1. How to Take Notes Using The CORNELL WAY
This PowerPoint is meant to be used with either teachers or students schoolwide to assist in the CORNELL WAY. Please see the notes on the last slide for suggestions on how to begin teaching this skill to students.
*There are many additional resources to support each step of the CORNELL WAY on MyAVID File Sharing.

2. Learning Objectives
To understand how the CORNELL WAY can improve student performance
To promote use of the CORNELL WAY as a schoolwide tool for learning

3. Essential Question
CORNELL NOTES
TOPIC/OBJECTIVE:
NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION: How does using the CORNELL WAY support the processing and retention of important material?
Have participants copy the Essential Question onto their Cornell Note paper.

4. CORNELL NOTE-TAKING SYSTEM
Focused Note-Taking
STEP 4
Note Key Ideas to Create Questions
CORNELL NOTE-TAKING SYSTEM
NOTE-TAKING
STEP 1
Create Format
STEP 2
Organize Notes
NOTE-MAKING
STEP 3
Review & Revise Notes
STEP 5
Exchange Ideas by Collaboration
STEP 10
Your Reflection
STEP 9
Address Written Feedback
STEP 8
Written Feedback
NOTE-REFLECTING
NOTE-INTERACTING
STEP 6
Link Learning to Create a Synthesized Summary
STEP 7
Use Completed Cornell Notes as a Learning Tool
Cornell Notes are an excellent tool to take focused notes, to use inquiry to highlight the main ideas, and to summarize knowledge learned.
The idea is to emphasize not just taking notes, but also the importance of refining and using the notes as a study aid.
They were developed at Cornell University in the 1950s by a frustrated professor who wanted to help his students learn to retain information better.
They have become a cornerstone of the AVID college readiness system because of their usefulness in all content areas and for all students.
Three advantages of CN:
It is a method for mastering information, not just recording facts.
It is efficient.
Each step prepares the way for the next part of the learning process.
Long story short:
When you write down even brief notes about what you are hearing/ experiencing, you keep 60% of what you hear/learn.
When you take thorough, organized notes and review them, you keep % of what you hear/learn.
The CORNELL WAY is a process to cover all of these steps.
See and process the notes 6-8 times while practicing note-taking, synthesizing, inquiry, summarization, reflection
There are four parts to the CORNELL WAY:
Note-taking: capturing complete notes in any situation
Note-making: creating meaning and revising the notes taken
Note-interacting: using the notes as a learning tool to increase achievement
Note-reflecting: reflecting on learning and utilizing feedback to improve future note-taking effort
Reminder: This is a PROCESS that can be used with any note-taking format. If we are taking the time to have students take notes, we need to build in the repetitions that allow for content mastery and long-term memory access.

5. Steps 1-2 (Note-Taking)
C-Create format and heading, including Essential Question
O-Organize notes on the right hand side of the paper while taking notes during lecture
Steps 1-2 are easy. Any piece of paper can be turned into Cornell Note paper – all you have to do is add lines! This can be done with handouts, worksheets, graphic organizers, graph paper, or just regular binder paper. Cornell Notes work with any student binder or notebooking system.
Have participants take notes on the steps of the CORNELL Way. Alternatively, you could have them set up the format and then take notes over a neutral topic, such as a TED talk or an article. Together, the notes could be processed as a model for the CORNELL WAY.
Knowing how to take notes is a skill that must be modeled for students in different classes before they can be expected to complete the skill independently and at a high level of proficiency. Consider modeling:
Knowing when to skip lines between pieces of information
Abbreviations for the content area
Paraphrasing
Using bullets, symbols, indentations
What would it look like in your class? Notes over a video, a presentation, a lab demo, etc.
When do you share note-taking conventions with students? When do you teach them common abbreviations for your content? Notes still need to maintain meaning for the note taker. Also, do not expect all notes to look alike as students gain comfort with this skill. They need to develop an organized note-taking style that works for them. It is the processing they will do later that makes their notes into the CORNELL WAY.

