually have students taking notes on their own paper from your visual and/or auditory lecture

15. TEACHING CORNELL NOTES IN A LECTURE FORMAT - TIPS The basics of note-taking: – key words only ignore rules of grammar – abbreviate – use symbols – use signal words

16. KEY WORDS Omit unnecessary words Example: “The colonies were unhappy with the British mistreatments and decided to declare their independence”  “Colonies unhappy w/ British mistreatments – declared independence”

17. ABBREVIATING Leave out the periods in standard abbreviations. Use only the first syllable of a word. Use the entire first syllable & only the first letter of a second syllable. subj - subject cons - conservative chem - chemistry

18. ABBREVIATING Omit vowels from the middle of words, and retain only enough consonants to provide a recognizable skeleton of the word. bkgd - background prblm - problem gvt - government

19. ABBREVIATING Use an apostrophe gov't - government

20. ABBREVIATING Use "g" to represent ing endings decrg - decreasing ckg - checking

21. COMMON ABBREVIATIONS w/with (something) w/owithout w/Iwithin i.e.that is e.g.for example etc.et cetera b/cbecause b/4before re:regarding, about More at http://www.english-zone.com/study/symbols.html http://www.english-zone.com/study/symbols.html

22. USING SYMBOLS Have students come up with their own symbols and share them with the rest of the class

23. SIGNAL WORDS Signal words and phrases used during lectures assist in understanding the: the organization of the lecture the direction of the lecture the relationship among the ideas, facts, and details.

24. SIGNAL WORDS Example Words – to illustrate – for example – for instance Time Words – Before – After – Formerly – Subsequently – Prior – meanwhile

25. SIGNAL WORDS Emphasis Words – more importantly – above all – remember this Repeat Words – in other words – it simply means – that is, briefly – in essence More at http://puma.kvcc.edu/success/handouts/notetaking/notetakingtips.htm

26. GRADING NOTES Assessing Cornell notes: – Provide a rubric – Layer instruction and grading by: Only grading the right column for the first assignment Grading the left column after students are comfortable with the right column Grading the summary section after students are comfortable with the right and left columns

27. VARIATIONS ON GRADING NOTES Practice higher order questioning by having students create test questions in the left column that may be used on test – quick to grade Challenge students to write a summary with a certain number of words and have them compare with another student in class Have students write a summary from the previous days notes as a warm-up activity

28. REWARDING NOTE-TAKING Have students keep a notebook with a section for notes – give a grade for having organized, complete notes Create study guides that require students to look back at their notes Have notebook quizzes that ask questions from specific note-taking sessions

29. BENEFITS OF CORNELL NOTES Transform a ‘passive’ learner into an ‘active’ learner

30. BENEFITS OF CORNELL NOTES Students interact with the notes at least three times

31. BENEFITS OF CORNELL NOTES Create a ready made study guide after each note taking session

32. BENEFITS OF CORNELL NOTES Provide an efficient review prior to exams –No need to reread the text

33. BENEFITS OF CORNELL NOTES Writing summaries - 2nd most effective way to improve academic achievement (Marzano)

34. HELPFUL SITES http://www.clt.cornell.edu/campus/learn/LSC%20Resources/cor nellsystem.pdf http://www.clt.cornell.edu/campus/learn/LSC%20Resources/cor nellsystem.pdf http://www.englishcompanion.com/pdfDocs/cornellintro.pdf http://ccc.byu.edu/learning/note-tak.php http://www.indiana.edu/~reading/ieo/digests/d37.html http://www.esmschools.org/Data/FileManager/ESM%20High%2 0School/English%20Department/Hogan/Cornell%20Note- taking.pdf http://www.esmschools.org/Data/FileManager/ESM%20High%2 0School/English%20Department/Hogan/Cornell%20Note- taking.pdf http://www.english-zone.com/study/symbols.html http://puma.kvcc.edu/success/handouts/notetaking/notetakingti ps.htm http://puma.kvcc.edu/success/handouts/notetaking/notetakingti ps.htm