Supporting Math in the AVID Elective (2011) Jones, H.E. (1923-1924) The effects of examination on the performance of learning. Arch. Psychol. 10, 1–70 Immediate recall 62%, declined to 45% after three to four days and to 24% after eight weeks Supporting Math in the AVID Elective (2011) Dynamics of Long-Term Forgetting (Chi-Ming Ho, 2009)

Focused Note-Taking Process Taking Notes Processing Notes Connecting Thinking Summarizing and Reflecting on Learning Applying Learning AVID’s Focused Note-Taking process embodies research-based best practices for note-taking and using notes for learning and other applications. The five stages in the process apply to a number of formats for notes and work with all ages of note-takers. AVID Handbook

Taking Notes: Formats Two- and Three-Column Notes Mind Maps Focused Note-Taking Phase 1 Two- and Three-Column Notes Term Definition Examples Mind Maps Output Input Cornell Notes This is what we use! Interactive Notebooks Graphic Organizers

Processing Notes Re-read your notes and revise by… Focused Note-Taking Phase 2 underlining, highlighting, circling questioning deleting classifying, organizing, chunking main ideas less important ideas details What? adding Re-read your notes and revise by…

Connecting Thinking Think beyond the notes: Focused Note-Taking Phase 3 Think beyond the notes: Ask questions about the notes Add original thinking Wonderment questions Comprehension Prediction Anomaly Detection Application Planning and Strategy Costa’s Levels of Thinking Make connections to: what you already know content from the course or from outside the course your life or the world around you your note-taking purpose

Summarizing and Reflecting on Learning Focused Note-Taking Phase 4 Think about the notes as a whole. Summarize What have I learned? Capture the most important aspects of your notes Answer the Essential Question Reflect How will this be useful? Consider how the learning helps you meet the note-taking objective Plan where you go from here

Summary Reflection Condense key information Address Essential Question(s) Paraphrase Important content/vocabulary Cornell notes Synthesize Critical thinking What, so what, now what? Purposeful processing Connect learning Learning log Draw conclusions Personal/emotional connection Handouts, p. 13

Say, Do, Mean A summary-writing strategy from Critical Reading Say Do What do my notes say? Sentence stem: Today, my notes say… Do What do my notes show me to do? Sentence stem: I can use my notes to (do)… Mean What do my notes mean in the context of the bigger picture? Sentence stem: This means… Handouts, p. 13

Applying Learning Use the notes for their intended purpose. Focused Note-Taking Phase 5 Use the notes for their intended purpose. Demonstrate what you’ve learned or apply it to a new situation. Socratic Seminar Philosophical Chairs Debates Problem- Solving Researching Writing Narratives Arguments Essays Reports Presentations Proposals Speeches Teaching Others Panel Discussions Project-Based Learning Quizzes Tests Studying Letters Articles Scripts Documentaries Reviews Critiques Experiments Blogs Dissertations Conclusions

Start with an engaging Essential Question. Write Unit Reflection Reread Notes, Summaries, and Apply Self-Quiz Write a Unit Quiz Annotate your notes! Work with a partner to… Write a Summary! Highlight your notes! Reread summaries Exit Ticket (ticket out the door) Add study questions! (see the Costa’s House) Supporting Math in the AVID Elective (2011) Dynamics of Long-Term Forgetting (Chi-Ming Ho, 2009)

DEAO Instructions: Drop-Everything-And-Organize!! Binder Clean out pockets in front & back of binders. Update Table of Contents  Discard unnecessary items and punch holes/insert the rest behind appropriate tabs. Interact w/ notes by: Circling key terms Highlighting important info Chunking by topic Create questions that your info addresses Writing summary/reflection