6. Steps 3-5 (Note-Making) R-Review and Revise notes
N-Note Key Ideas (create questions on the left side of the paper that connect to main ideas on the right)
E-Exchange ideas and help each other fill in gaps
After you are finished with the lecture, consider modeling these steps by:
Giving them seconds to skim over their notes, underline, clarify parts, add symbols or visuals, complete thoughts.
Encourage them to use a different colored pen so additions stand out.
N – Note Key Ideas
Identify big “chunks” of notes.
Use key ideas to create questions about the main idea of each chuck on the LEFT.
Encourage students to use higher-level questions, where appropriate.
Consider, “How might this be asked on the test?” (think like the teacher).
As a group, generate 1-2 questions for the left-hand side that reinforce the main ideas in the notes. Consider using Costa’s Levels of Thinking to generate higher-level questions.
Sample: Explain why using Cornell Notes helps students to retain information longer.
Often there is confusion about what questions go in the left side. The questions on the left should be answered in the notes and are written as a review of the material. If there is a genuine question about the material on the right-hand side, students may put a question mark next to the section as a reminder to get clarification.
E – Exchange Ideas
Collaborate with others.
This can be done periodically throughout your delivery of material, at the end of class, or at the beginning if they took notes for HW.
Fill in gaps, revise, enhance, list key vocab.
Encourage use of a different colored pen.
The idea is for them to begin taking ownership of the content in their notes, both what is there and what is not there (until a partner helps them).
• Give participants 30 seconds to compare notes with a partner, filling in missing material, clarifying points or just discussing what they have written.
Consider asking participants to discuss at their tables how this intentional process helps students to look at notes differently or think about them in a different way.

7. Steps 6-7 (Note-Interacting)
L-Link Learning by summarizing notes at the bottom of the paper
L-Use notes as a Learning Tool by reviewing what was learned
L – Link Learning
Create a summary, which goes at the END of the notes (not one for each page of notes)
There is a summary-writing template on MyAVID (also found on the Focused Note-Taking CD) to help teach this skill.
In a summary, students should address the EQ and synthesize main ideas that left-hand questions were generated over. Consider modeling this step by asking participants to generate a summary over their notes on the CORNELL WAY by answering the EQ and all left-hand questions. This can also be done within 24 hours as part of the repetition model.
L – Learning Tool
Review notes.
Study from notes.
Fold the notes over and quiz over the questions on the left while hiding the material on the right. Model how to fold over the notes. Have one volunteer quiz another volunteer from one of the questions generated.
Find a partner from another table and ask each other the questions from the left column. Discuss with your partner ways to incorporate Note-Interacting into class. Example: “The day before a test, I can pull out the notes during the last ten minutes of class, fold over the side, and pair up to quiz myself and my partner.”

8. Step 8 (Note-Reflecting)
W - Using the resources and rubrics on MyAVID, give Written Feedback on each other’s notes
W – Written Feedback
Teacher provides written feedback, or students may use rubrics to support each other in using the CORNELL WAY.
It takes time to assess notes, but the rubrics provided allow assessment of the notes one step at a time. You can even provide students a simple checklist to assess themselves.
Otherwise, how will students know how to improve?
All rubrics are on MyAVID and are also on the Focused Note-Taking CD.
Teachers can grade each step independently or the notes as a whole, depending on where students are in the process.

9. Step 9 (Note-Reflecting)
A – Address feedback by:
Reviewing partner’s feedback.
Addressing the feedback by creating a goal on how to improve note-taking skills.
The student who took the notes is the one that is addressing the feedback.
How does this kind of feedback affect students’ ability to improve their note-taking practice?
What could peer-peer evaluation look like in the classroom?

10. Step 10 (Note-Reflecting)
Y - Reflect on Your overall learning by reviewing all of the notes taken over a topic.
This is the metacognitive piece that allows students to assess their note-taking skills and how they can adjust their note-taking in the future to improve their class performance.

11. “Before” & “After” The CORNELL WAY
Review by asking participants to link what they see in the “after” sample of notes to the different steps of the CORNELL WAY.

