Cornell

1. Cornell Notes

2. Why take notes? • 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.

3. Why take notes? • Good notes allow students to help • each other problem solve. • Good notes help students organize • and process data and information.

4. 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.

5. First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes 2 1/2” A 3 to 4 sentence summary across the bottom, in the Summary section.

6. Note-taking Procedures 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.

7. Note-taking Procedures • 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.

8. Note-taking Procedures 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).

9. Note-taking Procedures 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.

10. Note-taking Procedures 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.)

11. What goes where? The heading goes here: Name, Class, Period, Date, Topic Questions, subtitles, etc. go here, in the left hand column. Higher level critical thinking Questions are encouraged. Notes go here, in the large right hand column. A 3 to 4 sentence summary down there on the bottom.

12. Anthropods

16. COSTA’S LEVELS OF QUESTIONING LEVEL THREE: Apply Evaluate Hypothesize Imagine Judge Predict Speculate LEVEL TWO: Analyze Compare Contrast Group Infer Sequence Synthesize LEVEL ONE: Define Describe Identify List Name Observe Recite Scan

17. 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