Set up the room so groups are seated collaboratively

Set up the room so groups are seated collaboratively
Set up the room so groups are seated collaboratively. About 4-6 per group. Write the over-arching Essential Question on the board or on a sheet of poster paper. Test technology and videos. Have the Focused Note-taking title slide displayed. Set out participant materials at tables. Greet participants as they walk in and thank them for being there. Focused Note-taking The mission of Mesa Public Schools is to develop a highly educated and productive community, one student at a time.

Focused Note-taking Overview
Focused Note-taking provides a variety of WICOR engagement strategies for educators, empowering them to use focused notes as a strategic learning tool to increase engagement and retention of information. Begin by welcoming participants and quickly introducing yourself. Read the overview of the training on SLIDE 2.

Your Name in Large Letters
Name Tents Please take a sheet of cardstock or blank paper and fold it so that it makes a “tent.” Content/ Position # of years as an educator Your Name in Large Letters 1-5 level of Focused Note-taking understanding (5 is highest) Interesting fact about yourself Instruct participants to quickly follow the instructions on SLIDE 3 and take two minutes to complete their table tents. After completing their table tents, they should take a few minutes to introduce themselves using their name tents as a guide.

Norms Ask questions. Engage fully. Integrate new information.
Open your mind to diverse views. Utilize what you learn. And… …sometimes Y. Remember WHY you are here. Quickly review the Group Norms on SLIDE 4. Remind participants that they are expected to apply what they learn when they go back to the classroom. Remind participants that being fully engaged means monitoring technology use. No technology will need to be out during this training unless they are using digital handouts on their Lenovos.

Over-arching Essential Question
How can we, as educators, become “highly effective” through utilizing the research-based best practice of Focused Note-taking as a learning tool to increase engagement and retention of information? (Level 2) Have participants write out the over-arching Essential Question (SLIDE 5) on a sheet of Cornell note paper or blank note book paper. Remind them that this is the page of notes where they will record general information throughout the entire workshop. We will be using other note paper for specific learning activities.

The AVID College Readiness System
The mission of Mesa Public Schools is to develop a highly educated and productive community, one student at a time. AVID for Higher Education AVID Elementary AVID Secondary AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. Briefly go over SLIDE 6. Point out the similarities between Mesa’s mission and AVID’s mission. Both mention preparing all students for success. Here are talking points for the AVID College Readiness System if you need them: The AVID College Readiness System, available for elementary, secondary and higher education (K-16), is a schoolwide transformational effort focused on leadership, systems, instruction and culture, and is designed to increase the number of students who enroll and succeed in higher education and in their lives beyond high school. AVID-trained educators teach students academic and social skills to help them develop the habits and behaviors needed to succeed in rigorous curriculum. The AVID College Readiness System is a catalyst for developing a school culture that closes the expectation and opportunity gaps many students face, and prepares all students for success in a global society. AVID Elementary is a foundational component for elementary sites (grades K-8), designed as an embedded, sequential academic skills resource. It is intended for non-elective, multi-subject, multi-ability level classrooms. The core of AVID at the high school and middle level is the AVID Elective class where students are enrolled in a school’s most rigorous classes, such as Advanced Placement® (AP) and receive support in the AVID Elective class - taught within the school day by a trained AVID teacher. AVID for Higher Education collaborates with institutions of higher education to systemically address the goals of increased learning, persistence, completion and success in and beyond college. AVID supports students in their efforts to earn a college degree and/or certificate by developing and strengthening academic skills and personal abilities.

Schoolwide AVID AVID is schoolwide when a strong AVID implementation transforms a school’s LEADERSHIP, SYSTEMS, INSTRUCTION, and CULTURE, ensuring college readiness for all students. Briefly go over SLIDE 7 about Schoolwide AVID. (We are conducting this training to facilitate schoolwide use of WICOR) Here are some talking points: Schoolwide AVID impacts an entire school by creating a college-going culture across the campus as the majority of staff is trained in AVID strategies, and students in ALL classes are expected to use AVID methodologies, such as Cornell note-taking and group collaboration. AVID becomes schoolwide through the education and training of staff members and commitment of building leadership to implementing AVID strategies and methodologies across the campus. AVID Schoolwide Leadership: sets the vision and the tone that promotes college readiness and high expectations for all students in the school AVID Schoolwide Systems: when systems are in place that support governance, curriculum and instruction, data collection and analysis, professional development, and student and parent outreach to ensure college readiness AVID Schoolwide Instruction: when the entire instructional staff utilizes AVID strategies, other best instructional practices, and 21st Century tools to ensure college readiness for all students AVID Schoolwide Culture: is a process where the AVID philosophy progressively shifts the system of beliefs and behaviors thus increasing all students meeting college readiness requirements

WICOR Quickly review the five elements of WICOR on SLIDE 8: Writing, Inquiry, Collaboration, Organization, and Reading. Explain that these are the five instructional areas that AVID’s research shows promote rigorous content

Danielson Framework Connections
During this workshop, we will stop to make connections to Charlotte Danielson’s Framework for Teaching. Quickly walk participants through SLIDES 9-11 to make it clear that later on participants will be making connections to these three district initiatives.

Professional Learning Community (PLC) Connections
During this workshop, we will also give you time to process how you will continue this work in your PLCs. Quickly walk participants through SLIDES 9-11 to make it clear that later on participants will be making connections to these three district initiatives.

Technology Modifications
During this workshop, we will also provide time for you to process technology initiatives and how your technology plans can work with Focused Note-taking. Quickly walk participants through SLIDES 9-11 to make it clear that later on participants will be making connections to these three district initiatives.

Over-arching Essential Question
How can we, as educators, become “highly effective” through utilizing the research-based best practice of Focused Note-taking as a learning tool to increase engagement and retention of information? (Level 2) Take a moment to revisit the over-arching question on SLIDE 12 . Remind participants that this is the overall objective flipped into a question. An Essential Question gives students a “focus” as they take notes. Then briefly talk participants through SLIDES to set them up for the “String of Words” activity. On SLIDE 14, you see a line graph that represents how much information is lost over time by percent.

Don’t forget to remember forgetting for your test!
…more on this to come Take a moment to revisit the over-arching question on SLIDE 12 . Remind participants that this is the overall objective flipped into a question. An Essential Question gives students a “focus” as they take notes. Then briefly talk participants through SLIDES to set them up for the “String of Words” activity. On SLIDE 14, you see a line graph that represents how much information is lost over time by percent.

Forgetting… Forgetting is extensive and it happens rather quickly!
Take a moment to revisit the over-arching question on SLIDE 12 . Remind participants that this is the overall objective flipped into a question. An Essential Question gives students a “focus” as they take notes. Then briefly talk participants through SLIDES to set them up for the “String of Words” activity. On SLIDE 14, you see a line graph that represents how much information is lost over time by percent.

Let’s play a game to demonstrate the power of forgetting!
Take a moment to revisit the over-arching question on SLIDE 12 . Remind participants that this is the overall objective flipped into a question. An Essential Question gives students a “focus” as they take notes. Then briefly talk participants through SLIDES to set them up for the “String of Words” activity. On SLIDE 14, you see a line graph that represents how much information is lost over time by percent.

String of Words Read the word string. No writing!
You have 60 seconds to memorize the words. Earn one point for each word you remember. Materials: You will need a few blank sticky notes and some new Cornell note paper. NOTE for the presenter: This activity is designed to allow the participant to experience the effect of following the CORNELL WAY note-taking system. This part of the syllabus can be tricky. Make sure you practice through this part a couple of times before presenting. Read the directions to the participants from SLIDE 16. Make sure each participant has a few blank sticky notes and a new sheet of Cornell paper or notebook paper. Once they are prepared, show them SLIDE 17 and give them 60 seconds to memorize the words. NO WRITING. Once 60 seconds is up, flip to SLIDE 18. Give participants two minutes to write down as many words as they can on a fresh sticky note. After two minutes, show them the “Answer Key” on SLIDE 19. Give them a minute to check their answers and total up the number CORRECT. There are 27 words total if they want to figure a percentage. Briefly discuss the questions on SLIDE 20 (no more than two minutes). Call on one or two participants to share out. How did you do? Why didn’t you remember all of the words? Quickly talk through SLIDE 21. Note that research shows that retention is all about “STRATEGIC REPETITIONS.” Explain that exactly what we mean by strategic repetitions will be more clear later on in the presentation. Show the participants SLIDE 22. Spend just a moment talking about how much information is rapidly lost over time if there aren’t regular repetitions of the information. Refer them back to the list of 27 words they just wrote out. This is a direct example of how quickly information is lost. Play the video on SLIDE 22, which will reinforce the concept. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device.