12. Questions? Comments?
Ways to Begin the CORNELL WAY:
Start by training students one piece of the process at a time (learning to take good notes is a marathon, not a sprint).
Practice the format.
Take existing notes and draw in the lines of the CN format.
Move onto what is written down.
Teach students common abbreviations for your content area or academic abbreviations (expl, comp/cont, etc.).
Use the templates, checklists, and rubrics to help.
Post relevant aids in your classroom.
Discuss with your grade level/department ways to scaffold expectations appropriately for your students.
When you create student notes or handouts, format them as CN.
Can scaffold by providing some of the pieces and having students do the rest.
Give students partial notes and help them with the gaps.
Have students generate the questions and write a summary over the notes provided.
Model the process.
Write questions and summaries as a class first after providing examples and explaining the process.
Use CN when formatting PLC meeting agendas or training handouts.
Turn chapter questions into CN, put dates in the left-hand column, or elements such as plot, setting, and conflict for students to keep track of during note-taking.
Draw Graphic Organizers on the right and generate critical thinking questions on the left. Summarize the learning at the bottom.
Connect what is in the notes to what was on the test as a reflection over the efficiency of students’ notes.
Encourage review of notes, questions, and summaries.
Assess the notes.
You may use the rubrics or grading slips on MyAVID/Focused Note-Taking CD.
Have students attach them to their test or turn them in at the end of a unit.
You might let them use their notes for a portion of the test once in a while (that’s up to you!).
Give extra credit for good student-generated questions that you use on the test.
Ways to Extend Cornell Notes:
Connect the learning reflected in the notes to what was on a test or in an essay prompt.
Use finished Cornell Notes over a piece of text for a Socratic Seminar with student-developed questions.
Take the last five minutes of class for reviewing, revising, quizzing with a partner, or reflecting on the process.
This is also a great, quick formative assessment over what was learned that day.
Students who finish parts of the process early can:
move onto the next step of the process
do a quick processing activity (ie. draw a cartoon, letter to a friend, make a bumper sticker, etc.)
provide questioning or summary stems
add symbols and images
Address the “muddiest point” in an exit card about what they still need more information on
add to the word wall
Write “test questions” for the teacher to consider
Turn a section of their notes into a Thinking Map
Create a “Stump the Class” question jar or pull one from the jar
Making it work for any teacher:
Method (one-pager found on MyAVID)
10 minutes of INPUT (whole group)
C-O
2 minutes of PROCESSING (partners/small group)
R-N-E
2 minutes of SUMMARIZING (independent) L
Repeat
Last 5 minutes of class is whole group interaction over the material.
Questions for the teacher, clarification, sorting out misconceptions or gaps, share out summaries to check for understanding

13. INTERACTIVE NOTEBOOK

14. Have you ever heard yourself say .
I can't find my . . .
notes, homework, old quizzes . . .
I can't remember what
we did in class yesterday.
I'm sure its in . . .
my locker . . .
my book bag . . .
my room . . .
I was absent last week, did I miss anything?

15. Well Here's Your Answer..
Science
Notebook
Interactive
Notebook

16. What is An Interactive Notebook
A interactive notebook (INB) your own personalized DIARY of learning about the subject
A portfolio of your work in ONE convenient spot. This is great for studying for upcoming quizzes & test
A great ORGANIZATIONAL tool that gives you permission to be PLAYFUL AND CREATIVE in your responses without "messing up" your notes.
Science
Notebook

17. Left Side-Right Side: WHICH SIDE?
The notebook is divided into TWO sections.
Left Side-Right Side: WHICH SIDE?
The Left SIDE “LOVES” student work. This is the side that you can use to show me your creativity. This is the “output” or product side.
The Right side is “RESTRICTED” and contains only information given by the teacher. Nothing else should be placed on the RIGHT SIDE!!

18. Decomposer Producer Consumer
The notebook is divided into TWO sections.
LEFT side “loves”
STUDENT work = OUTPUT
RIGHT side is “restricted” to TEACHER INPUT
WARMUP #1 Fill in the missing word.
Decomposer Producer Consumer
Plants are ____. Lions, tigers, and bears are ____. Worms and mushrooms are____

19. LEFT SIDE: YO SIDE The LEFT SIDE belongs to you.
It contains your dated First Move (QUESTION MARK) and the day’s activity (LIGHTBULB). On this page you may include diagrams, cartoons, drawings, poems, foldables, etc. Let your CREATIVITY go wild!
EVEN PAGES =0, 2, 4, 6, 8…YOU GOT IT..

20. The DAY’S ACTIVITY is placed on the LEFT side of the notebook.
INCLUDES:
Instructional Focus lesson
DAY’S ACTIVITY
1st Move Date Fill in the missing words.
The atomic # tells you how many _________ are in an atoms nucleus. The atomic mass is equal to the ________ - _________.

