1. Focused Note‐taking in Your Classroom

2. “One learns through the processing of information by the brain
“One learns through the processing of information by the brain. Words very, very seldom imprint themselves on the brain; but ones thinking does.”
‐Walter Pauk

3. Quickwrite How and when did you learn to take notes?

4. How would this information have
Guiding Questions
During our time together think about….
How would this information have
helped me as a student?
How will this knowledge help me in my classroom to better prepare my students for HS & beyond?

5. CORNELL NOTE‐TAKING SYSTEM
NOTE‐MAKING
NOTE‐
INTERACTING
REFLECTING
STEP 1
Create Format
STEP 3
Review & Revise notes
STEP 6
Link learning to create a synthesized summary
STEP 8
Written Feedback
STEP 2
Organize Notes
STEP 4
Note key ideas to create questions
STEP 7
Use completed Cornell notes as a Learning tool
STEP 9
Address Written
Feedback
STEP 5
Exchange ideas by collaboration
STEP 10
Your reflection

6. C REATE FORMAT
O RGANIZE NOTES
R EVIEW & REVISE
N OTE KEY IDEAS
E XCHANGE IDEAS
L INK LEARNING
L EARNING TOOL
W RITTEN FEEDBACK
A DDRESS FEEDBACK
Y OUR REFLECTION

7. Step 1 – Create Format Name, Date, Class Topic Essential Question
Tips…..

8. Step 2 – Organize notes Listen & take notes in your own words
Paraphrase what you hear
Skip lines between ideas
Abbreviate
Use symbols
Write in phrases
Use bullets/lists
Recognize cues

9. Tips to help students with Step 2
Provide students with abbreviations & shortcuts for each content area 
Teach students your personal cues
Model, model, model

10. Ready to Try?
Research Behind Note‐taking Essential Question What is the rationale and research that supports the importance of note‐taking?

11. German psychologist & researcher
Hermann Ebbinghaus
German psychologist & researcher
Late 1800’s

12. The Curve of Forgetting:
The Curve of Forgetting describes how we retain or get rid of information that we take in. It’s based on a 1 hour lecture.

13. Walter Pauk
Cornell University

14. Classroom Instruction That Works: Marzano, pickering, Pollack 2001
Effective
Teaching
Requires
Tools
That
Work
Homework & Practice
Identify Similarities & Differences
Summarizing & Note Taking
Objective & Providing Feedback
Cooperative Learning
Effective Teaching Requires Tools That Work
Questions, Clues,
& Advanced Organizers
Generating & Testing Hypothesis
Reinforcing Effort & Providing Recognition
Nonlinguistic Representation

15. Summarizing & Note‐taking
Effect Size 1.00 (34 percentile gain)
Tools for identifying & understanding the most important aspects of what is being learned
Summarizing & Note‐taking
Deleting, substituting & keeping some information
Learning to analyze
Becoming aware of information structures

16. Step 3 – Review & Revise

17. Review & Revise Notes Samples

18. Step 4 ‐ Note Key Ideas
Identify first chunk or big idea of the notes and number 1
Write a question about the main idea of that chunk
Repeat until all “chunks” are identified with corresponding questions

19. Levels of Thinking

20. Step 5 – Exchange Ideas
When peers work together to review their notes, the collaboration results in enhanced learning.

21. Step 6 – Link Learning Summary Review notes
Synthesize and combine main ideas
Address the essential question
Link the answers from the questions on the left

22. Step 7 – Learning Tool Think‐pair‐share
List ways students can use their notes as a learning tool…..

23. Cornell WAY Step 8 – Written Feedback Step 9 – Address Feedback
Step 10 – Your Reflection
•Develop a Thinking learning log to guide students’
– Identify 3 key concepts from your summaries
– How can you apply these concepts to another concept?
– What questions are still unanswered?

24. 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?

25. Cornell Notetaking Steps
Set up your page
Draw your margins
Label clearly
Take notes
Use your best strategies
Actively listen, analyze, and ask questions
O After Class
Look over notes and highlight, edit, or add info
Write your questions and reflections
Review
Cover the notes and quiz a partner/self with the questions
Review the notes on a regular basis.
What are the step to taking Cornell Notes?

26. Cornell Notes Left Side
What types of
questions should
I place on the
left side?
Questions which are answered in the notes on the right
Questions that still need an answer--ask a friend or the teacher after class
Questions the teacher might ask on a test
Higher level thinking questions

27. Cornell Notes Left Side
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 self about actions needed to take

28. Cornell Notes Right Side
What are some good tips for taking note on the right side?
Write only what is most important:
Listen for repetition, change in pace or volume, numbering, explicit clues (“this is important,” or “on the test”);
Watch for gestures, or clues to organization;
Look for material being written down by instructor or shared in a visual manner
Ask relevant questions

29. Cornell Notes Right Side
What are some good tips for taking note on the right side?
Write in your own words (paraphrase)
Write using abbreviations (check a dictionary for these and create your own)
Draw a figure or diagram
Leave space where you think you might need to “fill in” info later
Use bullets, arrows, and indenting to list key ideas
Write legibly

30. Why Cornell Notetaking?
Students will only do what you model consistently for them-- each time you write something down, make sure to draw your margin and create a notes page
Students will take notes because they are worth something in class
Students will take notes because they are able to use them on exams
Students will act according to habit
Why will your students take notes?

31. Teaching Tip
Scaffold for students using the 8‐1‐1 method (40-minute class)
8 minute lecture
1 minute pair share
1 minute individual 1 sentence summary below chunk 
Repeat throughout lesson