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Note Taking at Franklinton High School: Crazy for Cornell

Note Taking at Franklinton High School: Crazy for Cornell. A Research-Based Strategy for Increasing Student Achievement Presented by Kerry Olivieri, LuAnn Siwula, Ginger Prady, Marian Green, Rhonda Poythress, John Grimsley, Maria Styers, Gloria Kearney, Lisa Lawrence, and Tommy Kemp.

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Note Taking at Franklinton High School: Crazy for Cornell

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  1. Note Taking at Franklinton High School:Crazy for Cornell A Research-Based Strategy for IncreasingStudent AchievementPresented by Kerry Olivieri, LuAnn Siwula, Ginger Prady, Marian Green, Rhonda Poythress, John Grimsley, Maria Styers, Gloria Kearney, Lisa Lawrence, and Tommy Kemp

  2. Why Focus on Note Taking? • Note taking enhances students’ ability to identify the relevant information presented in a learning experience. • Note taking provides a structure for organizing relevant information in such a way that it captures the main ideas and supporting detailing. from Classroom Instruction that Works

  3. What Does the Research Indicate about Note Taking? • Verbatim note taking is, perhaps, the least effective way to take notes. • Notes should be considered a work in progress. • Notes should be used as study guides for tests. • The more notes that are taken, the better. from Classroom Instruction that Works

  4. What is the format for Cornell Notes?

  5. Implementation at FHS • The entire staff was trained during the workdays at the beginning of school. • Posters referencing Cornell format & the 5 R’s were posted in classrooms and hallways. • Blank Cornell templates were provided for students over the first few weeks.

  6. Successes with Cornell Notes • Organized Structure The structure provides students with a natural way to pull out the main ideas from their notes and to use their notes as a study guide for quizzes/tests. “It is much better organized, and it helps you a lot for studying!”-Sarah Wietrzychowski

  7. Successes with Cornell Notes • Improved Class Discussions/Student Participation With increased levels of comprehension, students are able to actively participate in class discussions about the material they are taking notes on. “It’s a good way to break down each section that you’re studying. You summarize at the end so you know what you’ve learned and what you know.”-Cameron Bullock

  8. Successes with Cornell Notes • College PreparationProvides students with a vehicle for documenting, processing, and comprehending large amounts of information presented in college lectures. “It’s a great way to keep your notes organized and keep track of all of them, making it an easy way to study!”-Felicia Negrete

  9. Successes with Cornell Notes • School-wide CollaborationAll teachers at FHS are committed to using Cornell Notes in their classrooms. Students know what is expected and are consistently held accountable. Cornell Notes Grade: (each worth 20 points) Heading _____ Notes Section _____ Questioning Levels _____ Summary _____ Layout _____ Total Grade _____

  10. Challenges with Cornell Notes • Time Element The instructional time required to teach students the format and coach them in using the format can be intensive.

  11. Challenges with Cornell Notes • Subject-specific Challenges The structure of Cornell Notes does not lend itself well to certain subjects, such as Math and Foreign Language.

  12. Challenges with Cornell Notes • Relevant detailsStudents have a difficult time discerning relevant details that need to be recorded in their notes. Often times, they write too much.

  13. Challenges with Cornell Notes • Summaries Students have a difficult time summarizing the main ideas of their notes.

  14. Charting Student Success withCornell Notes Whole-Faculty Study Group (WFSG) #10: • Data collected in Freshmen Academy classes during first semester indicated that students experienced academic growth when using the structured Cornell note-taking format. • This WFSG will continue focusing on utilizing Cornell Notes to improve student achievement during second semester.

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