Cornell

1. Cornell Notes

2. Thought for today… “The way to foster excellence in students is to foster excellence in teachers. For some low-achieving students, teachers are the one plausible role model for a life of literacy and reflection, a life in which intellect matters.” R.M. Cohen, “Schools our Teachers Deserve,” Phi Delta Kappan, March 2002.

3. A Crisis Exists in Secondary Reading : • Less than 5% of high school students have the necessary literacy skills to examine, question, challenge, extend, and elaborate on what they’ve read. • Approximately 60% of secondary students in your classrooms have basic reading skills (enough to “get by.”)

4. However, many people are satisfied with the status quo because they feel that students enter high school and middle school with reading and writing skills that enable them to at least “get by.”

5. Teachers’ Reading Nightmares • Many students aren’t reading at grade level, and if they are, they won’t read the class assignments anyway. Consequently, teachers avoid getting students involved in reading. They teach around reading in order to make sure students understand what they are teaching them.

6. Teachers’ Reading Nightmares • Students who do read but fail to comprehend the most important information

7. Teachers’ Reading Nightmares • Students who experience daily difficulties learning from text materials

8. Teachers’ Reading Nightmares • Students who regularly refuse to do required reading out of class

9. Students who are bored or uninterested • in much of what they read

10. Overheard in Secondary Schools “I don’t teach reading. I teach ________________.” “If only they had taught them to read in the elementary schools…” “I don’t have the training to teach reading.”

11. Overheard in a secondary school… “Because I can’t rely on students to read, I feel like I’m constantly summarizing the history textbook so kids don’t miss the main points. I wish I didn’t have to assume that role so much.” Reported in Schoenbach, et al (1999)

12. No national outcry… There is no national outcry that secondary schools include teaching reading strategies as part of the everyday curriculum This is a tragedy.

13. We are at a crossroads in Secondary Education • We can continue the traditional approach to literacy instruction in high schools and middle schools. • Or we can institute direct, comprehensive approaches to • literacy instruction.

14. Which road will we take at Barry Goldwater High School?

15. THE ROAD TO SUCCESS!

16. Cornell Notes

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

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

19. 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.

20. Why take notes? How do I know what I learn until I see what I write?

21. 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. • Is the most preferred note-taking • system in the U.S.A.

22. History of Cornell Notes • Originally intended to be one- • sided so a student could lay • an entire semester’s notes • out on a table and see the • semester in one snapshot. • Imagine the possibilities for all • BGHS students & TEACHERS!

23. What does research say about notetaking?

24. Research shows that… • Note-taking improves both listening and comprehension.

25. Students who recite their notes remember 1 1/2 times more after 6 weeks than those who do not recite.

26. Students who take NO NOTES forget approximately 80% of the material by the end of 2 weeks.

27. Research shows that... • a consistent format for notes is • BEST. • teacher modeling of correct • note-taking format is ESSENTIAL. • teacher-prepared notes are a • good way to BEGIN…

28. Research shows that... • Taking more notes is better than fewer notes, though verbatim note-taking is INEFFECTIVE because it does not allow time to process the information.

29. Research also says... • Note-taking skills promote greater • comprehension by asking students • to… • Analyze a subject to expose What’s ESSENTIAL and • then put it in their OWN WORDS.

30. One more bit of research... • When students use their OWN • WORDS in note-taking, they use • the skills of… • Substituting • Deleting & Keeping • This gives them an awareness of • the basic structure of the • information they have heard or read.

32. 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.

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

34. 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, shorthand, etc.

35. Assignment & Instructions • Compare notes 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.

36. Assignment & Instructions With your partner(s), create questions in the left hand column. These questions should elicit critical thinking skills. Levels 2 through 6 in Bloom’s Taxonomy. (Comprehension,Application, Analysis,Synthesis, Evaluation)

37. 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.

38. 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. Use your own words.

39. 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.

40. THE NUTS AND BOLTS of CORNELL NOTES…

41. Putting it all together for you… • To help me take organized notes • To help me identify key words and concepts • To help me skim my notes to locate important information

42. DIVIDE the paper into three sections. • Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic marker to draw the line so that it is clear. • Draw a dark vertical line about 2 inches from the left side of the paper from the top to the horizontal line.

43. DOCUMENT • Write course name, date, and topic at the top of each page. • Write a general title for the lecture or the chapter. Topic

44. RECORD notes. • The large box to the right is for writing notes. • Skip a line between ideas and topics. • Mark ideas that go together with with an asterisk * • Don't use complete sentences. Use abbreviations, whenever possible. Develop a shorthand of your own, such as using "&" for the word "and". Topic NOTES ABOUT KEY POINTS

45. Topic • REDUCE and Question. • Reduce important facts and ideas to key words and phrases. • Formulate questions based on the ideas. • Make sure your notes are clear and that the information makes sense. • Write these on the left side. KEY POINTS NOTES ABOUT KEY POINTS

46. Topic • RECITE • Cover up the notes in the right column. • Leave cue column uncovered. • Read each key word or question OUT LOUD. • State the answer OUT LOUD. • Check for correctness before continuing. KEY POINTS NOTES ABOUT KEY POINTS

47. Topic • RECITE • Cover up the notes in the right column. • Leave cue column uncovered. • Read each key word or question OUT LOUD. • State the answer OUT LOUD. • Check for correctness before continuing. KEY POINTS NOTES ABOUT KEY POINTS

48. Topic • REFLECT • THINK ABOUT IT. • How does this fit into what I already know? • How can I apply it? • How is knowing this important? • What is the significance of these facts and ideas? KEY POINTS NOTES ABOUT KEY POINTS

49. Topic • REVIEW • Review and recite frequently. • Nightly is best… • RECITE; don’t reread. • Study with a buddy. • Study with a buddy before a big test. KEY POINTS NOTES ABOUT KEY POINTS

50. RECAPITULATE • This is a SUMMARY. • Write it on the bottom. • Summarize each main idea. • Use complete sentences. • Study with a buddy before a big test.