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Cornell Notes, Vocabulary, Check for Three

Cornell Notes, Vocabulary, Check for Three

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Cornell Notes, Vocabulary, Check for Three

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  1. Cornell Notes, Vocabulary, Check for Three Ms. Wile

  2. Vocabulary 6th : Check for Understanding • Dismay • Mischievous • Vow • Peculiar • Suffix • Prefix

  3. Vocabulary 9th : Check for Understanding Simultaneously Perturbed Volatile Embossed Plausible Prefix/Suffix

  4. Dismay: 6th Grade • Verb • To cause distress or frustration • Noun • A feeling of distress or frustration Students who don’t turn in homework tend to dismay their teachers.

  5. Mischievous: 6th Grade Two mischievous kittens had decorated the bed with shredded newspaper. • Adjective • (Of a person’s animal’s behavior) Showing an enjoyment for causing trouble in a playful way. Word Parts: • -Ous Means “full of”. Examples: Fabul “ous”, Odor“ous” 2. Mis- Means “Wrongly” Examples: “Mis”apply, “Mis”take

  6. Peculiar: 6th Grade I find it peculiar that Bob only speaks to rabbits. • Adjective • Strange, odd, or unusual

  7. Vow: 6th Grade • Verb • To seriously promise • Noun • A serious promise I vow never to listen to another Justin Bieber song for the rest of my life.

  8. Prefixes to Know: 6th Grade • Come at the _________ of words: • Re- Again • Un- Not • Examples:

  9. 9th Grade - Simultaneously • Adverb • At the same time. • Word Parts: • -ous: Full of • -ly: Like in appearance or manner • Every • Weekly, Daily, He worked on 2 projects simultaneously until he was completely worn out.

  10. 9th Grade- Perturbed • Verb • To cause to be worried or upset • Adjective • Worried or upset. She was rather perturbed by Miley Cyrus’ crazy dance at the VMAs, because her young daughter was watching.

  11. 9th Grade - Volatile • Adjective • Likely to change rapidly and unpredictably • https://www.youtube.com/watch?v=2us7jR6C2b8 Lindsay Lohan’s moods and times in jail are as volatile as a hurricane in the fall.

  12. 9th- Embossed • Adjective • Something that has been designed with a pattern • Verb • Carve, mold, or stamp out a design I thought her embossed wedding invatations were way to showy.

  13. 9th-Plausible • Adjective • Believable • Word Parts: • -Ible- Able to be Do you think it is plausible that the moon landing was conspiracy?

  14. 9th Grade: Prefixes to Know • Come at the _________ of words: • Re- Again • Un- Not • Examples:

  15. Cornell Notes

  16. The Hidden Curriculum Quickwrite Questions: • How did you learn the skill of note taking? • How did this skill contribute to your success?

  17. 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.

  18. Why take notes? • Good notes allow students to help each other problem solve. • Good Notes help students organize and process data and information. • Helps student recall by getting them to process their notes 3 times. • Writing is a great tool for learning!

  19. 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.

  20. First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes 3 to 4 sentence summary across the bottom of the last page of the day’s notes

  21. Subject: Why take Cornell notes? Date: 11/20/01 P R O C E S S M a i n I d e a s ( i n p u t ) P R O C E S S M a i n I d e a s ( i n p u t ) ( o u t p u t ) ( o u t p u t ) Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. How can Can be as detailed as necessary. Cornell notes Sequential -- take notes as they are given by instructor or help me text in an orderly fashion. organize my After class, write a summary of what you learned to ideas? clarify and reinforce learning and to assist retention. Can be used as study tool: Which side for 1. Define terms or explain concepts listed on left side. diagrams? 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of the chapter or Why use lecture. concept maps? Organized by main ideas and sub-topics Limited in how much detail you can represent. Simultaneous - you can use this method for instructors who jump around from topic to topic. After class, you can add questions to the left side What are the Can be used as a study tool -- to get a quick overview benefits to me? and to determine whether you need more information or need to concentrate your study on specific topics.

  22. Summary is added at the end of ALL note pages on the subject (not page) • Summary added AFTER questions • are finished • Summary should answer the problem stated in the subject.

  23. Example (Diagram copied during lecture) (Questions about it ) • How do the ticks find the cattle? • Why don’t the ticks usually kill their host? • How could tick infestations in cattle impact humans?

  24. Practice Time • Let’s get out a sheet of Cornell note paper and get ready to practice the skill.

  25. Assignment & Instructions • In the large, right hand column, take notes like you normally would. • You may use any style of note-taking you wish: • outline format, • narrative format, • symbols, • short hand, etc.