String of Words – Memorize!
dog tev Dodge carrot Brad Pitt wub Ferrari cat Ford Barbara Bush broccoli tiger kub peas Volkswagen Jay Leno Katie Couric lamb vif ib Florence Nightingale sib fox Cadillac spinach corn ral NOTE for the presenter: This activity is designed to allow the participant to experience the effect of following the CORNELL WAY note-taking system. This part of the syllabus can be tricky. Make sure you practice through this part a couple of times before presenting. Read the directions to the participants from SLIDE 16. Make sure each participant has a few blank sticky notes and a new sheet of Cornell paper or notebook paper. Once they are prepared, show them SLIDE 17 and give them 60 seconds to memorize the words. NO WRITING. Once 60 seconds is up, flip to SLIDE 18. Give participants two minutes to write down as many words as they can on a fresh sticky note. After two minutes, show them the “Answer Key” on SLIDE 19. Give them a minute to check their answers and total up the number CORRECT. There are 27 words total if they want to figure a percentage. Briefly discuss the questions on SLIDE 20 (no more than two minutes). Call on one or two participants to share out. How did you do? Why didn’t you remember all of the words? Quickly talk through SLIDE 21. Note that research shows that retention is all about “STRATEGIC REPETITIONS.” Explain that exactly what we mean by strategic repetitions will be more clear later on in the presentation. Show the participants SLIDE 22. Spend just a moment talking about how much information is rapidly lost over time if there aren’t regular repetitions of the information. Refer them back to the list of 27 words they just wrote out. This is a direct example of how quickly information is lost. Play the video on SLIDE 22, which will reinforce the concept. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device.

String of Words Words, words, words…
You now have two minutes to write out what you remember on a fresh sticky note. Words, words, words… NOTE for the presenter: This activity is designed to allow the participant to experience the effect of following the CORNELL WAY note-taking system. This part of the syllabus can be tricky. Make sure you practice through this part a couple of times before presenting. Read the directions to the participants from SLIDE 16. Make sure each participant has a few blank sticky notes and a new sheet of Cornell paper or notebook paper. Once they are prepared, show them SLIDE 17 and give them 60 seconds to memorize the words. NO WRITING. Once 60 seconds is up, flip to SLIDE 18. Give participants two minutes to write down as many words as they can on a fresh sticky note. After two minutes, show them the “Answer Key” on SLIDE 19. Give them a minute to check their answers and total up the number CORRECT. There are 27 words total if they want to figure a percentage. Briefly discuss the questions on SLIDE 20 (no more than two minutes). Call on one or two participants to share out. How did you do? Why didn’t you remember all of the words? Quickly talk through SLIDE 21. Note that research shows that retention is all about “STRATEGIC REPETITIONS.” Explain that exactly what we mean by strategic repetitions will be more clear later on in the presentation. Show the participants SLIDE 22. Spend just a moment talking about how much information is rapidly lost over time if there aren’t regular repetitions of the information. Refer them back to the list of 27 words they just wrote out. This is a direct example of how quickly information is lost. Play the video on SLIDE 22, which will reinforce the concept. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device.

String of Words – ANSWER KEY
dog tev Dodge carrot Brad Pitt wub Ferrari cat Ford Barbara Bush broccoli tiger kub peas Volkswagen Jay Leno Katie Couric lamb vif ib Florence Nightingale sib fox Cadillac spinach corn ral NOTE for the presenter: This activity is designed to allow the participant to experience the effect of following the CORNELL WAY note-taking system. This part of the syllabus can be tricky. Make sure you practice through this part a couple of times before presenting. Read the directions to the participants from SLIDE 16. Make sure each participant has a few blank sticky notes and a new sheet of Cornell paper or notebook paper. Once they are prepared, show them SLIDE 17 and give them 60 seconds to memorize the words. NO WRITING. Once 60 seconds is up, flip to SLIDE 18. Give participants two minutes to write down as many words as they can on a fresh sticky note. After two minutes, show them the “Answer Key” on SLIDE 19. Give them a minute to check their answers and total up the number CORRECT. There are 27 words total if they want to figure a percentage. Briefly discuss the questions on SLIDE 20 (no more than two minutes). Call on one or two participants to share out. How did you do? Why didn’t you remember all of the words? Quickly talk through SLIDE 21. Note that research shows that retention is all about “STRATEGIC REPETITIONS.” Explain that exactly what we mean by strategic repetitions will be more clear later on in the presentation. Show the participants SLIDE 22. Spend just a moment talking about how much information is rapidly lost over time if there aren’t regular repetitions of the information. Refer them back to the list of 27 words they just wrote out. This is a direct example of how quickly information is lost. Play the video on SLIDE 22, which will reinforce the concept. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device.

String of Words Words, words, words… How did you do?
Why didn’t you remember all of the words? Let’s look at some research… Words, words, words… NOTE for the presenter: This activity is designed to allow the participant to experience the effect of following the CORNELL WAY note-taking system. This part of the syllabus can be tricky. Make sure you practice through this part a couple of times before presenting. Read the directions to the participants from SLIDE 16. Make sure each participant has a few blank sticky notes and a new sheet of Cornell paper or notebook paper. Once they are prepared, show them SLIDE 17 and give them 60 seconds to memorize the words. NO WRITING. Once 60 seconds is up, flip to SLIDE 18. Give participants two minutes to write down as many words as they can on a fresh sticky note. After two minutes, show them the “Answer Key” on SLIDE 19. Give them a minute to check their answers and total up the number CORRECT. There are 27 words total if they want to figure a percentage. Briefly discuss the questions on SLIDE 20 (no more than two minutes). Call on one or two participants to share out. How did you do? Why didn’t you remember all of the words? Quickly talk through SLIDE 21. Note that research shows that retention is all about “STRATEGIC REPETITIONS.” Explain that exactly what we mean by strategic repetitions will be more clear later on in the presentation. Show the participants SLIDE 22. Spend just a moment talking about how much information is rapidly lost over time if there aren’t regular repetitions of the information. Refer them back to the list of 27 words they just wrote out. This is a direct example of how quickly information is lost. Play the video on SLIDE 22, which will reinforce the concept. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device.

REPETITIONS! Repetitions It’s all about strategic
NOTE for the presenter: This activity is designed to allow the participant to experience the effect of following the CORNELL WAY note-taking system. This part of the syllabus can be tricky. Make sure you practice through this part a couple of times before presenting. Read the directions to the participants from SLIDE 16. Make sure each participant has a few blank sticky notes and a new sheet of Cornell paper or notebook paper. Once they are prepared, show them SLIDE 17 and give them 60 seconds to memorize the words. NO WRITING. Once 60 seconds is up, flip to SLIDE 18. Give participants two minutes to write down as many words as they can on a fresh sticky note. After two minutes, show them the “Answer Key” on SLIDE 19. Give them a minute to check their answers and total up the number CORRECT. There are 27 words total if they want to figure a percentage. Briefly discuss the questions on SLIDE 20 (no more than two minutes). Call on one or two participants to share out. How did you do? Why didn’t you remember all of the words? Quickly talk through SLIDE 21. Note that research shows that retention is all about “STRATEGIC REPETITIONS.” Explain that exactly what we mean by strategic repetitions will be more clear later on in the presentation. Show the participants SLIDE 22. Spend just a moment talking about how much information is rapidly lost over time if there aren’t regular repetitions of the information. Refer them back to the list of 27 words they just wrote out. This is a direct example of how quickly information is lost. Play the video on SLIDE 22, which will reinforce the concept. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device.

Benefit of Repetitions
NOTE for the presenter: This activity is designed to allow the participant to experience the effect of following the CORNELL WAY note-taking system. This part of the syllabus can be tricky. Make sure you practice through this part a couple of times before presenting. Read the directions to the participants from SLIDE 16. Make sure each participant has a few blank sticky notes and a new sheet of Cornell paper or notebook paper. Once they are prepared, show them SLIDE 17 and give them 60 seconds to memorize the words. NO WRITING. Once 60 seconds is up, flip to SLIDE 18. Give participants two minutes to write down as many words as they can on a fresh sticky note. After two minutes, show them the “Answer Key” on SLIDE 19. Give them a minute to check their answers and total up the number CORRECT. There are 27 words total if they want to figure a percentage. Briefly discuss the questions on SLIDE 20 (no more than two minutes). Call on one or two participants to share out. How did you do? Why didn’t you remember all of the words? Quickly talk through SLIDE 21. Note that research shows that retention is all about “STRATEGIC REPETITIONS.” Explain that exactly what we mean by strategic repetitions will be more clear later on in the presentation. Show the participants SLIDE 22. Spend just a moment talking about how much information is rapidly lost over time if there aren’t regular repetitions of the information. Refer them back to the list of 27 words they just wrote out. This is a direct example of how quickly information is lost. Play the video on SLIDE 22, which will reinforce the concept. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device.

