Monday, July 4, 2016

CORNELL NOTES Cornell note-taking method

Cornell note-taking method step-by-step rubric modeled: 

CORNELL NOTES: The Cornell note-taking method is an efficient way to record and outline relevant lecture information, bridging and condensing text, and or organizing thoughts. “The Cornell note-taking system or Cornell method is a note-taking system devised in the 1950s by Walter Pauk, an education professor at Cornell University.” Students divide their paper into a two or three column notes: the right side column is for "note-taking" and the left side "cue-side" is for terms, questions, and or keywords.


    Taking structured notes for class lectures, a Socratic seminar “text analysis”, a close reading activity, and or a cooperative reading lesson are best recorded in a two column Cornell notes system; notes or annotations can be relevant statements, opinions, arguments, facts, ideas, clarifying questions, inferred ideas, details that support the main ideas/themes, and or denotations of unknown terms. ALWAYS be flexible and think outside of the box, students need to find fun novel ways to engage with lectures or text, students that find engaging fun ways to take notes are actively engaged at a deeper level. Student will want to review and share what fascinated them during lectures, Socratic seminar discussions or close readings. Students will really use their notes for reviewing, self testing, and processing new information when they have a personal model that works for theme. Students can use illustrations, text code symbols, bulleted keywords, contextual denotations, symbols, mini outlines, and or connections. Lotus notes can be incorporated with the Cornell notes to assist with self quizzing, reviewing and reflecting on learning, and or generating clarifying or open ended questions. Students need to learn how ideas and answers must be supported with text evidence and reviewed before during and after the lectures or readings to enhance understanding. Questions should always be at the front of the students mind while reading and taking notes. Using Cornell notes allows students and teachers to differentiate, scaffold and adapt to everyone’s strengths.

1. Record and Annotate: Write your ideas, answers, text evidence, and or lecture notes in the notes “right” column.

2. Condense and QUESTION!: After reading, lectures or class, write on the left column keywords, relevant phrases, questions that might clarify new information or that will guide the processing of new information. Using short notes or symbols about the material from the recorded.

3. Recite and Visualize: RIGHT SIDE COVER! Students cover the right-side column or notes side with a piece of paper and read the terms, keywords, and or questions from the left-side column. They recite and visualize the idea that come to mind based on the terms keywords or question. Cooperative partners can discuss idea, compare notes, share important details and or text evidence and quiz each other. The Recite and Visualize step requires students to clearly articulate what they are learning or visualizing using keywords. During Socratic discussion students always communicate using complete sentences with their peers or teachers. LEFT SIDE COVER! Students cover the terms, keywords and questions, they recite the terms, keywords and questions, and the connection they’ve made and or modifications to prior knowledge.

4. Reflect and Recap: Students need to reflect on what they’ve learned, and share their thinking with their cooperative partners. Students or teachers can ask interrogational questions to check for depth of knowledge.

The teacher can assign an exit ticket: Have students write a reflective sentence about the lecture or reading assignment.

5. Review and Self Quiz!: It is very important for memory and retention that students self-test using their notes. Modeling the uses, tactics, strategies and importance of using Cornell notes for reviewing, studying and self test is ongoing. Students need time and extended opportunities use their notes and discuss ideas with their partners. Using Cornell notes for DISTRIBUTED PRACTICE or revisiting ideas powers up memory and retention of what students have learned.

6. SUMMARY: Students summarize the BIG picture, main idea; the authors view point, a persuasive argument, or facts and opinions. Students need to use keywords, proper conventions, a theses statement or topic sentence opener, supporting sentences that use detail from their own notes, a concluding or transition sentence and put their voice and ideas into their writing. This is the step that needs the most modeling to help students take their learning to deepest levels of understanding.

[PDF]Cornell Notes - Bakersfield College
Bakersfield CollegePage 1. Cornell Notes Topic/Objective: Name: Class/Period: Date: Essential Question: Questions: Notes: Summary: Page 2. Questions: Notes: Summary:

[PDF]Cornell Notes - Fillable Form
Fairfax County Public SchoolsCornell Notes. Topic: Name. Date. Essential Question: Class. Period. Question/Main Idea: Notes: Page 2. Cornell Notes. Question/Main Idea: Notes: Summary.

CORNELL NOTES. SHEET ... NOTES. SUMMARY: Write 4 or more sentences describing specific learning from these notes.

[PDF]Cornell Notes - ebstc
Jim Burke 2000. For more information on this and other such Tools for Thoughtvisit Name. Topic. Date. Class/. Subject. Cornell ...

[PDF]Cornell Notes Template
University of Saskatchewan

[PDF]Focused Note-taking - AVID
Note key ideas to create questions. STEP 5. Use completed. Cornell notes as a. Learning tool. Address Written. Feedback. STEP 10. STEP 5. Exchange ideas by.

[PDF]cornell note taking system.pdf
University of Texas Medical BranchTaking good notes is one of several keys to academic success. There are several ... The CornellSystem is both a note taking and a study system. There are six ...

[PDF]Cornell Notes - James Madison University
James Madison UniversityNOTE TAKING. Cornell Notes. To help me organize notes. Divide the paper into three sections. • Draw a dark horizontal line about 5 or 6 lines from the bottom.

[PDF]Cornell Notes Rubric
Cornell Notes Rubric. Page set-up. Legibility. Notes. Questions. Summary. 5. • All parts (name, date, class, and topic) are clearly labeled in the correct place.

[PDF]Model Cornell Notes.pdf
STUDENT HANDOUT. Model Cornell Notes Steps 1-2. Each student will develop strategies for takingCornell notes during lecture, discussion, and video.

[PDF]Sample - Cornell Notes.pdf - Dickinson ISD
Cornell Notes. ONE THIRD OF THE PAPER. TWO THIRDS OF THE PAPER. Connections to notes notes. Summary of most important ideas: SAMPLE.

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