21. LEFT SIDE
The day’s activity is placed on the LEFT or OUTPUT side of the notebook. This is indicated with a yellow light bulb icon. This section acts as a reinforcement for the RIGHT or INPUT side and is referred to as the LeSSON Activity. This side entails hands on, tactile learning.

22. Examples of Left Side Assignments
Daily First Move
Graphic Organizers
Drawings/Illustrations
Poems, Rap Songs
Cartoons/Comics
Lab Analysis
Teach Your Parent
YOUR OPPORTUNITY
TO BE
AS CREATIVE AS
YOU WANT

23. DRAWINGS/ILLUSTRATIONS

24. FOLDABLES

25. GRAPHIC ORGANIZERS

26. RIGHT SIDE: MY SIDE
The RIGHT SIDE belongs to the teacher and should only contain information given or “input” from teacher. Nothing else should be placed on this page!
We will be using Cornell style of notes
ODD PAGES = 1,3,5,7,9...YOU KNOW IT.

27. Write the Essential Question of the day on the next line (see above)
Name
Date
Period
Cornell Notes
EQ: How will set up our Interactive Notebooks (INBs) for Physical Science?
Write your name, date, and period in the upper right hand corner (see above).
Write the topic of the notes (ex. States of Matter; Protons, Neutrons, and Electrons; etc.) on the top line (see above).
Write the Essential Question of the day on the next line (see above)

28. Name
Date
Period
Cornell Notes
EQ: How will we set up our INB for Physical Science?
Draw a horizontal line about five lines up from the bottom.
Draw a vertical line down the page about one third of distance from the left.

29. Cornell Notes Main Idea Key Question (after notes are completed)
Name
Date
Period
Cornell Notes
EQ: How will we set up our INB for Physical Science?
Main Idea
Key Question (after notes are completed)
Take notes on what you READ, SEE, or HEAR.
Make each point short and easy to read.
Mark your notes
? things you don’t understand
*  things that are extra important
Key Terms definitions

30. Cornell Notes Main Idea Key Question
Name
Date
Class
Period
Cornell Notes
EQ: How will we set up our INB for Physical Science?
Main Idea
Key Question
Take notes on what you READ, SEE, or HEAR.
Make each point short and easy to read.
Mark your notes
? things you don’t understand
*  things that are extra important
Key Terms definitions
Summary: 3-5 sentences that thoroughly answer essential question.

31. Example of Right Side "Input"
Notes from
Teacher guided PowerPoint notes
Movie/Video
Article Readings
Vocabulary words
Lab procedures
Study Guides

32. Example of Right Side "Input"

33. Three or Five SUBJECT Spiral NotebookS
INB Supplies
Glue or glue stick
Scissors
Three or Five SUBJECT Spiral NotebookS
Pens & Pencils
colored pencils
HIGHLIGHTER
NO MARKERS!

34. Getting Started The name of the course:
Science
Notebook
My Name
My Grade
The name of the course:
9th Grade Physical Science
The words: Interactive Science Notebook
The class period that you have science:
Period 1, for example
The school year: – 2017
Your “awesome” teacher: Ms. Watson
Your name: (self explanatory)
TWO OR MORE SCIENCE PICTURES:
You can draw, get from magazine or Internet.

35. 9th Grade Physical Science
INTERACTIVE
SCIENCE
NOTEBOOK
YOUR NAME
YOUR PERIOD
Ms. Watson

37. Table of Contents: Unit 1 Inquiry
STEP 2
Starting with the cover, number the first 50 pages. The inside cover is 0. Numbers should be small and at the top outside corner of every page. 3 2
Table of Contents: Unit 1 Inquiry 1
INB Set Up

38. TABLE OF CONTENTS: Unit 1 Inquiry
Pages
Left Side Item
Inside Cover 2
Left Side Components 4
Table of Contents: Unit 1 Inquiry
Pages
Right Side Items 1
Cornell Notes Set Up 3
Right Side Components 5
Table of Contents: Unit 1 Inquiry

39. Using a ruler divide the page into four equal sections.
Label each box alphabetically.

40. NOTEBOOK RULES.. No RIPPED OUT pages or torn corners
No DOODLING that doesn’t relate to subject
Notebook should be used for SCIENCE CLASS ONLY
DATE AND NUMBER each page
All entries must go into the Table of Contents
BE COLORFUL & LOVE YOUR NOTEBOOK