String of Words Let’s improve your memory this time by learning about and applying the CORNELL WAY as a strategy for using notes as a learning tool. On SLIDE 23, explain to participants that we are going to apply a very specific set of strategies for “strategic repetition” called the CORNELL WAY. The CORNELL WAY is an acronym explained a bit later on SLIDE 25 and SLIDE 26. Explain that they will be practicing several steps of the CORNELL WAY to help them increase their retention of their word list. Flip to SLIDE 24 and emphasize the fact that Focused Note-taking, when implemented correctly, is about the process and not about the form. You might mention that although they may have used the Cornell note taking format in the past, they haven’t necessarily followed the entire CORNELL WAY process. Briefly go over SLIDES which lay out the steps of the CORNELL WAY. They don’t need to stop to write this down because this information is already in their handouts, pages This would be a good time to mention the difference between “copying notes” and “taking notes.” Copying notes is when students spend time directly copying information that could otherwise be provided in a handout or in a textbook. Taking notes is when students isolate and pull out key information from a presentation or lecture. The key difference is that when students “take” notes, they determine what to write down. Ask, “Is it really worth valuable class time to have students spend time copying low-level information that could simply be provided to them?”

Focused Note-taking -is a process -isn’t a format or piece of paper
Just using the paper doesn’t necessarily mean students are taking Focused Notes! On SLIDE 23, explain to participants that we are going to apply a very specific set of strategies for “strategic repetition” called the CORNELL WAY. The CORNELL WAY is an acronym explained a bit later on SLIDE 25 and SLIDE 26. Explain that they will be practicing several steps of the CORNELL WAY to help them increase their retention of their word list. Flip to SLIDE 24 and emphasize the fact that Focused Note-taking, when implemented correctly, is about the process and not about the form. You might mention that although they may have used the Cornell note taking format in the past, they haven’t necessarily followed the entire CORNELL WAY process. Briefly go over SLIDES which lay out the steps of the CORNELL WAY. They don’t need to stop to write this down because this information is already in their handouts, pages This would be a good time to mention the difference between “copying notes” and “taking notes.” Copying notes is when students spend time directly copying information that could otherwise be provided in a handout or in a textbook. Taking notes is when students isolate and pull out key information from a presentation or lecture. The key difference is that when students “take” notes, they determine what to write down. Ask, “Is it really worth valuable class time to have students spend time copying low-level information that could simply be provided to them?”

Focused Note-Taking C REATE FORMAT O RGANIZE NOTES R EVIEW & REVISE
N OTE KEY IDEAS E XCHANGE IDEAS L INK LEARNING L EARNING TOOL W RITTEN FEEDBACK A DDRESS FEEDBACK Y OUR REFLECTION On SLIDE 23, explain to participants that we are going to apply a very specific set of strategies for “strategic repetition” called the CORNELL WAY. The CORNELL WAY is an acronym explained a bit later on SLIDE 25 and SLIDE 26. Explain that they will be practicing several steps of the CORNELL WAY to help them increase their retention of their word list. Flip to SLIDE 24 and emphasize the fact that Focused Note-taking, when implemented correctly, is about the process and not about the form. You might mention that although they may have used the Cornell note taking format in the past, they haven’t necessarily followed the entire CORNELL WAY process. Briefly go over SLIDES which lay out the steps of the CORNELL WAY. They don’t need to stop to write this down because this information is already in their handouts, pages This would be a good time to mention the difference between “copying notes” and “taking notes.” Copying notes is when students spend time directly copying information that could otherwise be provided in a handout or in a textbook. Taking notes is when students isolate and pull out key information from a presentation or lecture. The key difference is that when students “take” notes, they determine what to write down. Ask, “Is it really worth valuable class time to have students spend time copying low-level information that could simply be provided to them?”

CORNELL NOTE-TAKING PROCESS
Focused Note-Taking CORNELL NOTE-TAKING PROCESS NOTE-TAKING NOTE-MAKING NOTE-INTERACTING NOTE-REFLECTING STEP 1 Create Format STEP 3 Review & Revise Notes STEP 6 Link Learning to Create a Synthesized Summary STEP 8 Written Feedback STEP 2 Organize Notes On SLIDE 23, explain to participants that we are going to apply a very specific set of strategies for “strategic repetition” called the CORNELL WAY. The CORNELL WAY is an acronym explained a bit later on SLIDE 25 and SLIDE 26. Explain that they will be practicing several steps of the CORNELL WAY to help them increase their retention of their word list. Flip to SLIDE 24 and emphasize the fact that Focused Note-taking, when implemented correctly, is about the process and not about the form. You might mention that although they may have used the Cornell note taking format in the past, they haven’t necessarily followed the entire CORNELL WAY process. Briefly go over SLIDES which lay out the steps of the CORNELL WAY. They don’t need to stop to write this down because this information is already in their handouts, pages This would be a good time to mention the difference between “copying notes” and “taking notes.” Copying notes is when students spend time directly copying information that could otherwise be provided in a handout or in a textbook. Taking notes is when students isolate and pull out key information from a presentation or lecture. The key difference is that when students “take” notes, they determine what to write down. Ask, “Is it really worth valuable class time to have students spend time copying low-level information that could simply be provided to them?” STEP 4 Note Key Ideas to Create Questions STEP 7 Use Completed Cornell Notes as a Learning Tool STEP 9 Address Written Feedback STEP 10 Your Reflection STEP 5 Exchange Ideas by Collaboration

String of Words Let’s practice the CORNELL WAY as a tool to better memorize our words. Step 1 Create Format ON A NEW CORNELL PAPER: How can I use the CORNELL WAY to increase my retention? 1. These next slides are deliberately designed to expose the participants to the first two steps of the CORNELL WAY: 1 Create Format and 2 Organize Notes. They don’t need to know this yet, because explicit instruction will come later. They just need to worry about doing their best to practice these steps at this time. Flip to SLIDE 27. Tell participants that they will need a brand new sheet of Cornell note paper or notebook paper for this next activity. Tell participants that, “We are now going to use strategic steps from the CORNELL WAY to better help us memorize our words from before.” Have them create their note format by setting up their notes and writing down the Essential Question. They might mention that they have another Essential Question and another set of notes. You can respond to them by saying that the first Essential Question and set of notes is for the over-arching objective. This new page of notes is specifically for this activity (a sub-objective). Read the directions on SLIDE 28 out loud to participants. Emphasize that this time they can WRITE the words on the right hand side of their notes and they can ORGANIZE them however they please. AT THIS TIME, IT IS IMPORTANT THAT THEY ONLY WORK WITH THE RIGHT HAND COLUMN OF THEIR CORNELL NOTES. Since we just discussed it, you might also want to mention how this “note-taking” activity is different then copying notes. They are using the information on the slide and organizing in it in their own way to “take” rather than “copy” notes. Flip to SLIDE 29 and give participants two minutes to WRITE and ORGANIZE on the right hand side of their notes. After two minutes is up flip to SLIDE 30 and ask participants to “study” their WRITTEN and ORGANIZED notes for 60 seconds. After 60 seconds is up, flip to SLIDE 31 and instruct participants to hide their notes and get out a new sticky note. Then give them two whole minutes to recall as many of the words as possible on a new sticky note. Flip to SLIDE 32 after the two minutes is up and have them check their words against the word list in their notes. Have them note the total number of words they got correct this time. Chances are, because of their “strategic repetition” of the words by WRITING and ORGANIZING them, they will remember significantly more words this time. Briefly discuss the questions on the slide by allowing 2-3 people to share: Better? Why? Let them know that they just improved their scores by practicing only the first TWO steps of the CORNELL WAY. We are going to go through all of the steps next.

