1. How to Take Notes Using The CORNELL WAY How to Take Notes Using The CORNELL WAY

2. Essential Question CORNELL NOTES TOPIC/OBJECTIVE:NAME: TEACHER MUST PROVIDE THE ESSENTIAL QUESTION CLASS/PERIOD: DATE: ESSENTIAL QUESTION: How does using the CORNELL WAY support the processing and retention of important material?

3. TAKE NOTES ON RIGHT SIDE 1TAKE DOWN IMPORTANT POINTS ONLY. DO NOT TAKE WORD FOR WORD. 2. USE FOR LECTURE, READING TEXT, VIDEO, SOLVING A PROBLEM, ETC… 3. USE OWN WORDS 4. (PARAPHRASE) 5. WRITE IN PHRASES / NOT COMPLETE SENTENCES 6. USE BULLETS OR LIST WHEN POSSIBLE 3

4. CONTINUE ON RIGHT SIDE 4

5. USE ABBREVIATIONS 5

6. Student I.S.N. form 6

7. Practice The Curve of Forgetting 7

8. 8 Maggie 2nd July 22, 2015

9. Step One (Note-taking) C-Create format and heading, including Essential Question O-Organize notes on the right hand side of the paper while taking notes during lecture 9 Header Right side notes

10. Step two (Note-taking) 10 Include Illustrations

11. Step Two (Note-taking) 11 Header Right side notes Include Illustrations

12. Additional Notes – Steps One and Two 12 11 ST NINE WEEKS TEACHER SHOULD MODEL CORNELL NOTES 2.MODEL ON WHITEBOARD / DISPLAY GOOD STUDENT EXAMPLES AROUND THE ROOM 3. WALK THROUGH IT IS AN ON-GOING PROCESS 4. TEACH ALOUD – “Why are we using bullets instead of numbers?” 5.STUDENTS EVENTUALLY MOVE ON TO DO IT INDEPENDENTLY. 6. BULLETS OR LIST WHEN POSSIBLE

13. Step 3 – Note-Making RIGHT SIDE 13 R-Review and Revise notes

14. 10-2-2 Method RIGHT SIDE 14 After every 10 minutes of notes, give students 2 minutes to discuss and compare notes with a partner. Next, give the students 2 more additional minutes to write a sentence summary in the body of their notes.

15. Step 4 – Note-Making LEFT SIDE 15 N-Note Key Ideas (create questions on the left side of the paper that connect to main ideas on the right)

16. 16 Step 4 – CONTINUE on LEFT SIDE Left side is for ?’s that would help students to recall info on the right side of the pg. ? must be at higher level thinking If lower level ?’s, student can combine those & formulate new ? that is higher level. Left side notes

17. Step 4 – CONTINUE on LEFT SIDE 17 Form notes into chunks on right side that lead to ?’s on the left Highlight key ideas on right side and that will formulate ?’s on the left. Underline vocabulary on the right and write term to the left. Fill in the definition to the right, when filling in gaps.

18. Metacognitive Markers 18

19. Step 5 – Student Exchange 19 E-Exchange ideas and help each other fill in gaps (Partners examine each other’s notes together to make sure they are at a high level of deep thinking).

20. Think Pair Share 20

21. Step 6 – Summary on BOTTOM OF PAGE 21 Summary L-Link Learning by summarizing notes at the bottom of the paper

22. Step 6 – Summary on BOTTOM OF PAGE CON’T. 22 1.This is the most important step!!!!!! 2. Revisit the Essential Question, it should respond to that. 3. Do not start if off with “I” 4. It is not a reflection of what the student liked about the lesson, BUT to summarize details of learned concepts

23. 23 Step 6 – Summary on BOTTOM OF PAGE CON’T. 4.It must be a complete summary. 5. Link the current main idea to the bigger picture of the lesson to show it relates. 6. Provide a writing prompt if needed. Ex: “The main idea includes____________________. Each is important because____________.

24. HOMEWORK NOTES NEED TO BE REVISED OUTSIDE OF CLASS.

25. Step 7 – Note-Interacting 25 L-Use notes as a Learning Tool by reviewing what was learned FOLD AND ANSWER YOUR OWN ?’S AS A STUDY TOOL

26. “Before” & “After” The CORNELL WAY

27. Review: Note-Taking 1.Create your Cornell note paper. 2. Write in the Essential Question. 3. Use preferred style and organization. Eng. I

28. THE END! 28