1. Notes to Teacher: Anything italics should be read aloud
Lesson 4B.4

2. Using the Triple-Note-Tote
Topic
Details
Mnemonic
About this lesson:
Executive Function: Executive function (EF) is a broad term used to describe the complex cognitive processes that are the foundation for goal-directed behaviors. These processes include: organizing, prioritizing, shifting flexibly (cognitive flexibility), accessing working memory, and self-monitoring.
Organization: Organization involves the creation of a meaningful structure for ordering parts into a cohesive whole. Strategies for organizing and prioritizing systematically help students to achieve their goals.
How to Teach Students to Organize Ideas and Information
In the previous lesson, students learned to process oral information conveyed in a lecture and to organize ideas into useful notes. In this lesson, we will concentrate on teaching students to organize their notes in more strategic ways. This will be especially helpful when they are reading long textbooks and must determine which information is most critical for studying.
More information is available on the lesson 4B.4 overview.
Lesson 4B.4

3. Objectives
Recognize the importance of taking effective notes for remembering information
Organize ideas from an article using the Triple-Note-Tote
Create memory strategies (mnemonics) to help remember important information

4. Agenda Complete Metacognitive Activator Discuss note-taking strategies
Learn about Triple-Note-Tote
Create a Triple-Note-Tote
Complete the Metacognitive Wrap-Up
Reflect about strategies that work!
Review the agenda.

5. Metacognitive Activator
Please take a few minutes to read the “Tierra Del Fuego” article.
Distribute the Metacognitive Activator handout (Tierra del Fuego article). You may use a worksheet from a different content area if you prefer. Select something that you feel can be completed in than 5-10 minutes.
Give students 5-10 minutes to skim the article.
Collect the article, but allow students to keep their notes, if they took any.

6. Where is Tierra del Fuego located? What is a fjord?
Questions:
Where is Tierra del Fuego located?
What is a fjord?
What is the average summer temperature in Tierra del Fuego?
How did the Yaghan keep warm?
Why is Tierra del Fuego named the land of fire?
Who was Ferdinand Magellan?
What is the principle industry in Tierra del Fuego?
Which two countries control Tierra del Fuego?
In which country is Puerto William located?
Display questions and/or handout the questions and have students write down the answers.

7. How many answers did you remember? Did you take notes?
Discussion
How many answers did you remember?
Did you take notes?
Would notes have been a helpful way to remember important details?
How many answers did you remember?
Did you take notes?
Would notes have been a helpful way to remember important details?

8. What types of note taking strategies do you use?
Discussion:
When do you take notes?
What types of note taking strategies do you use?
How do you use your notes to study?
Stimulate a discussion about note-taking
When do you take notes?
What types of note taking strategies do you use?
How do you use your notes to study?

9. Triple-Note-Tote! Topic Details Mnemonic
Using the Triple-Note-Tote PowerPoint, introduce students to the Triple-Note-Tote template.
Tell students: This is a versatile note-taking format that can be adapted for assignments in many different classes (note taking from lectures, readings from text books, studying for a test, etc.)

10. Write the word or concept you are trying to remember.
Triple-Note-Tote!
Topic
Write the word or concept you are trying to remember.
1. Derailed
Explain the format to students: In the first column, students should write word or concept they are trying to remember (e.g., a vocabulary word, the name of a math formula, etc.).’
2. y=mx+b

11. Write the definition or explanation of that concept.
Triple-Note-Tote!
Topic
Details
Write the definition or explanation of that concept.
1. Derail
Verb: to go off track
In the second column, students should write the definition or explanation of that term.
2. y=mx+b
Slope intercept form of a straight line equation

12. Create a picture or crazy phrase to help you remember.
Triple-Note-Tote!
Topic
Details
Mnemonic
1. Derailed
Verb: to go off track
In the third column, students should create a memory strategy to help them remember this information (e.g., an association, a cartoon, etc.). For more on mnemonics, see Unit 5.
Often, a memory strategy or mnemonic will be added after taking notes when students review and revise their notes.
(Note: When students need to memorize a lot of information, it is important to have a strategy or connection help solidify their understanding and recall of this information; hence, the mnemonic device.)
2. y=mx+b
Slope intercept form of a straight line equation
Why does Mary Cross love Bill?

13. Measuring the Earth Topic Details Mnemonic
The circumference of the earth
24,902 miles
TWO! FOUR! NINE-OH-TWO!
Circle the earth, why don’t you?!
Distribute the Measuring the Earth handout and the blank Triple-Note-Tote template.
Together as a class read the first paragraph and identify important information to record in the template (e.g., the circumference of the Earth is 24,902 miles). Click to enter in the following bullet points.
In the first column write, “The circumference of the Earth.”
In the second column write, “24,902 miles.”
In the third column, create a strategy that will help students remember this information, such as “TWO! FOUR! NINE-OH-TWO! Circle the earth, why don’t you?!”
As a class, repeat this process for the second paragraph. In order to add to the PowerPoint, click on the text and press enter to scroll down. View the completed “Measuring the Earth Triple-Note-Tote” model for ideas.
Students should complete the rest of the Measuring the Earth handout on their own, adding crucial information to their Triple-Note-Tote after each paragraph.
If students are having trouble creating mnemonic devices, you can create these as a class after they are done.

14. What is the Earth’s actual circumference?
Measuring the Earth
Questions:
What is the Earth’s actual circumference?
What evidence did early humans have the Earth was round and not flat?
How did Erasthones prove the Earth was round?
What is an elliptical spheroid?
Once all students are done, collect the “Measuring the Earth” handout and distribute the questions sheet (or, if preferred, just project this slide). Ask students to fill in their answers, with the use of their Triple-Note-Tote.
Review the answers with the class (see the completed “Measuring the Earth Triple-Note-Tote” model for answers).

15. Discussion Did you get more answers correct when you took notes?
What types of information or questions did you use your notes on?
How might you use a Triple-Note-Tote in other classes or on future assignments? What types of assignments?
Discuss with the students:
Did you get more answers correct when you took notes?
What types of information or questions did you use your notes on?
How could you use a Triple-Note-Tote in school? What types of assignments etc…
Triple-Note-Tote can be used while reading a text book, when studying terms or definitions, or to re-structure your lecture notes.
Collect the questions if you have distributed them.

16. Metacognitive Wrap-Up
Look back at the article about Tierra del Fuego.
Create a Triple-Note-Tote!
Answer questions
Did creating the Triple-Note-Tote help you answer more questions correctly?
Have students return to the Tierra del Fuego article Ask them to create a Triple-Note-Tote for this article. They can put their notes into the three column format or create a new set of notes. When students are done, distribute the questions once more. Ask students, did this format help you remember the important information?

17. Strategy Reflection Sheets
Distribute strategy reflection sheets.
Allow students 2-3 minutes for students to complete their reflections. If time permits, select 2 or 3 students to share their responses.

18. What strategy did you use? How did you use it?
Strategy Reflection
Strategy Share
What strategy did you use?
How did you use it?
Was the strategy helpful?
If so, how did you know it was helpful?
After students have had an opportunity to apply the strategy to their school work or activities outside of school, distribute a new strategy reflection sheet (typically 2-3 days following direct instruction of the strategy). Allow students 5-10 minutes to complete their strategy reflection sheets and to attach them to the piece of work that demonstrates the application of the strategy.
In some instances, students may not have the opportunity to apply the strategy they learned that week. Therefore, encourage them to reflect on a different strategy that they applied.
After all students have completed strategy reflection sheets, select 2-3 students to share their strategies. During the strategy share, students should answer the questions on the slide.