String of Words This time, WRITE the words in the right hand column of your Cornell notes. Feel free to ORGANIZE them as you please. How is this different than copying notes? 1. These next slides are deliberately designed to expose the participants to the first two steps of the CORNELL WAY: 1 Create Format and 2 Organize Notes. They don’t need to know this yet, because explicit instruction will come later. They just need to worry about doing their best to practice these steps at this time. Flip to SLIDE 27. Tell participants that they will need a brand new sheet of Cornell note paper or notebook paper for this next activity. Tell participants that, “We are now going to use strategic steps from the CORNELL WAY to better help us memorize our words from before.” Have them create their note format by setting up their notes and writing down the Essential Question. They might mention that they have another Essential Question and another set of notes. You can respond to them by saying that the first Essential Question and set of notes is for the over-arching objective. This new page of notes is specifically for this activity (a sub-objective). Read the directions on SLIDE 28 out loud to participants. Emphasize that this time they can WRITE the words on the right hand side of their notes and they can ORGANIZE them however they please. AT THIS TIME, IT IS IMPORTANT THAT THEY ONLY WORK WITH THE RIGHT HAND COLUMN OF THEIR CORNELL NOTES. Since we just discussed it, you might also want to mention how this “note-taking” activity is different then copying notes. They are using the information on the slide and organizing in it in their own way to “take” rather than “copy” notes. Flip to SLIDE 29 and give participants two minutes to WRITE and ORGANIZE on the right hand side of their notes. After two minutes is up flip to SLIDE 30 and ask participants to “study” their WRITTEN and ORGANIZED notes for 60 seconds. After 60 seconds is up, flip to SLIDE 31 and instruct participants to hide their notes and get out a new sticky note. Then give them two whole minutes to recall as many of the words as possible on a new sticky note. Flip to SLIDE 32 after the two minutes is up and have them check their words against the word list in their notes. Have them note the total number of words they got correct this time. Chances are, because of their “strategic repetition” of the words by WRITING and ORGANIZING them, they will remember significantly more words this time. Briefly discuss the questions on the slide by allowing 2-3 people to share: Better? Why? Let them know that they just improved their scores by practicing only the first TWO steps of the CORNELL WAY. We are going to go through all of the steps next.

String of Words – Write in notes and Organize
dog tev Dodge carrot Brad Pitt wub Ferrari cat Ford Barbara Bush broccoli tiger kub peas Volkswagen Jay Leno Katie Couric lamb vif ib Florence Nightingale sib fox Cadillac spinach corn ral 1. These next slides are deliberately designed to expose the participants to the first two steps of the CORNELL WAY: 1 Create Format and 2 Organize Notes. They don’t need to know this yet, because explicit instruction will come later. They just need to worry about doing their best to practice these steps at this time. Flip to SLIDE 27. Tell participants that they will need a brand new sheet of Cornell note paper or notebook paper for this next activity. Tell participants that, “We are now going to use strategic steps from the CORNELL WAY to better help us memorize our words from before.” Have them create their note format by setting up their notes and writing down the Essential Question. They might mention that they have another Essential Question and another set of notes. You can respond to them by saying that the first Essential Question and set of notes is for the over-arching objective. This new page of notes is specifically for this activity (a sub-objective). Read the directions on SLIDE 28 out loud to participants. Emphasize that this time they can WRITE the words on the right hand side of their notes and they can ORGANIZE them however they please. AT THIS TIME, IT IS IMPORTANT THAT THEY ONLY WORK WITH THE RIGHT HAND COLUMN OF THEIR CORNELL NOTES. Since we just discussed it, you might also want to mention how this “note-taking” activity is different then copying notes. They are using the information on the slide and organizing in it in their own way to “take” rather than “copy” notes. Flip to SLIDE 29 and give participants two minutes to WRITE and ORGANIZE on the right hand side of their notes. After two minutes is up flip to SLIDE 30 and ask participants to “study” their WRITTEN and ORGANIZED notes for 60 seconds. After 60 seconds is up, flip to SLIDE 31 and instruct participants to hide their notes and get out a new sticky note. Then give them two whole minutes to recall as many of the words as possible on a new sticky note. Flip to SLIDE 32 after the two minutes is up and have them check their words against the word list in their notes. Have them note the total number of words they got correct this time. Chances are, because of their “strategic repetition” of the words by WRITING and ORGANIZING them, they will remember significantly more words this time. Briefly discuss the questions on the slide by allowing 2-3 people to share: Better? Why? Let them know that they just improved their scores by practicing only the first TWO steps of the CORNELL WAY. We are going to go through all of the steps next.

Study your WRITTEN and ORGANIZED notes for 60 seconds to memorize. Earn one point for each word you remember. Words, words, words… 1. These next slides are deliberately designed to expose the participants to the first two steps of the CORNELL WAY: 1 Create Format and 2 Organize Notes. They don’t need to know this yet, because explicit instruction will come later. They just need to worry about doing their best to practice these steps at this time. Flip to SLIDE 27. Tell participants that they will need a brand new sheet of Cornell note paper or notebook paper for this next activity. Tell participants that, “We are now going to use strategic steps from the CORNELL WAY to better help us memorize our words from before.” Have them create their note format by setting up their notes and writing down the Essential Question. They might mention that they have another Essential Question and another set of notes. You can respond to them by saying that the first Essential Question and set of notes is for the over-arching objective. This new page of notes is specifically for this activity (a sub-objective). Read the directions on SLIDE 28 out loud to participants. Emphasize that this time they can WRITE the words on the right hand side of their notes and they can ORGANIZE them however they please. AT THIS TIME, IT IS IMPORTANT THAT THEY ONLY WORK WITH THE RIGHT HAND COLUMN OF THEIR CORNELL NOTES. Since we just discussed it, you might also want to mention how this “note-taking” activity is different then copying notes. They are using the information on the slide and organizing in it in their own way to “take” rather than “copy” notes. Flip to SLIDE 29 and give participants two minutes to WRITE and ORGANIZE on the right hand side of their notes. After two minutes is up flip to SLIDE 30 and ask participants to “study” their WRITTEN and ORGANIZED notes for 60 seconds. After 60 seconds is up, flip to SLIDE 31 and instruct participants to hide their notes and get out a new sticky note. Then give them two whole minutes to recall as many of the words as possible on a new sticky note. Flip to SLIDE 32 after the two minutes is up and have them check their words against the word list in their notes. Have them note the total number of words they got correct this time. Chances are, because of their “strategic repetition” of the words by WRITING and ORGANIZING them, they will remember significantly more words this time. Briefly discuss the questions on the slide by allowing 2-3 people to share: Better? Why? Let them know that they just improved their scores by practicing only the first TWO steps of the CORNELL WAY. We are going to go through all of the steps next.

On a new sticky note (don’t look at your notes!), write out your list of words in two minutes! Words, words, words… 1. These next slides are deliberately designed to expose the participants to the first two steps of the CORNELL WAY: 1 Create Format and 2 Organize Notes. They don’t need to know this yet, because explicit instruction will come later. They just need to worry about doing their best to practice these steps at this time. Flip to SLIDE 27. Tell participants that they will need a brand new sheet of Cornell note paper or notebook paper for this next activity. Tell participants that, “We are now going to use strategic steps from the CORNELL WAY to better help us memorize our words from before.” Have them create their note format by setting up their notes and writing down the Essential Question. They might mention that they have another Essential Question and another set of notes. You can respond to them by saying that the first Essential Question and set of notes is for the over-arching objective. This new page of notes is specifically for this activity (a sub-objective). Read the directions on SLIDE 28 out loud to participants. Emphasize that this time they can WRITE the words on the right hand side of their notes and they can ORGANIZE them however they please. AT THIS TIME, IT IS IMPORTANT THAT THEY ONLY WORK WITH THE RIGHT HAND COLUMN OF THEIR CORNELL NOTES. Since we just discussed it, you might also want to mention how this “note-taking” activity is different then copying notes. They are using the information on the slide and organizing in it in their own way to “take” rather than “copy” notes. Flip to SLIDE 29 and give participants two minutes to WRITE and ORGANIZE on the right hand side of their notes. After two minutes is up flip to SLIDE 30 and ask participants to “study” their WRITTEN and ORGANIZED notes for 60 seconds. After 60 seconds is up, flip to SLIDE 31 and instruct participants to hide their notes and get out a new sticky note. Then give them two whole minutes to recall as many of the words as possible on a new sticky note. Flip to SLIDE 32 after the two minutes is up and have them check their words against the word list in their notes. Have them note the total number of words they got correct this time. Chances are, because of their “strategic repetition” of the words by WRITING and ORGANIZING them, they will remember significantly more words this time. Briefly discuss the questions on the slide by allowing 2-3 people to share: Better? Why? Let them know that they just improved their scores by practicing only the first TWO steps of the CORNELL WAY. We are going to go through all of the steps next.

