1. Powerful Writing & Note-taking Techniques for Science
Middle Level through High School
Strategic Science Teaching © Used with Permission from the Los Angeles County Office of Education
Los Angeles County Office of Education

2. Cornell Notes Since 1949 Right side: Input Main ideas
Left side: Output
Processing
Levels of questioning
Summary
Reflection

4. Summary is added at the end of ALL
Summary is added at the end of ALL note pages on the subject (not page)
Summary added AFTER questions are finished
Summary should answer the problem stated in the subject.

5. Ex. Left side Processing

10. Cornell Note-taking Summary
Right side notes - for main ideas
Left-side - for questions (Using Blooms or Costa’s thinking levels), concept maps, additional diagrams, lab flow-charts & procedures
Added AFTER notes are taken - time to reflect & process
Summary/reflection
Added at the end of ALL note pages on the subject

11. 5 R's of Note-taking Record
During the lecture, record in the main column as many meaningful facts and ideas as you can.
Reduce
As soon after as possible, summarize the facts & ideas concisely in the left column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory.

12. 5 R's of Note-taking Recite
Cover right side, using only your left side, say over the facts and ideas of lecture as fully as you can, not mechanically, but in your own words. Verify what you said.
Reflect
Draw out opinions from your notes and use them as a starting point for reflections on the course and how it relates to your other courses. Reflection will help prevent ideas from being inert and soon forgotten.

13. 5 R's of Note-taking Review
Spend 10 minutes every week in quick review of your notes, and you will retain most of what you have learned.

14. Brief Review of Bloom’s 6 Levels of Questioning
Uses science examples
Good for teaching students & tutors to reach for higher-levels of inquiry

15. Cornell Note-taking Hints
Notes can be graded on levels of questions & diagrams generated
AP courses: Can use computerized notes but:
Leave a wide left margin, to add higher-level questions, diagrams, concept maps
Space at the bottom of all notes, for a summary

16. Recalling Information
1. KNOWLEDGE
Recalling Information
What information is given?
What are you being asked to find?
What formula would you use?
What does _____mean?
What is the formula for...?
List the...
Name the...
Where did...?
What is...?
Who was/were...?
When did...

17. Understanding Meaning
2. COMPREHENSION
Understanding Meaning
What are you being asked to find?
Explain the concept of...
Give me an example of...
Describe in your words what ___ means.
What concepts does this connect to?
Draw a diagram of...
Illustrate how _____ works.
Explain how you calculate...

18. Using Learning in New Situations
3. APPLICATION
Using Learning in New Situations
What additional information is needed to solve this problem?
Can you see other relationships that will help you find this information?
How can you put your data in graphic form?
What occurs when..?
How would you change your procedures to get better results?
What method would you use to...
Does it make sense to...?

19. Ability to See Parts & Relationships
4. ANALYSIS
Ability to See Parts & Relationships
Compare and contrast _____ to _____.
What was important about...
Which errors most affected your results?
What were some sources of variability?
How do your conclusions support your hypothesis?
What prior research/formulas support your conclusions?
How else could you account for...?

20. Use Parts to Create a New Whole
5. SYNTHESIS
Use Parts to Create a New Whole
Design a lab to show...
Predict what will happen to ____ as ____ is changed?
Using a principle of science, how can we find ...?
Describe the events that might occur if...
Design a scenario for...
Pretend you are...
What would the world be like if...

21. Judgment Based on Criteria
6. EVALUATION
Judgment Based on Criteria
How can you tell if your answer is reasonable?
What would happen to ____ if ____ variable were increased/decreased?
How would repeat trials affect your data?
What significance is this experiment to the subject you're learning?
What type of evidence is most compelling to you?
Do you feel ____ experiment is ethical?
Are your results biased?

22. F. James Rutherford and Andrew Ahlgren in “Science for All Americans”
"In the science classroom, wondering should be as highly valued as knowing,"
F. James Rutherford and Andrew Ahlgren in “Science for All Americans”

23. Interactive Science Journals
An innovative strategy for students and teachers

24. What Is It?
Interactive Science Journals are a tool to strengthen student learning of curriculum (the input) through increased student participation (the output).
Simply put: more bang for the buck !

25. Why Use Them? The Student Perspective
Claims ownership & responsibility
Chooses ways to process information and gets to reflect on what’s been learned
Includes more learning styles
Develops higher-level thinking skills
Organizes learning over time
Work doesn’t get lost!

