1. Cornell Note-Taking Classroom Teacher
Introduce students to Cornell Notes.
Relay that note-taking is a cornerstone of a GREAT student and more specifically a successful AVID student
Classroom Teacher

2. Cornell Notetaking Why should you take notes?
To minimize your “rate of forgetting”
Dr. Walter Pauk, Cornell University Reading Center
Don’t take notes = Forget 60 % in 14 days
Take some notes = Remember 60 %
Take organized notes and do something with them=
Remember % indefinitely!
Why should you
take notes?
The More the Better!

3. Cornell Notetaking Summarize
Dr. Pauk created the Cornell Notetaking System, which is used at Stanford, UCLA’s School of Engineering, most Law Schools, and of course, at Cornell University
The Cornell System requires the student to review notes and think critically after learning has taken place
Date
Topic
Web,
Picture
Draw
??’s
Summarize

4. Cornell Notetaking When should you take notes?
Notes are a record of your learning, so take them when:
You listen to a lecture
You read a text
You watch a film
You work in a group on an activity
You need to recall information about what happened to you in a class, meeting, or activity--which means always!
When should you
take notes?

5. Cornell Notetaking
What do you notice that is different about Cornell Notes?
They are divided into two parts: questions and notes
There is a reflection at the end
There is room for a topic
They are labeled with name, date, class, period or other information

6. Cornell Notetaking What types of questions should I place on the
left side?
Questions which are answered in the notes on the right
Questions you still need the answer to--ask a friend or the teacher after class
Questions the teacher might ask on a test
Higher level thinking questions

7. Cornell Notetaking What else could I place on the left side?
Key terms, vocabulary words, or dates
Diagrams or figures
Reference pages in a text
Steps in a solution process
Notes to myself about actions I need to take

8. Cornell Notetaking Set up your page What are the steps to taking
Draw your margins
Label clearly
Take notes
Use your best strategies
Actively listen, analyze, ask questions
Review, revise, reflect
Look over notes and highlight, edit, or add info
Write your questions and reflection
What are the
steps to taking
Cornell Notes?

9. Some Basics Advantages Materials Method for mastering information
Efficient
Sequential
Materials
Cornell note paper
Basic loose-leaf paper
Discuss the Advantages of Cornell Notes
Let them know if they run out/don’t have C Note paper they can draw a 2 ½ inch line

10. C-Note Paper Samples

11. Let’s Practice…
Tell students they should begin taking notes now!

12. Heading… Learning to Take Cornell Notes Chivas Spivey AVID/ Per.
August 1, 2013
How does using the Cornell Note-taking process promote a college going culture?
Have students fill out the heading (Topic, Name, and Essential Question)
Make sure that students Fill out this part in PEN!

13. During Lecture Write In This Section Only
During the Lecture
During Lecture
Write
In This
Section Only
During a lecture they record their information on the RIGHT Side ONLY
Tell them to ignore the Questions and summary section until the lecture is over

14. Why Take Cornell Notes?
Help you work on assignments and study for tests outside of class
Stimulates Critical Thinking skills
Helps organize and process information
Help you recall information and use your notes multiple times

15. Class Notes Questions, Subtitles, Headings, Etc. Topic
First & Last Name
Class Title
Period
Date
Topic
Essential Question
Questions,
Subtitles,
Headings,
Etc.
Class Notes
2 1/2”
Tell Students To fill out the heading before the lesson begins
Make sure they have the line down the left side
Take Notes on the right side (ONLY) during the lecture
When the teacher is done, they should go back to write Questions on the left
That night they should summarize learning
3 to 4 sentence summary across the bottom of the last page of the day’s notes, which answers the Essential Question

16. Before the Lecture Fill in Heading
Here is an example of a properly filled out heading:
Name, Class, Period, and date (In PEN)
Topic of the Notes for the day
Essential Question (Is a question that captures the point of the lesson)

17. When there is no Essential Questions
Standard/Objective (ELA)
3.6-Identify significant literary devices (e.g., metaphor,
symbolism, dialect, irony) that define a writer’s style.
Essential Question
How do literary devices such as metaphor, symbolism, dialect, and irony define the writer’s style?
Standard/Objective (Math)
Alg Students use substitution to solve a system of
two linear equations in two variables algebraically.
How is a system of two linear equations solved by
substitution?
Standard/Objective (SS)
Understand the role of Appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
Why is Appeasement a contributing factor to the start
of World War II?
Topic (Science)
Diffusion and Osmosis
• What is the process of diffusion and osmosis in a
membrane system?
If a teacher does not give the students an Essential Question:
Have them take the daily standard and turn it into a question.
Discuss how this can be done in all classes

18. During the Lecture From “lecture”, text, video, projects, etc.
Paraphrasing
Skip lines between ideas
Abbreviate
Use phrases
Use bullets/lists
Recognize cues from teachers
Use outline style, diagrams, pictures, graphs
Point out when they take notes and some of the skills that will help them be more effective
From “lecture”, text, video, projects, etc.
Paraphrasing
Skip lines between ideas
Abbreviate
Use phrases
Use bullets/lists
Recognize cues from teachers
Use outline style, diagrams, pictures, graphs

19. After the Lesson… Highlight important information
Cross out non-essential information
Star (*) any information that might show up on a test/quiz.
Once the teacher has stopped talking or the project is over
On the right hand side students should
Highlight important information
Cross out non-essential information
Star (*) any information that might show up on a test/quiz.

20. Compare your notes with a partner!
After the Lesson…
Compare your notes with a partner!
If Students missed information during the lecture they should work with a friend in the class to:
Fill in Gaps
Correct information they copied wrong
Identify important information

21. Generate Good Study Questions
What type of question should I write?
Your questions should reflect:
Information on the right side
Questions that help you study
Info that might appear on a test
Info you don’t understand
Gaps in your notes
Phrase the Question on the left so that it helps you recall
the information on the right
Tell Students that the Questions on the left side should
Reflect the information on the right side
Be Good study questions that will help them remember the information on the right side
Be phrased like possible test questions
Areas of confusion
Gaps in Notes

22. At home that night… Look over that page of notes (1-3 mins.)
Write a 3 or 4 sentence summary
Identify the most important pieces of information.
Answer the Essential Question and your questions on the left side in that summary.
They can think of the summary at the bottom of the page as a nightly Quickwrite
It should reflect the most important information from the lecture

23. Cover the notes on the right Rework/Answer questions on the left
Using your notes to Study
Cover the notes on the right
Rework/Answer questions on the left
Students should later go back and study their notes
Have students cover up the information on the right with a blank piece of paper
Rework the questions on the left
Then see if the information matches

24. Let’s Focus on your Notes
Look over your notes
Underline/highlight important information
Cross out unnecessary information
Meet with your Northwest Partner
Fill in missed information
Generate two good study question in the left column
Here students are going to use their notes from THIS lecture on C Notes
Have students independently highlight and cross out unnecessary information
Then have students meet with their Northwest Partner in order to:
Fill in missing information from the lecture
Generate Two questions

25. Tonight’s homework Insure you have 2 good study questions on the left
Set a timer for 3 minutes (or watch the clock), and do a Quickwrite summary answering:
How are taking Cornell Notes different from how I have taken Notes in the past?
Take Cornell Notes in at least 2 academic classes
Review homework, and tell students they will need this for tomorrow.