Why Cornell note-taking

1. Why Cornell note-taking

6. The District Leadership Team • The DLT determined a critical need in providing intervention and instruction to students on Summarizing and Note-Taking

7. Summarizing & Note Taking Research-Based Strategies for Increasing Student AchievementFromClassroom Instruction that WorksbyR. Marzano, D. Pickering, J. PollockCreated by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools

9. Summarizing Discussion question: How do you currently teach students in your classroom to summarize information to enhance student learning?

10. Research and Theory aboutSummarizing • Generalizations based on research: • Students must delete, substitute, and keep some information when summarizing. • Deep analysis is needed in order to do #1. • Must be aware of explicit structure of information.

11. Research and Theory aboutSummarizing Generalization #1: Students must delete, substitute, and keep some information when summarizing. • Condensing information • Looking for patterns • Distilling (extracting) and synthesizing information • Modeling by teachers

12. Research and Theory aboutSummarizing Generalization #2: To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. • Seems simple but requires analyzing content • Students need practice to be good at analyzing information Generalization #3: Must be aware of explicit structure of information. • Most writers present information with an explicit structure or pattern. The more students understand these structures, the better they are able to summarize information.

13. Recommendations for Classroom Practice onSummarizing • Teach Students Reciprocal Teaching • 4 step process • Summarizing • Questioning • Clarifying • Predicting

14. Reciprocal Teaching • Summarize what was taught. • What did you understand or not understand about the topic? Why? What questions did you have as you learned the lesson? • Were there any words you did not understand? • What do you think will be taught next? How do you think this concept could be used in the future or real world?

15. Note Taking Discussion statement: It is appropriate for the teacher to provide students with a complete set of notes on a topic.” Do you…

16. Research and Theory aboutNote Taking • Generalizations based on research: • Verbatim note taking is least effective. • Should be a work in progress. • Should be used as study guides for tests. • The more notes taken, the better.

17. Research and Theory aboutNote Taking Generalization #1: Verbatim note taking is least effective. • Not engaged in synthesis • Only recording, not analyzing Generalization #2: Should be a work in progress. • Continually add to notes • Revise notes • Time to review notes

18. Research and Theory aboutNote Taking Generalization #3: Should be used as study guides for tests. • If well done, powerful study guide Generalization #4: The more notes taken, the better. • Strong correlation between amount of notes and achievement on exams

19. Recommendations for Classroom Practice onNote Taking • Use Combination Notes Uses 3 parts: • Informal outlining • Graphic representation • summary

20. Combination Notes Regular notes Symbol, picture or graphic Summary

21. Cornell Notetaking

22. The Effect of Note-Taking on Ninth Grade Students’ Comprehension Jean Faber, John D. Morris, & Mary G. Lieberman Florida Atlantic University Reading Psychology, 21:257-270, 2000

23. 3 Functions of Note-Taking • Encoding • External Storage • Encoding Plus External Storage

24. If encoding occurs, comprehension of the material would increase – thus the process and product would then be a means of facilitating learning.

25. In addition, an active note-taking procedure, in contrast to the passive, verbatim recording of notes, tends to give the notes a semantic nature. During such an active note taking, self-questioning enables the student to organize textual material in a meaningful way.

26. “Self questioning appears to force students to pause frequently, create and deal with questions, decide if comprehension occues, and decide what further action is necessary if comprehension fails.”

27. One key to effective note taking appears to be the need for instruction in a technique that actively involves the student. In several instances, lack of instruction in note taking has been cited as a possible reason for note taking’s small effect on comprehension.

28. Essential skills like note taking should be in the curriculum. Ornstein (1994) states, “Many students do not learn these skills, or learn them too late, simply because they were not explicitly taught them”.

29. The note-taking instruction in this study had three primary goals for the students: • To prepare them for reading by tying their prior knowledge to major topics in the passage and by helping them to determine the organizational patterns being used; • To teach them to record details and main ideas while reading; • To teach them to self-check their understanding of what they have read.

31. Findings • For the low-interest test, the treatment group scored significantly higher; but not for the high-interest test • As expected, high-ability students scored higher than low-ability for high- and low-interest. • High-ability students did not show significantly more or less of an increase than low-ability (low ability treatment group made the same significant improvement on the low-interest as the high)

32. Conclusions in the Study • Students did not value employing Cornell notes on the high interest due to teachers only using method with low interest. • Students need to be overtly instructed on how to use it on a regular basis across all courses. • Because both treatment groups made similar progress, heterogeneous grouping by treatment is viable.

33. Why note-taking? • Cornell Note-Taking stimulates critical thinking skills. • Note-taking helps students remember what is presented in class. • A good set of notes can help students work on assignments and prepare for tests outside of the classroom. • Good notes help students organize and process data and information. • Writing is a good tool for learning!

34. Why Note-Taking • A statewide push in summarizing and notetaking • Proven research • Henk & Stahl, 1985 - Percentile Gain - 44 • Marzano, Gnadt, & Jesse, 1990 – Percentile Gain - 40

35. Why Cornell Note-Taking • It is a method for mastering information, not just recording facts • It is efficient • Each step prepares the way for the next part of the learning process. • It can be used in all subject areas – easy on the student

36. 5 Key Interactions of Cornell • Initial Note-Taking • “Fill in the Gaps” • Questions & Topics • Summarize • Use a Study Tool!

37. Step 1: Initial Note-Taking • Encourage students to take notes in the Details Column in any format: • Outline • Narrative • Bullets • Graphic Organizers

38. Step 1: Initial Note-Taking • Teach students to: • Leave spaces between major topics • Leave spaces when they miss information or are unclear • Highlight main ideas and critical information • Use abbreviations and symbols

39. Step 2: Fill in the Gaps! • Have students check their note-taking skills by comparing notes with you or with a partner. • Students should share what they wrote and why. They should look for gaps and missed information. • Students should feel comfortable in adding to their notes at any point.

40. Step 3: Questions & Cues • After lecture, or through guided conversations, students should begin writing questions in the Main Ideas Column. • As students get better with this, they should attempt to ask higher levels of Blooms • Students should also write key words or cues in the Main Idea’s Column.

41. Step 4: Summarize • After the lecture, students should complete a 3-4 sentence summary in the Summary Box at the bottom. • This can be used as an “Exit Slip” they show you

42. Step 5: Use as a Study Tool • Cover the Details Column – can they answer the questions in the Main Ideas Column or explain the Cues? • Cover the Main Ideas Column – can they provide the proper details? • Cover the Summary Box – based on the column above, can they summarize the main ideas?

43. Teacher Tips • Consider running off pre-formated Cornell note-taking paper. • Give an open-notes quiz on how to take notes and/or other topics. • Guide students very deliberately on what should be written at the beginning in which column. • Display examples of quality notes. • Display example of incomplete notes – ask them to correct them.

44. 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.

45. Monitoring the implementation • You have the rest of first semester to introduce and practice this concept with your students. • Second semester, the Data Team or BLT will begin to collect baseline data on Cornell Note-Taking being used in the building. They will report to the DLT with an action plan for 100% use on a “consistent” basis before 2012.

46. Note-Taking for Literary Text • The TPCASTT Method will be used: • Title • Paraphrase • Connotation • Attitude • Shifts • TitleTheme • Posted on website.