String of Words How many did you get right this time? Check using your notes. Better? Why? But wait! We can improve your memory even more! Let’s see how the CORNELL WAY can help make us even better at retention! 1. These next slides are deliberately designed to expose the participants to the first two steps of the CORNELL WAY: 1 Create Format and 2 Organize Notes. They don’t need to know this yet, because explicit instruction will come later. They just need to worry about doing their best to practice these steps at this time. Flip to SLIDE 27. Tell participants that they will need a brand new sheet of Cornell note paper or notebook paper for this next activity. Tell participants that, “We are now going to use strategic steps from the CORNELL WAY to better help us memorize our words from before.” Have them create their note format by setting up their notes and writing down the Essential Question. They might mention that they have another Essential Question and another set of notes. You can respond to them by saying that the first Essential Question and set of notes is for the over-arching objective. This new page of notes is specifically for this activity (a sub-objective). Read the directions on SLIDE 28 out loud to participants. Emphasize that this time they can WRITE the words on the right hand side of their notes and they can ORGANIZE them however they please. AT THIS TIME, IT IS IMPORTANT THAT THEY ONLY WORK WITH THE RIGHT HAND COLUMN OF THEIR CORNELL NOTES. Since we just discussed it, you might also want to mention how this “note-taking” activity is different then copying notes. They are using the information on the slide and organizing in it in their own way to “take” rather than “copy” notes. Flip to SLIDE 29 and give participants two minutes to WRITE and ORGANIZE on the right hand side of their notes. After two minutes is up flip to SLIDE 30 and ask participants to “study” their WRITTEN and ORGANIZED notes for 60 seconds. After 60 seconds is up, flip to SLIDE 31 and instruct participants to hide their notes and get out a new sticky note. Then give them two whole minutes to recall as many of the words as possible on a new sticky note. Flip to SLIDE 32 after the two minutes is up and have them check their words against the word list in their notes. Have them note the total number of words they got correct this time. Chances are, because of their “strategic repetition” of the words by WRITING and ORGANIZING them, they will remember significantly more words this time. Briefly discuss the questions on the slide by allowing 2-3 people to share: Better? Why? Let them know that they just improved their scores by practicing only the first TWO steps of the CORNELL WAY. We are going to go through all of the steps next.

1 - Create Format Let’s watch a middle school Math teacher model the explicit instruction for step one. Tell participants that we are now going to stop to watch some explicit modeling of teachers incorporating explicit instruction of the CORNELL WAY in classroom settings. They may take notes as they watch and follow along with the CORNELL WAY handout on pages 9-13 of their handouts. Before watching the video, set them up by saying that, “This is one example of how one teacher incorporates Step 1 Create Format into his instruction.” Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device.

2 - Organize Notes Listen and take notes in your own words.
Paraphrase what you hear. Skip lines between ideas. Abbreviate. Use symbols. Write in phrases. Use bullets/lists. Recognize cues. Flip to SLIDE 34. Quickly go over the bullets on the slide and explain that these items are what students might do as they listen to a lecture or gather information from a text as the follow Step 2 of the CORNELL WAY, Organize Notes. Flip to SLIDE 35 and tell participants that we are going to watch the same teacher as before model explicit instruction on Step 2 Organize Notes. Once again, this is an example of how one teacher incorporates this step into his instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. After viewing the video, flip to SLIDE 36 and remind participants that these are the two steps that they have already completed with their “String of Words” Focused Notes

2 - Organize Notes Let’s watch a middle school math teachers model the explicit instruction of step two. Flip to SLIDE 34. Quickly go over the bullets on the slide and explain that these items are what students might do as they listen to a lecture or gather information from a text as the follow Step 2 of the CORNELL WAY, Organize Notes. Flip to SLIDE 35 and tell participants that we are going to watch the same teacher as before model explicit instruction on Step 2 Organize Notes. Once again, this is an example of how one teacher incorporates this step into his instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. After viewing the video, flip to SLIDE 36 and remind participants that these are the two steps that they have already completed with their “String of Words” Focused Notes

String of Words So far, you have already completed Step 1: Create Format and Step 2: Organize Notes with your string of words. Flip to SLIDE 34. Quickly go over the bullets on the slide and explain that these items are what students might do as they listen to a lecture or gather information from a text as the follow Step 2 of the CORNELL WAY, Organize Notes. Flip to SLIDE 35 and tell participants that we are going to watch the same teacher as before model explicit instruction on Step 2 Organize Notes. Once again, this is an example of how one teacher incorporates this step into his instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. After viewing the video, flip to SLIDE 36 and remind participants that these are the two steps that they have already completed with their “String of Words” Focused Notes

3 - Review & Revise Notes Flip to SLIDE 37 and refer participants to the supporting handout on page pg. 14 for Step 3 Review and Revise Notes. Explain that this is the step where students go back to their notes and follow this checklist to isolate key information. There is an example of what this might look like on SLIDE 38. Flip to SLIDE 39 and tell participants that we are going to watch a different teacher model explicit instruction on Step 3 Review and Revise. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. 4. After viewing the video, flip to SLIDE 40 and ask participants to use the handout on page 14 and practice Step 3 Review and Revise on their “String of Words” focused notes. They only have 2-3 minutes for this step.

Review & Revise Notes continued…
This is an example of what this might look like in a typical math class. Flip to SLIDE 37 and refer participants to the supporting handout on page pg. 14 for Step 3 Review and Revise Notes. Explain that this is the step where students go back to their notes and follow this checklist to isolate key information. There is an example of what this might look like on SLIDE 38. Flip to SLIDE 39 and tell participants that we are going to watch a different teacher model explicit instruction on Step 3 Review and Revise. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. 4. After viewing the video, flip to SLIDE 40 and ask participants to use the handout on page 14 and practice Step 3 Review and Revise on their “String of Words” focused notes. They only have 2-3 minutes for this step.

3 – Review and Revise Let’s watch a middle school AVID teacher model the explicit instruction of step three. Everything is done on the RIGHT side of the paper at this point. Flip to SLIDE 37 and refer participants to the supporting handout on page pg. 14 for Step 3 Review and Revise Notes. Explain that this is the step where students go back to their notes and follow this checklist to isolate key information. There is an example of what this might look like on SLIDE 38. Flip to SLIDE 39 and tell participants that we are going to watch a different teacher model explicit instruction on Step 3 Review and Revise. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. 4. After viewing the video, flip to SLIDE 40 and ask participants to use the handout on page 14 and practice Step 3 Review and Revise on their “String of Words” focused notes. They only have 2-3 minutes for this step.

String of Words Let’s take a moment to go back to the word list notes.
Apply Step 3: Review and Revise to the words you must memorize. If you need to “re-write” to organize your notes, that is OK! Flip to SLIDE 37 and refer participants to the supporting handout on page pg. 14 for Step 3 Review and Revise Notes. Explain that this is the step where students go back to their notes and follow this checklist to isolate key information. There is an example of what this might look like on SLIDE 38. Flip to SLIDE 39 and tell participants that we are going to watch a different teacher model explicit instruction on Step 3 Review and Revise. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. 4. After viewing the video, flip to SLIDE 40 and ask participants to use the handout on page 14 and practice Step 3 Review and Revise on their “String of Words” focused notes. They only have 2-3 minutes for this step.

Be back in 10 minutes! First…a BREAK
Make sure everyone knows this is SHORT. Delays will extend the training time.

4 - Note Key Ideas Identify first “chunk” or “big idea” of the notes.
Write a question about the main idea of that “chunk” in the LEFT column. Repeat until all “chunks” are identified with corresponding questions. What if your notes aren’t linear? Flip to SLIDE 42. Briefly read over this slide and explain that this fourth step of the CORNELL WAY is yet another strategic repetition where students will begin to chunk information into categories. This is the appropriate stage at which students will finally be allowed to write in the left hand column of the notes. There is a question at the end that asks, “What if the notes aren’t linear?” That is there because some participants may have written their notes in a non-linear fashion. This is where you can emphasize that that isn’t as much about the format as it is about the process. No matter what format the notes take on, this process can still be applied. Flip to SLIDE 43. Allow participants 2-3 minutes to go back to their “String of Words” notes and apply Step 4 Note Key Ideas by chunking the information and writing questions or main ideas. By the nature of the words, they may want to write categories for the different types of words.

Apply Step 4: Note Key Ideas. Identify the first “chunk” or “big idea” of the notes. Write a question or main idea related to that “chunk” on LEFT. Repeat until all “chunks” are identified with corresponding questions or main ideas. Flip to SLIDE 42. Briefly read over this slide and explain that this fourth step of the CORNELL WAY is yet another strategic repetition where students will begin to chunk information into categories. This is the appropriate stage at which students will finally be allowed to write in the left hand column of the notes. There is a question at the end that asks, “What if the notes aren’t linear?” That is there because some participants may have written their notes in a non-linear fashion. This is where you can emphasize that that isn’t as much about the format as it is about the process. No matter what format the notes take on, this process can still be applied. Flip to SLIDE 43. Allow participants 2-3 minutes to go back to their “String of Words” notes and apply Step 4 Note Key Ideas by chunking the information and writing questions or main ideas. By the nature of the words, they may want to write categories for the different types of words.

