The CORNELL WAY

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The CORNELL WAY
The CORNELL WAY
Why does structured note-taking
matter?
Percent
Retention
of
Material
Elapsed Days
3
Note-taking – (Create Format)
C
O
R
N
E
L
L
W
A
Y

Create your Cornell note paper (if you don’t
have pre-printed paper)

Fill in heading and topic

Write in the Essential Question
of the lesson (if not provided
by teacher, student should
generate their own)
4
Note-taking - (Organize notes)
C

O
R
N
E
L
L



W
A
Y
Students should take notes on the right side
of their paper
Note-taking conventions should be used
such as leaving spaces, abbreviating and
bulleting
Use the style and organization of the notes
preferred by the student or their teacher
At this time, students SHOULD NOT be
writing questions or a summary
5
Note-making – (Review and Revise)
C
O

Within 24 hours students should review
their notes, preferably with a partner,
looking for gaps

Graphic organizers and extra information
can also be added in

The Cornell Note Revision list
can help during revision (HO)
R
N
E
L
L
W
A
Y
6
Note-making –(Note key ideas)
C
O
R
N
E
L
L
W
A
Y



Within 24 hours notes should be analyzed
looking for “chunks” of material with the
same main idea
Once chunks have been identified,
corresponding questions should be written
in the left column
“Cornell Note Questions” handout (HO) can
help students write higher level questions
7
Note-making -(Exchange ideas)
C
O
R
N


E
L
L
W
A
Y

Collaborate with peers to compare,
enhance and refine your notes
Students can check each others’ notes
using the “Collaboration Protocol”
worksheet (HO)
Teachers can facilitate this process through
the use of a Partner Appointment
Clock (HO)
8
Note interacting - (Link learning)
C
O
R
N
E


sentence – a response to the
essential question
 Subsequent sentences – responses to the
question they wrote for each “chunk” of material
 Introductory
L
L
W
A
Y
Using the notes, questions, Essential
question, students link all of this material
together to write a summary
Summary

A detailed explanation of this process is given
in the Cornell Note Summary Template (HO)
9
Note interacting – (Learning tool)
C
O
R
N
E
L

L

W
A
Y

Students should use their completed notes to
study for upcoming tests and quizzes
One study method is the “fold-over”
Notes should also be used to write questions
for AVID tutorials, as well as
during tutorials
10
Note reflecting - (Written Feedback)
C
O
R
N
E
L
L
W
A
Y

Written feedback should be given weekly
from the AVID teacher, tutors and/or peers

Grading needs to focus on quality as much
as quantity

Some ways to provide feedback are the
“C Note Rubric” (HO) or C Note
Checklist” (HO)
11
Note reflecting– (Address feedback)
C
O
R
N
E
L
L

Use the “Cornell Note Focus Goal Activity”
(HO) to create goals for growth in students’
note-taking
W
A
Y
12
Note reflecting – (Your reflection)
C
O
R
N
E
L
L



Students should gather all their notes from
a topic
Student should then review their notes,
questions and summaries from the topic
Completing a “Cornell Note Reflective Log”
brings closure to the process
W
A
Y
13
How to teach this to your students


Scaffold!
Give students time in class to do this
14
Contact information
Name
Address
Address
Phone (000) 000-0000
[email protected]
www.avid.org
15

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