Essential Question: Why do students need to learn how to take notes? Cornell Notes Essential Question: Why do students need to learn how to take notes?

Cornell Notes A simple way to get students to take notes interactively. to get students to review notes systematically. for students to practice higher level thinking skills. for students to think actively as they learn.

The Curve of Forgetting Encourage participants to begin taking notes on their CN paper as you go along. The Curve of Forgetting describes how we retain or get rid of information that we take in. It's based on a one-hour lecture. On Day 1, you go in knowing nothing, or 0%. At the end of the lecture you know 100% of what you know, however well you know it (where the curve rises to its highest point).

The Curve of Forgetting By Day 2, if you have done nothing with the information you learned in that lecture, didn't think about it again, read it again, etc. you will have lost 50%-80% of what you learned. Our brains are constantly recording information on a temporary basis. Because the information isn't necessary, and it doesn't come up again, our brains dump it all off, along with what was learned in the lecture that you actually do want to hold on to!

The Curve of Forgetting By Day 7, we remember even less, and by Day 30 we retain only about 2%-3% of the original hour! This may account for feeling as if you've never seen this before in your life when you're studying for exams - you may need to actually re-learn it from scratch.

The Curve of Forgetting Good news – Students can change the shape of the curve! A big signal to your brain to hold onto a specific chunk of information is if that information comes up again. When the same thing is repeated, your brain says, "Oh-there it is again, I better keep that." When you are exposed to the same information repeatedly, it takes less and less time to "activate" the information in your long term memory and it becomes easier for you to retrieve the information when you need it.

The Curve of Forgetting New Curve! Here's the case for making time to review material: Within 24 hours of getting the information - spend 10 minutes reviewing and you will raise the curve almost to 100% again. A week later (Day 7), it only takes 5 minutes to "reactivate" the same material, and again raise the curve. By Day 30, your brain will only need 24 minutes to give you the feedback, "Yup, I know that. Got it.”

The Curve of Forgetting Often students feel they can't possibly make time for a review session every day in their schedules. However, this review is an excellent investment of time. If they don't review, they will need to spend 40-50 minutes re-learning each hour of material later – and who has that kind of time? Cramming rarely plants the information into long term memory where they can access it to do assignments throughout the term as well as be ready for exams.

What We’ve Learned so far… At the end of DAY 1, you know 100% of what you know. By DAY 2, if you have done nothing with the information, you will have lost 50%-80% of what you learned By Day 7, we remember even less, and by Day 30 we retain only about 2%-3% of the original hour! spend 10 minutes reviewing and you will raise the curve almost to 100% again.

Students don’t have to feel like this

….or get frustrated and do this

Because they have this

Setting up the CN paper Cornell Notes should always have a complete heading written in ink which includes: Name Class Period and date. objective/title is clearly written The Essential Question MUST be written.

Students can take notes in any format that they choose, those notes should be on the RIGHT side of the vertical line! Some styles of notes Outline Narrative Symbols Short hand Draw pictures

Tips for Note Taking Tell students to skip at least TWO (2) lines between ideas. Teach them to Chunk their notes. For each amount of chunked information, students should have a Costas Level 1 or 2 question on the left. Use ABBREVIATIONS and SHORT CUTS Paraphrase to capture content Use symbols Arrows, circles, underlining, and highlighting Hand out abbreviation sheet. Chunking notes allows students to come back and fill in gaps. On the left hand side of the CN paper, students create questions for the chunks of notes.

More and More Recording Tips Help students become more aware of WHEN TO TAKE NOTES Teach them how to look and listen for voice inflections and gestures The teacher says to take notes The teacher says something you don’t already know The teacher uses a PowerPoint presentation The teacher writes on the board The teacher says, “You will see this again,” “This will be on the test,” “This is important,” etc.

What we’ve learned so far Students must complete CN heading in INK ONLY They should have the objective and EQ written out. Students should take notes on the right side of the page. Use abbreviations, paraphrase, and CHUNK notes

10-2-2 After 10 minutes, pause and give students time to use an elbow partner or another student to fill in gaps in the notes and exchange information.

Tips when revising At the end of each day, students should REVIEW and REVISE their notes (Remember the CURVE OF FORGETTING ) Fill in details for clarity. Use academic language Make sure they have questions on the left side of the page. Meet with a study buddy or peer to review/fill in gaps and add details in notes they have taken in each academic content class. questions in the left column (Levels 2 & 3). Delete irrelevant information. Add symbols to highlight important points or key words. Write a summary (on both sides if applicable) of the significant ideas where they answer the Essential Question..

Encourage Students to Recite Cover or fold the note taking column (right side) and recite the facts of their notes. They can also work with a STUDY BUDDY or PEER to quiz each other. verify recall of ideas by uncovering the note-taking area. This helps transfer information from short-term to long- term memory. NOW THEY’RE STUDYING!

Require students to spend at least 10 to 20 minutes every night reviewing their notes for each content area. They can: Use a high lighter to identify for main idea Define terms Go back and use standard grammar Underline or circle key terms in pencil Identify points of confusion and put an asterisk next to it Create a visual/symbol to represent important information to be remembered. By doing this, they will NEVER have to cram for an exam.

Require students to revise notes daily What did I just learn? Use the 10-2-2 strategy Require students to revise notes daily Notes should be on the right and Costas Levels 1 & 2 questions on the left A completed summary should be written on both sides of the CN paper when applicable Require students to spend time reviewing their notes.

Students who take CN Will it be

OR Students who don’t

https://www. youtube. com/watch https://www.youtube.com/watch?v=SQcMAtg3-R0&list=PLoA2FE8vb7Wex1LOSO5rwx9oPpnAE1QGT