5 – Exchange Ideas When peers work together to review their notes, the collaboration results in enhanced learning. By this point, participants should be seeing how these repetitions are “strategically different.” Every time they go back to revisit the information, there is a different cognitive task. This is helping them better retain the information. Now we will present Step 5 Exchange Ideas on SLIDE 44. Go over SLIDE 44 briefly. You may want to mention that this strategy is commonly called “note taking buddies.” This is a real-world college readiness skill. Students will need to forms study groups in college. Flip to SLIDE 45 and tell participants that we are going to watch a different teacher model explicit instruction on Step 5 Exchange Ideas. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. After viewing the video flip to SLIDE 46 and have participants practice Step 5 Exchange Ideas with their “String of Words” notes.

5 – Exchange Ideas Let’s watch a middle school AVID teacher model the explicit instruction of step five. By this point, participants should be seeing how these repetitions are “strategically different.” Every time they go back to revisit the information, there is a different cognitive task. This is helping them better retain the information. Now we will present Step 5 Exchange Ideas on SLIDE 44. Go over SLIDE 44 briefly. You may want to mention that this strategy is commonly called “note taking buddies.” This is a real-world college readiness skill. Students will need to forms study groups in college. Flip to SLIDE 45 and tell participants that we are going to watch a different teacher model explicit instruction on Step 5 Exchange Ideas. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. After viewing the video flip to SLIDE 46 and have participants practice Step 5 Exchange Ideas with their “String of Words” notes.

Apply Step 5: Exchange Ideas. Work with a shoulder partner to talk about your notes and share ideas that will help you best remember your word list. By this point, participants should be seeing how these repetitions are “strategically different.” Every time they go back to revisit the information, there is a different cognitive task. This is helping them better retain the information. Now we will present Step 5 Exchange Ideas on SLIDE 44. Go over SLIDE 44 briefly. You may want to mention that this strategy is commonly called “note taking buddies.” This is a real-world college readiness skill. Students will need to forms study groups in college. Flip to SLIDE 45 and tell participants that we are going to watch a different teacher model explicit instruction on Step 5 Exchange Ideas. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. After viewing the video flip to SLIDE 46 and have participants practice Step 5 Exchange Ideas with their “String of Words” notes.

6 – Link Learning Review notes. Synthesize and combine main ideas.
Address the Essential Question. Link the answers from the questions on the left. Flip to SLIDE 47 and briefly review the bullet points. Note that this is the step in the CORNELL WAY where students move to the “summary” and address the Essential Question. Most commonly, the summary is an answer to the Essential Question. They may also choose to answer the questions they have written on the left in more depth. Quickly get to SLIDE 48 where you have your last video of a teacher modeling Step 6 Link Learning in an English class. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. Flip to SLIDE 49 and tell participants that they will be practicing a “version” of Step 6 with their “String of Words” notes. Since they are merely memorizing their words, it doesn’t make sense for them to write a summary. However, synthesizing sentences while using the words will help aid them in retention later on. Encourage them to use their word list to tell a story. That is “memory trick” that is as old as time.

6 – Link Learning Let’s watch a middle school English teacher model the explicit instruction of step six. Flip to SLIDE 47 and briefly review the bullet points. Note that this is the step in the CORNELL WAY where students move to the “summary” and address the Essential Question. Most commonly, the summary is an answer to the Essential Question. They may also choose to answer the questions they have written on the left in more depth. Quickly get to SLIDE 48 where you have your last video of a teacher modeling Step 6 Link Learning in an English class. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. Flip to SLIDE 49 and tell participants that they will be practicing a “version” of Step 6 with their “String of Words” notes. Since they are merely memorizing their words, it doesn’t make sense for them to write a summary. However, synthesizing sentences while using the words will help aid them in retention later on. Encourage them to use their word list to tell a story. That is “memory trick” that is as old as time.

Apply Step 6: Linking Learning. Synthesize sentences or a story using the words. Synthesize something else with your words to help you memorize them. (It doesn’t make sense to summarize in this instance.) Flip to SLIDE 47 and briefly review the bullet points. Note that this is the step in the CORNELL WAY where students move to the “summary” and address the Essential Question. Most commonly, the summary is an answer to the Essential Question. They may also choose to answer the questions they have written on the left in more depth. Quickly get to SLIDE 48 where you have your last video of a teacher modeling Step 6 Link Learning in an English class. Once again, this is an example of how one teacher incorporates this step into her instruction. Watch the video and encourage participants to write down observations. NOTE ON VIDEOS: All videos are linked to YouTube. Click on the picture of the video and it will take you to YouTube. If PowerPoint is in “Presenter Mode,” you may have to change your projector settings to “Duplicate” rather than “Extend” on your device. Flip to SLIDE 49 and tell participants that they will be practicing a “version” of Step 6 with their “String of Words” notes. Since they are merely memorizing their words, it doesn’t make sense for them to write a summary. However, synthesizing sentences while using the words will help aid them in retention later on. Encourage them to use their word list to tell a story. That is “memory trick” that is as old as time.

7 – Learning Tool What can we do to ensure students use their notes as a learning tool? (Level 2) Flip to SLIDE 50 and briefly discuss the question. Ask 2-3 people to share out. If no one volunteers, you can just mention that the notes are supposed to function as a study tool. Flip to SLIDE 51 and have the participants spend a couple of minutes studying their words. At this point, their retention levels should be dramatically increasing. Remind them that there will be a quiz shortly!

String of Words Let’s take a moment to go back to our word list notes.
What are some ways we can now use these Cornell notes as a learning tool? Apply Step 7: Learning Tool. Study! There will be a quiz! Flip to SLIDE 50 and briefly discuss the question. Ask 2-3 people to share out. If no one volunteers, you can just mention that the notes are supposed to function as a study tool. Flip to SLIDE 51 and have the participants spend a couple of minutes studying their words. At this point, their retention levels should be dramatically increasing. Remind them that there will be a quiz shortly!

Steps 8, 9, and 10 Step 8: Written Feedback Step 9: Address Feedback
Step 10: Your Reflection Flip to SLIDE 52. This slide is just meant to be a quick overview. We won’t explicitly model steps 8-10 in this training. Remind participants that these three steps are detailed in the handouts pg. 13. These final steps are critical in terms of providing feedback to students on their notes and allowing them time for self-reflection on the learning process. Flip to SLIDE 53 just to remind participants about this slide that was shown earlier in the morning. Flip to SLIDE 54. Tell participants that they are now going to have one final test on their “String of Words.” If the “strategic repetitions” they completed while modeling the process actually were effective, their retention of the words should have increased dramatically in comparison to their first attempt. Give participants a full two minutes to write out as many words as they can. NO NOTES! Flip to SLIDE 55 and have participants check for accuracy and total their scores. If the research is correct, they should be remember over 80% of their words after going through several steps of the CORNELL WAY. Hopefully this solidifies the usefulness of taking class time to go through the process. Have them reflect about the effect this would have on students if instead of random words, this was their content. Finally, flip to SLIDE 56 and have participants take out their original Cornell notes with the “over-arching” Essential Question. This is a different sheet of notes than their “String of Words” notes. Instruct them to try to answer the Essential Question on SLIDE 56 in the summary portion of the note paper.

Forgetting… Don’t forget to remember forgetting for your test!
Remember this? Flip to SLIDE 52. This slide is just meant to be a quick overview. We won’t explicitly model steps 8-10 in this training. Remind participants that these three steps are detailed in the handouts pg. 13. These final steps are critical in terms of providing feedback to students on their notes and allowing them time for self-reflection on the learning process. Flip to SLIDE 53 just to remind participants about this slide that was shown earlier in the morning. Flip to SLIDE 54. Tell participants that they are now going to have one final test on their “String of Words.” If the “strategic repetitions” they completed while modeling the process actually were effective, their retention of the words should have increased dramatically in comparison to their first attempt. Give participants a full two minutes to write out as many words as they can. NO NOTES! Flip to SLIDE 55 and have participants check for accuracy and total their scores. If the research is correct, they should be remember over 80% of their words after going through several steps of the CORNELL WAY. Hopefully this solidifies the usefulness of taking class time to go through the process. Have them reflect about the effect this would have on students if instead of random words, this was their content. Finally, flip to SLIDE 56 and have participants take out their original Cornell notes with the “over-arching” Essential Question. This is a different sheet of notes than their “String of Words” notes. Instruct them to try to answer the Essential Question on SLIDE 56 in the summary portion of the note paper.

