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

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

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

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

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

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

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

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

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

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

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