2. How did you learn the skill of note taking? How did this skill contribute to your success? Quickwrite

3. Cornell note taking stimulates critical thinking skills. Note taking helps students remember what is said in class. A good set of notes can help students work on assignments and prepare for tests outside of the classroom.

4. Good notes allow students to help each other problem solve. Good Notes help students organize and process data and information. Helps student recall by getting them to process their notes 3 times. Writing is a great tool for learning!

5. Developed in 1949 at Cornell University by Walter Pauk. Designed in response to frustration over student test scores. Meant to be easily used as a test study guide. Adopted by most major law schools as the preferred note taking method.

6. Mastering information, not just recording facts Efficient Each step prepares the way for the next part of the learning process

7. 1.Fill in heading 2.Record notes on the right Within 8 hours, read over notes to fill in gaps 3.Write High Level Questions on the left 4.Write a summary at the bottom of page. 5.Review: cover main column and answer ?’s

9. User-defined organization Records info efficiently and selectively Interaction dependent on system May be reviewed periodically Optional revision 3-part organization Creates schemata Creates higher-level thinking questions Creates summaries Review & revise notes Uses as study guides Holds students accountable for their learning

10. Anthropods

13. (Diagram copied during lecture ) How do the ticks find the cattle? Why don’t the ticks usually kill their host? How could tick infestations in cattle impact humans?

14. Questions should reflect: Info the student doesn’t understand or wants to discuss with the teacher Information that may appear on a test Gaps in the notes

15. Factual Questions: Level 1 –1 correct answer –Answered by pointing to the text How does “The Road Not Taken” begin? (recite) Interpretive Questions: Level 2 –More than one reasonable answer –Supported with evidence from the text In “The Bet” by Chekhov, how do the lawyer and the banker differ in their attitudes toward punishment? (compare/contrast) Evaluative/Universal Questions: Level 3 –Abstract and does not pertain to the text –Ask that judgments be made from information –Give opinions about issues, judge the validity of ideas and justify opinions and ideas. In Catcher in the Rye, how might Phoebe, years later, describe Holden to her children? (speculation)

16. Evaluate Generalize Imagine Judge Predict Speculate Output Applying Compare Contrast Classify Sort Distinguish Explain (Why) Infer Process Make Meaning Complete Count Define Describe Identify List Input Gathering Recall

17. One-Two-Three Story Intellect Poem There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story people. Two-story people compare, reason, generalize, using the labor of fact collectors as their own. Three-story people idealize, imagine, predict – their best illumination comes through the skylight. -Adapted from Oliver Wendall Holmes By asking higher levels of questions, students deepen their knowledge and create connections to the material being presented which becomes the basis for the inquiry that is necessary during tutorials.

18. How do we teach students to conduct inquiry at higher levels? Model progressively more difficult inquiry practices Levels differ by: –Teacher/material guidance decreases as levels increase –Student independence increases as levels increase –Intellectual processes are higher as levels increase

19. Topic Level OneLevel TwoLevel Three Name the elements that make up water. Arrange the following numbers in order from smallest to largest: Create an invention that uses at least three types of simple machines. Write corresponding higher and lower level questions for each of the following:

20. Step 1 create 3 questions about The Three Little Pigs Step 2 identify the level of each question based on Costa’s levels. Step 3 rewrite the questions in order to raise the level

21. Evaluate Generalize Imagine Judge Predict Speculate Output Applying Compare Contrast Classify Sort Distinguish Explain (Why) Infer Process Make Meaning Complete Count Define Describe Identify List Input Gathering Recall

22. 1.Select an item from your purse, pocket, etc. 2.Place the item into the paper bag or envelope at your table. 3.Pass the bag or envelope around and have each member of your group select one item.

23. 4.Write a Level 1, Level 2 and Level 3 question for the item that you selected from the bag. 5.Share your questions in a random order with your group. 6.The group members will decide the level of each question shared and the person whose item is selected should answer the questions.

24. 1.Region V Avid 2. Avidonline.org 3.www.phy.ilstu.edu/programs/ptefiles/ 311content/inquiry/levels_of_inq uiry.ppt