String of Words Without using your notes, write out all the words you remember on a new sticky note in two minutes! Flip to SLIDE 52. This slide is just meant to be a quick overview. We won’t explicitly model steps 8-10 in this training. Remind participants that these three steps are detailed in the handouts pg. 13. These final steps are critical in terms of providing feedback to students on their notes and allowing them time for self-reflection on the learning process. Flip to SLIDE 53 just to remind participants about this slide that was shown earlier in the morning. Flip to SLIDE 54. Tell participants that they are now going to have one final test on their “String of Words.” If the “strategic repetitions” they completed while modeling the process actually were effective, their retention of the words should have increased dramatically in comparison to their first attempt. Give participants a full two minutes to write out as many words as they can. NO NOTES! Flip to SLIDE 55 and have participants check for accuracy and total their scores. If the research is correct, they should be remember over 80% of their words after going through several steps of the CORNELL WAY. Hopefully this solidifies the usefulness of taking class time to go through the process. Have them reflect about the effect this would have on students if instead of random words, this was their content. Finally, flip to SLIDE 56 and have participants take out their original Cornell notes with the “over-arching” Essential Question. This is a different sheet of notes than their “String of Words” notes. Instruct them to try to answer the Essential Question on SLIDE 56 in the summary portion of the note paper.

String of Words How did you do this time?
Imagine that instead of “random” words that this was your content. Flip to SLIDE 52. This slide is just meant to be a quick overview. We won’t explicitly model steps 8-10 in this training. Remind participants that these three steps are detailed in the handouts pg. 13. These final steps are critical in terms of providing feedback to students on their notes and allowing them time for self-reflection on the learning process. Flip to SLIDE 53 just to remind participants about this slide that was shown earlier in the morning. Flip to SLIDE 54. Tell participants that they are now going to have one final test on their “String of Words.” If the “strategic repetitions” they completed while modeling the process actually were effective, their retention of the words should have increased dramatically in comparison to their first attempt. Give participants a full two minutes to write out as many words as they can. NO NOTES! Flip to SLIDE 55 and have participants check for accuracy and total their scores. If the research is correct, they should be remember over 80% of their words after going through several steps of the CORNELL WAY. Hopefully this solidifies the usefulness of taking class time to go through the process. Have them reflect about the effect this would have on students if instead of random words, this was their content. Finally, flip to SLIDE 56 and have participants take out their original Cornell notes with the “over-arching” Essential Question. This is a different sheet of notes than their “String of Words” notes. Instruct them to try to answer the Essential Question on SLIDE 56 in the summary portion of the note paper.

Step 6: Linking Learning.
In your original notes, write some ideas that you now have about answering our over-arching Essential Question. How can we, as educators, become “highly effective” through utilizing the research-based best practice of Focused Note-taking as a learning tool to increase engagement and retention of information? (Level 2) Flip to SLIDE 52. This slide is just meant to be a quick overview. We won’t explicitly model steps 8-10 in this training. Remind participants that these three steps are detailed in the handouts pg. 13. These final steps are critical in terms of providing feedback to students on their notes and allowing them time for self-reflection on the learning process. Flip to SLIDE 53 just to remind participants about this slide that was shown earlier in the morning. Flip to SLIDE 54. Tell participants that they are now going to have one final test on their “String of Words.” If the “strategic repetitions” they completed while modeling the process actually were effective, their retention of the words should have increased dramatically in comparison to their first attempt. Give participants a full two minutes to write out as many words as they can. NO NOTES! Flip to SLIDE 55 and have participants check for accuracy and total their scores. If the research is correct, they should be remember over 80% of their words after going through several steps of the CORNELL WAY. Hopefully this solidifies the usefulness of taking class time to go through the process. Have them reflect about the effect this would have on students if instead of random words, this was their content. Finally, flip to SLIDE 56 and have participants take out their original Cornell notes with the “over-arching” Essential Question. This is a different sheet of notes than their “String of Words” notes. Instruct them to try to answer the Essential Question on SLIDE 56 in the summary portion of the note paper.

Essential Question What is the benefit of the Essential Question? (Level 2) Where can students get this? (Level 1) This short section of the training is here to just briefly discuss the Essential Question and to give participants some information about how they can transform their standards or objectives into Essential Questions. The reason we want to present students with Essential Questions is two-fold: a. Focuses their learning b. Promotes learning as an investigation or inquiry. Flip to SLIDE 57 and have 2-3 participants share out responses. Call on the experts in the room. What is the benefit of the Essential Question? Possible responses: a. Focuses their learning b. Promotes learning as an investigation or inquiry. Where can students get this? Possible responses: a. from the teacher directly b. can participate in the learning and come up with a possible EQ after the learning. There are benefits to both methods. Flip to SLIDE 58. Have participants take ONE standard from handout pg. 18 and attempt to write ONE Essential Question from that standard. If they have their own standards memorized, they are welcome to use their own.

Practice with Essential Questions
Read the “Creating Essential Questions” handout. Feel free to mark the text. Choose three sample standards. Create corresponding Essential Questions. This short section of the training is here to just briefly discuss the Essential Question and to give participants some information about how they can transform their standards or objectives into Essential Questions. The reason we want to present students with Essential Questions is two-fold: a. Focuses their learning b. Promotes learning as an investigation or inquiry. Flip to SLIDE 57 and have 2-3 participants share out responses. Call on the experts in the room. What is the benefit of the Essential Question? Possible responses: a. Focuses their learning b. Promotes learning as an investigation or inquiry. Where can students get this? Possible responses: a. from the teacher directly b. can participate in the learning and come up with a possible EQ after the learning. There are benefits to both methods. Flip to SLIDE 58. Have participants take ONE standard from handout pg. 18 and attempt to write ONE Essential Question from that standard. If they have their own standards memorized, they are welcome to use their own.

Applications “How do we get students to actually do all
of these things?” (Level 3) Give time in class. Assess (but don’t collect) the notes to provide feedback regularly. Train your department/PLC to be consistent. This part of the training is crucial for processing time. Here is where the explicit connections to Danielson, PLCs, and Technology will be made. Start just by reading over the suggestions on SLIDE 59. These are the big idea suggestions for teachers who plan to implement Focused Note-taking. Have participants quickly head to the corner of the room that represents the “season” in which they were born. This is how we will group them for this activity. If there seems to be a large group (it happens), break them into two. Have them take their handouts, a writing utensil, and note paper with them. Tell them that you will be guiding them through some activities over the next few minutes and they will be working with this group of people. Once they have their group, flip to SLIDE 60 and let them discuss the question for five minutes. What might Focused Note-taking look like in your content area? (Remember it is about the process, not the format). After five minutes of discussion, flip to SLIDE 61. Refer participants to the handouts in their packet that have the Danielson Framework for Teaching information on pages Tell them that we will be exploring how these strategies will help them prove that they are “Highly Effective” as instructors by examining the connections between the CORNELL WAY and the Danielson rubric.

Four Corners Discussion (Group by birthday)
Bring your notes and a writing utensil please. Discuss: What might Focused Note-taking look like in your content area? (Remember it is about the process, not the format) (Level 2) This part of the training is crucial for processing time. Here is where the explicit connections to Danielson, PLCs, and Technology will be made. Start just by reading over the suggestions on SLIDE 59. These are the big idea suggestions for teachers who plan to implement Focused Note-taking. Have participants quickly head to the corner of the room that represents the “season” in which they were born. This is how we will group them for this activity. If there seems to be a large group (it happens), break them into two. Have them take their handouts, a writing utensil, and note paper with them. Tell them that you will be guiding them through some activities over the next few minutes and they will be working with this group of people. Once they have their group, flip to SLIDE 60 and let them discuss the question for five minutes. What might Focused Note-taking look like in your content area? (Remember it is about the process, not the format). After five minutes of discussion, flip to SLIDE 61. Refer participants to the handouts in their packet that have the Danielson Framework for Teaching information on pages Tell them that we will be exploring how these strategies will help them prove that they are “Highly Effective” as instructors by examining the connections between the CORNELL WAY and the Danielson rubric.

Four Corners Discussion: Danielson Framework Connections
As a group, look at the Danielson Framework overview and detailed descriptors for “Highly Effective.” What strategies have we covered that could make you Highly Effective? (Level 1) This part of the training is crucial for processing time. Here is where the explicit connections to Danielson, PLCs, and Technology will be made. Start just by reading over the suggestions on SLIDE 59. These are the big idea suggestions for teachers who plan to implement Focused Note-taking. Have participants quickly head to the corner of the room that represents the “season” in which they were born. This is how we will group them for this activity. If there seems to be a large group (it happens), break them into two. Have them take their handouts, a writing utensil, and note paper with them. Tell them that you will be guiding them through some activities over the next few minutes and they will be working with this group of people. Once they have their group, flip to SLIDE 60 and let them discuss the question for five minutes. What might Focused Note-taking look like in your content area? (Remember it is about the process, not the format). After five minutes of discussion, flip to SLIDE 61. Refer participants to the handouts in their packet that have the Danielson Framework for Teaching information on pages Tell them that we will be exploring how these strategies will help them prove that they are “Highly Effective” as instructors by examining the connections between the CORNELL WAY and the Danielson rubric.

