2. Group Discussion (5-7 min.) Where are you at with the process of Cornell Notes?Where are you at with the process of Cornell Notes? What have been some of your successes?What have been some of your successes? What have been some of your obstacles?What have been some of your obstacles? What questions do you still have?What questions do you still have?

3. Today’s Learning Goal How can I help students use Cornell Notes as a learning tool?How can I help students use Cornell Notes as a learning tool? How can I assess students’ Cornell Notes and provide feedback for improvement?How can I assess students’ Cornell Notes and provide feedback for improvement?

4. PURPOSE NOTES KEY TERMS & QUESTIONS SUMMARY

5. The Big Ideas 1.Note-Taking –The actual process of writing down information 2.Note-Making –Marking notes and creating questions 3.Note-Interacting –Write summary & review notes with others 4.Note-Reflecting –Address feedback given by teacher –Write reflection of learning during unit

6. Today’s Focus NOTE-INTERACTING&NOTE-REFLECTING

7. Note-Interacting & The Summary The format and content may vary by subject.The format and content may vary by subject. The hardest thing to do is AVOID, “Today I learned…”The hardest thing to do is AVOID, “Today I learned…” Use the essential question as a guide to writing the summary.Use the essential question as a guide to writing the summary. Does every page need a summary?Does every page need a summary? Can I use the 10-2-2 method?Can I use the 10-2-2 method?

8. Language Arts Sample (in packet) PAGE 1 – Student identifies literary devices from notes and explains how the poet utilizes them.Student identifies literary devices from notes and explains how the poet utilizes them. PAGE 2 – Students answers the essential questionStudents answers the essential question

9. Higher Order Summaries This can be done after students have mastered the process of summary writingThis can be done after students have mastered the process of summary writing Focus on the ways to include academic vocabulary or content that exhibits higher order thinkingFocus on the ways to include academic vocabulary or content that exhibits higher order thinking SEE EXAMPLES IN PACKETSEE EXAMPLES IN PACKET

10. Name (N) Verb (V) Big Idea (B) Identify the important concept learned in class… ENLIGHTENMENT THINKER JOHN LOCKE explains supports is important IS IMPORTANT Describe what was learned. TO THE CREATION OF AMERICAN DEMOCRACY BECAUSE HIS IDEAS OF NATURAL RIGHTS INFLUENCED THE DECLARATION OF INDEPENDENCE. Summaries can also use phrases like… - I used __________ (strategy) to… - I am still confused because… - I will use this in the future when… - I will do ______ to remember... - I remember seeing ______ when I saw/read/heard… (Text Connections)

11. Skills vs. Content The summary may focus on either OR bothThe summary may focus on either OR both Students can discuss a skill or strategy that was used (METACOGNITION)Students can discuss a skill or strategy that was used (METACOGNITION) Students can explain new or significant content and how it:Students can explain new or significant content and how it: –applies to other content –or connects to real-life situations

12. Other Summary Strategies Think About ItThink About It Reflective Learning LogReflective Learning Log The GISTThe GIST The PyramidThe Pyramid One-Pager (visual representation)One-Pager (visual representation) Open Mind (visual representation)Open Mind (visual representation) Elevator Speech (verbal)Elevator Speech (verbal)

13. Note-Interacting Collaboration Help students study by asking each other the questions in the left-hand columnHelp students study by asking each other the questions in the left-hand column Reference notes in future lessons and assignmentsReference notes in future lessons and assignments

14. Table Discussion What strategies have your tried for summary writing?What strategies have your tried for summary writing? What have you found to be helpful?What have you found to be helpful? Has an idea failed? What did you do to adjust the strategy?Has an idea failed? What did you do to adjust the strategy?

15. Note-Reflecting 1.Written Feedback 2.Addressing Feedback 3.Your Learning (Reflection/Learning Log)

16. Assessing Activity Review sample of Cornell NotesReview sample of Cornell Notes Use either the CHECKLIST or RUBRICUse either the CHECKLIST or RUBRIC Give it a score and letter grade according to scale providedGive it a score and letter grade according to scale provided

17. Rubric Scoring Add total # of points – A: 16-18 B: 14-15 C: 12-13 D: 10-11 F: 9 and below

18. Assessment Activity Go to one a corner that matches the letter grade you assignedGo to one a corner that matches the letter grade you assigned In your group, choose a representative to explain why that grade was given.In your group, choose a representative to explain why that grade was given.

19. Assessment Activity Share grades with whole group.Share grades with whole group. In table groups, debrief process and discuss how to use this activity to norm the grading processIn table groups, debrief process and discuss how to use this activity to norm the grading process Where are the disparities or areas of confusion?Where are the disparities or areas of confusion?

20. Address Feedback Allow students the chance to practice the process often enough to improveAllow students the chance to practice the process often enough to improve Model parts of the process that most students are finding difficultModel parts of the process that most students are finding difficult Students can use Focus Goal Activity to identify areas of the process to addressStudents can use Focus Goal Activity to identify areas of the process to address

21. Your Learning Students can review all notes taken in a particular unit and write a more extensive learning log or reflection pieceStudents can review all notes taken in a particular unit and write a more extensive learning log or reflection piece The goal is to get students to see the big picture and connect the different piecesThe goal is to get students to see the big picture and connect the different pieces

22. Reflective Learning Logs Unit Learning LogUnit Learning Log KWHL ChartKWHL Chart Reflective Learning LogReflective Learning Log

23. Re-Cap S – Set up the Paper T – Take Notes A – After class, apply your thinking R – Review Notes S – Summarize Notes

24. Classroom Walk-through Tuesday, September 28 th (Gold Day)Tuesday, September 28 th (Gold Day) Volunteers needed per. 2, 4, & 6Volunteers needed per. 2, 4, & 6 Debrief Period 7 in Room 254Debrief Period 7 in Room 254 –ALL are invited to participate in process Talk to Mr. Lewis or Mrs. PinedaTalk to Mr. Lewis or Mrs. Pineda Tentative sign-up sheet in mail roomTentative sign-up sheet in mail room

25. Focus Question What evidence do we see or hear that students are actively engaged in the Cornell Note taking process?

26. Observation Norms Finds the positive of what is already happeningFinds the positive of what is already happening Student centered and teacher drivenStudent centered and teacher driven Classroom visit for 5-7 minutesClassroom visit for 5-7 minutes Look for evidence ONLY related to focus questionsLook for evidence ONLY related to focus questions Debrief is RESULT and ACTION orientedDebrief is RESULT and ACTION oriented

27. Next Steps… Share sample notes with department, grade level, or subject matterShare sample notes with department, grade level, or subject matter Don’t be afraid to make mistakes. We all doDon’t be afraid to make mistakes. We all do Learning is about the process and not only about the productLearning is about the process and not only about the product

28. Designed by Paul Bullock Senior Program Specialist & Anne Maben AP Science Coach ADAPTED BY Chris Lewis AVID Coordinator