26. Why Use Them? The Teacher Perspective
Make learning more democratic & inclusive
Motivate participation
Self-evaluate curriculum critically
Monitor student progress easily
Reduce time spent evaluating work
Get ‘real’ student feedback on units
Parent-teacher communication tool

27. Interactive Journal Summary
Spiral-bound ONLY - always with you
Right side - INPUT
Cornell notes (input, questions)
Lab data, log research projects
Left-side - OUTPUT
Concept maps, diagrams, lab flow-charts & procedures, photos, graphics
Summary - SELF-REFLECTION
Added at the end of a unit
Feedback on progress, enjoyment, goals

28. Materials 8 1/2 x 11 Spiral Notebook (80+ pgs)
Pen and pencil with eraser
Glue sticks/tape/rubber cement
Colored pencils or pens
Highlighters
Scissors

29. Journal Fundamentals Page Numbers Title Pages Tables of Contents
Unit Introduction or Cover page
Input: Right side
Output: Left side
Evaluation using a holistic rubric
Regular student & parent feedback.

30. Examples of Left Side processing

31. Sequential Diagram

33. Self-Reflection
At the end of each UNIT, have students add a special page for self-reflection on the topic
A way to give teachers critical feedback

34. Reflective Paragraphs
Begin your responses on the last left-hand page & continue on the right-hand
1. Choose 6 items, which represent your best interesting work ‑ 3 from left side and 3 from the right side…
2. In several REFLECTIVE paragraphs, write specific reasons why you chose the items, why they are your best work, and what these assignments reflect about your skills as a student

35. Reflective Paragraphs
Indicate your overall rating of your notebook based on the 6, 5, 4, 3, 2,1 rubric.
What do you think this notebook deserves on an A‑F scale?
Include several sentences on WHY, using specific details, you've chosen this rating.

36. Reflective Paragraphs
Using sentences and specifics, respond to the following:
What information was new to you?
Did the notebook help you this term?
What would improve the notebook ?
What are your goals for your next unit?
What improvements or areas to change would you like to see in class?

37. Self-Reflection Alternative format

38. Scoring Rubric 6 Excellent Notebook contents complete, dated & labeled
Pages are numbered (odd: RIGHT‑side even: LEFT‑side)
Right-side/Left-side topics correct & organized
Textbook notes/ writing goes beyond basic requirements
Uses color and effective diagrams
Notebook is neat and shows attention to detail.
Shows impressive, in-depth self-reflection about the work.

39. Scoring Rubric 5 Above Average Contents complete, dated & labeled
Pages correctly numbered
Right-side/Left-side topics correct & organized
Uses color and effective diagrams
Most areas meet requirements, but don't go beyond
Includes most of the traits of a "6", but lacks excellence in all areas.
Shows in-depth self-reflection

40. Scoring Rubric 4 Average
Notebook contents are complete (at least 90%) dated & labeled
Pages correctly numbered
Right‑side/Left‑side topics are correct & contents organized
Uses color and some diagrams
Information shows a basic understanding
Some areas meet requirements, but don't go beyond
Shows limited, but real, self-reflection

41. Scoring Rubric 3 Below Average
Contents complete (at least 80%) dated & labeled
Pages correctly numbered
Right/Left topics somewhat organized
Uses minimal color, few diagrams
Shows limited understanding
Few areas meet all requirements
Shows some real self-reflection

42. Scoring Rubric 2 Inadaquate Notebook contents are incomplete.
Some attempt at dating & labeling
Right-side/left-side inconsistent & contents unorganized
Information & concepts show only a superficial understanding and/or show serious inaccuracies
Notebook is not neatly written, sloppy
Shows little real self-reflection

43. Scoring Rubric 1 Incomplete
Notebook turned in, but too incomplete to evaluate.

44. Other Helpful Hints Keep skeleton samples
Provide feedback immediately by checking a few notebooks in first few days of class.
Graded work can be added after it is returned, just have students leave a labeled space.

45. Other Helpful Hints
Occasional open notebook quizzes inspire great notebooks.
Share excellent student work often!

46. Teach Concept Maps to Help Students Access the Big Picture

47. Science Processes Use 9 words to create a concept map
Being objective Quantitative data
Qualitative data Hypothesizing
Experimenting Predicting
Using a control Proper sample size
Controlling variables Graphs + Tables
Analyzing Concluding
Scientific Modeling Estimating
Measuring Comparing
Classifying Inferring
Observing

48. Analyzing Observing Classifying
Experimenting
Science
Processes
Hypothesize
Controlling
Variables
Qualitative Data
Quantitative Data
Analyzing
Observing
Inferring
Measuring
Estimating
Objectivity
Classifying
Graphs & Tables
Proper Sample Size
Concluding
Subjectivity
Scientific Modeling
Using a Control
Comparing

49. Resources for Teachers
General Science Writing:
“Write to Learn Science” NSTA book by Bob Tierney
Concept Maps
NSTA Concept map book
Learning How to Learn by Novak

50. Resources for Teachers
Concept Maps: Web Resources
teacherweb.com
sitesforteachers.com
blackboard.com
Download ‘INSPIRATIONS’ software to be able to create concept maps

51. Developed by Anne F. Maben
AVID Region 11
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All rights reserved