Danielson Domain and Descriptor for “Highly Effective”
Four Corners Discussion: Danielson Framework Connections On a blank sheet of paper (chart paper is optional), create and complete the following t-chart to help you make connections to Danielson’s Framework for Teaching. Danielson Domain and Descriptor for “Highly Effective” Step of the CORNELL WAY 3C: Pacing provides students the time needed to intellectually engage with and reflect upon their learning. Step 6: Link Learning This part of the training is crucial for processing time. Here is where the explicit connections to Danielson, PLCs, and Technology will be made. Start just by reading over the suggestions on SLIDE 59. These are the big idea suggestions for teachers who plan to implement Focused Note-taking. Have participants quickly head to the corner of the room that represents the “season” in which they were born. This is how we will group them for this activity. If there seems to be a large group (it happens), break them into two. Have them take their handouts, a writing utensil, and note paper with them. Tell them that you will be guiding them through some activities over the next few minutes and they will be working with this group of people. Once they have their group, flip to SLIDE 60 and let them discuss the question for five minutes. What might Focused Note-taking look like in your content area? (Remember it is about the process, not the format). After five minutes of discussion, flip to SLIDE 61. Refer participants to the handouts in their packet that have the Danielson Framework for Teaching information on pages Tell them that we will be exploring how these strategies will help them prove that they are “Highly Effective” as instructors by examining the connections between the CORNELL WAY and the Danielson rubric.

Four Corners Discussion: PLC Connections
Discuss and record in notes: How will this work continue in your PLC? (Level 2) How does Focused Note-taking fit into the four questions? (Level 2) What do we expect our students to learn? How will we know they are learning it? How will we respond when they don’t learn it? How will we respond if they already know it? This part of the training is crucial for processing time. Here is where the explicit connections to Danielson, PLCs, and Technology will be made. Start just by reading over the suggestions on SLIDE 59. These are the big idea suggestions for teachers who plan to implement Focused Note-taking. Have participants quickly head to the corner of the room that represents the “season” in which they were born. This is how we will group them for this activity. If there seems to be a large group (it happens), break them into two. Have them take their handouts, a writing utensil, and note paper with them. Tell them that you will be guiding them through some activities over the next few minutes and they will be working with this group of people. Once they have their group, flip to SLIDE 60 and let them discuss the question for five minutes. What might Focused Note-taking look like in your content area? (Remember it is about the process, not the format). After five minutes of discussion, flip to SLIDE 61. Refer participants to the handouts in their packet that have the Danielson Framework for Teaching information on pages Tell them that we will be exploring how these strategies will help them prove that they are “Highly Effective” as instructors by examining the connections between the CORNELL WAY and the Danielson rubric.

Four Corners Discussion: Technology
Discuss and record in notes: What do we need to consider in terms of our current technology integration and Focused Note-taking? (Level 1) How can the process still be followed regardless of the format/platform? (Level 2) This part of the training is crucial for processing time. Here is where the explicit connections to Danielson, PLCs, and Technology will be made. Start just by reading over the suggestions on SLIDE 59. These are the big idea suggestions for teachers who plan to implement Focused Note-taking. Have participants quickly head to the corner of the room that represents the “season” in which they were born. This is how we will group them for this activity. If there seems to be a large group (it happens), break them into two. Have them take their handouts, a writing utensil, and note paper with them. Tell them that you will be guiding them through some activities over the next few minutes and they will be working with this group of people. Once they have their group, flip to SLIDE 60 and let them discuss the question for five minutes. What might Focused Note-taking look like in your content area? (Remember it is about the process, not the format). After five minutes of discussion, flip to SLIDE 61. Refer participants to the handouts in their packet that have the Danielson Framework for Teaching information on pages Tell them that we will be exploring how these strategies will help them prove that they are “Highly Effective” as instructors by examining the connections between the CORNELL WAY and the Danielson rubric.

“Huh’s?” Four Corners Discussion: Large Group Share Out Discuss:
What are your: “Ah-ha’s!?” “Huh’s?” Keep participants in their four corners groups as we close the morning of training. Flip to SLIDE 65 and have groups discuss the major “Ah Ha!” moments they have had regarding Focused Note-taking. Then have them discuss any “Huhs?” they still have (or questions) about it. After the participants speak in groups, allow 3-5 participants to share out and answer some of each other’s “Huhs?” Review SLIDE 66 and reinforce the Essential Question. Have some participants share out how some possible answers to the Essential Question. Share with participants that this is also a good strategy to use with students for closure. Finally, emphasize that this work should continue outside of the training and in PLCs. Flip to SLIDE 67 and point out the SMART Goals handout on pg. 28. Tell participants that their principals will expect them to continue this conversation in PLC time and they will set PLC SMART goals for how they are going to implement Focused Note-taking in their classrooms. After this has been discussed enough, flip to the final slide, SLIDE 68, where you will have your contact information. Be sure to thank them for their time! Thanks! You are an amazing presenter!

Revisiting the Essential Question
Hopefully you have some better ideas for this now! Using your notes, synthesize a summary that answers the Essential Question. How can we, as educators, become “highly effective” through utilizing the research-based best practice of Focused Note-taking as a learning tool to increase engagement and retention of information? (Level 2) Keep participants in their four corners groups as we close the morning of training. Flip to SLIDE 65 and have groups discuss the major “Ah Ha!” moments they have had regarding Focused Note-taking. Then have them discuss any “Huhs?” they still have (or questions) about it. After the participants speak in groups, allow 3-5 participants to share out and answer some of each other’s “Huhs?” Review SLIDE 66 and reinforce the Essential Question. Have some participants share out how some possible answers to the Essential Question. Share with participants that this is also a good strategy to use with students for closure. Finally, emphasize that this work should continue outside of the training and in PLCs. Flip to SLIDE 67 and point out the SMART Goals handout on pg. 28. Tell participants that their principals will expect them to continue this conversation in PLC time and they will set PLC SMART goals for how they are going to implement Focused Note-taking in their classrooms. After this has been discussed enough, flip to the final slide, SLIDE 68, where you will have your contact information. Be sure to thank them for their time! Thanks! You are an amazing presenter!

PLC Work: Create a SMART Goal
Use the SMART goals sheet in your handouts to set a SMART goal for incorporating Focused Note-taking into your instruction. Your principal will be expecting that you turn in your SMART goals at some point after this training. Keep participants in their four corners groups as we close the morning of training. Flip to SLIDE 65 and have groups discuss the major “Ah Ha!” moments they have had regarding Focused Note-taking. Then have them discuss any “Huhs?” they still have (or questions) about it. After the participants speak in groups, allow 3-5 participants to share out and answer some of each other’s “Huhs?” Review SLIDE 66 and reinforce the Essential Question. Have some participants share out how some possible answers to the Essential Question. Share with participants that this is also a good strategy to use with students for closure. Finally, emphasize that this work should continue outside of the training and in PLCs. Flip to SLIDE 67 and point out the SMART Goals handout on pg. 28. Tell participants that their principals will expect them to continue this conversation in PLC time and they will set PLC SMART goals for how they are going to implement Focused Note-taking in their classrooms. After this has been discussed enough, flip to the final slide, SLIDE 68, where you will have your contact information. Be sure to thank them for their time! Thanks! You are an amazing presenter!

Thank you! INSERT PRESENTER CONTACT INFORMATION. Keep participants in their four corners groups as we close the morning of training. Flip to SLIDE 65 and have groups discuss the major “Ah Ha!” moments they have had regarding Focused Note-taking. Then have them discuss any “Huhs?” they still have (or questions) about it. After the participants speak in groups, allow 3-5 participants to share out and answer some of each other’s “Huhs?” Review SLIDE 66 and reinforce the Essential Question. Have some participants share out how some possible answers to the Essential Question. Share with participants that this is also a good strategy to use with students for closure. Finally, emphasize that this work should continue outside of the training and in PLCs. Flip to SLIDE 67 and point out the SMART Goals handout on pg. 28. Tell participants that their principals will expect them to continue this conversation in PLC time and they will set PLC SMART goals for how they are going to implement Focused Note-taking in their classrooms. After this has been discussed enough, flip to the final slide, SLIDE 68, where you will have your contact information. Be sure to thank them for their time! Thanks! You are an amazing presenter!

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