  26. Check for Three: Brainstorm • As you write, what are three things you should check for to make sure that your writing is acceptable in school? • 1. • 2. • 3.

  27. 1. Capitalization • When do we capitalize in writing? http://www.flocabulary.com/capitalization/

  28. 2. Punctuation • When do we punctuate in writing?

  29. 3. Complete Sentences • What must a sentence have to be complete? (Hint: 2 things)

  30. Assignment & Instructions • Comparenotes with a partner. • Talk about what you wrote and why. Look for gaps & missed info. • Both partners should feel free to add to their notes.

  31. Assignment & Instructions • With your partner(s), create questions in the left hand column. • These questions should elicit critical thinking skills. • Levels 3through6 in Bloom’s Taxonomy.

  32. Brief Review of Bloom's Taxonomy 1.KNOWLEDGE: recalling information 2.COMPREHENSION: understanding meaning 3.APPLICATION: using learning in new situations 4.ANALYSIS: ability to see parts & relationships 5.SYNTHESIS: Use parts to create a new whole 6.EVALUATION: judgment based on criteria

  33. Assignment & Instructions Your questions should reflect: • Info you don’t understand or want to discuss with your teacher/tutor. • Info you think would go good on an essay test. • Gaps in your notes.

  34. Assignment & Instructions • On your own, in the space provided at the bottom of the page, complete a 3 or 4 sentence summary of what you wrote in your notes. • (the summary…)

  35. What goes where? Don’t forget the heading: Name, Class, Period, Date, Topic Questions, subtitles, etc. go here, in the left hand column. Remember, we want higher level critical thinking questions. Notes go here, in the large right hand column. A 3 to 4 sentence summary down there on the bottom of the last page of notes

  36. Physics Notes in College Paul sends his examples

  37. Paul sends his examples Summary w/ diagrams

  38. Grading Rubric

  39. SQ4R-Writing to Learn • (Overview: quickly scan) • (Establish a purpose) • (to answer questions) • (answers to questions with the book closed) • (Take notes!) • (at short intervals)

  40. Note Taking Tips Speaker says: “Hippocrates, a Greek who is considered to be the Father of modern medicine, was Born on the island of Cos in 460 B.C.” Notes say: “Hippocrates (Gr.) Father of med. B. Cos 460BC”

  41. Tips on Taking Text Notes Be an Active Reader • Think about the reading • Consider how the parts relate to the whole; how the text relates to previous ideas • Create questions about new words/ terms, why emphasized points are important • Examine what you have learned from visuals

  42. Tips on Taking Text Notes Be Aware of Textbook Organization • Look for the pattern in elements like chapter /subsection headings, summary points, graphics • Know where to find the index and glossary

  43. Tips on Taking Text Notes Use the text style to identify important points • Become familiar with the font, symbols, borders, graphics, colors, and layout that highlight main ideas or terms • Be alert to the writer's goal: highlight ideas/ references /opinions that seem significant to their point of view

  44. Tips on Taking Text Notes Take notes while reading • Include headings, key terms, & graphics • Take down only the important ideas: brief, but clear • Summarize in your own words • Use symbols to highlight for review • Use textbook review questions to develop study questions

  45. Tips on Taking Text Notes Review textbook notes • Identify main ideas • Fill in details for better understanding • Identify unclear information and/or questions - collaborate for answers • Delete unnecessary information • Review note organization; add symbols or rewrite • Write a summary

  46. Tips on Taking Discussion Notes • Use discussion topics/questions organize your notes • Use symbols for important ideas • Include your own responses in notes • Develop questions to review later • Add references to other material as they come to mind

  47. Tips for Studying with Notes Make use of the format • Cover the right side of your notes; review and answer study questions from the left using the right side as an answer key • Quiz yourself out loud • Cover the right side with blank paper; write out answers to the left column study questions

  48. Tips for Studying with Notes Write! • Write summaries of the most important material in the summary/reflection section • Write a quiz for others using notes; exchange and correct • Write anticipated test questions beyond those already in the left-hand column and write answers

  49. Tips for Studying with Notes Review • Look over notes frequently to keep information and questions still unanswered fresh in mind • Recite information from notes

  50. Tips for Studying with Notes Study in a Group • Exchange notes with others to flesh out information and understanding • Use notes in study groups to provide a common ground of material for reference and review • Rewrite notes if necessary