1. The CORNELL WAY

3. 3 Why does structured note-taking matter? Elapsed Days Percent Retention of Material

4. 4 Note-taking – (Create Format) ORNELL WAYORNELL WAY  Create your Cornell note paper (if you don’t have pre-printed paper)  Fill in heading and topic  Write in the Essential Question of the lesson (if not provided by teacher, student should generate their own) C

5. 5 Note-taking - (Organize notes) C RNELL WAYC RNELL WAY  Students should take notes on the right side of their paper  Note-taking conventions should be used such as leaving spaces, abbreviating and bulleting  Use the style and organization of the notes preferred by the student or their teacher  At this time, students SHOULD NOT be writing questions or a summary O

6. 6 Note-making – (Review and Revise) CONELL WAYCONELL WAY  Within 24 hours students should review their notes, preferably with a partner, looking for gaps  Graphic organizers and extra information can also be added in  The Cornell Note Revision list can help during revision (HO) R

7. 7 Note-making –(Note key ideas) CORELL WAYCORELL WAY  Within 24 hours notes should be analyzed looking for “chunks” of material with the same main idea  Once chunks have been identified, corresponding questions should be written in the left column  “Cornell Note Questions” handout (HO) can help students write higher level questions N

8. 8 Note-making -(Exchange ideas) CORNLL WAYCORNLL WAY  Collaborate with peers to compare, enhance and refine your notes  Students can check each others’ notes using the “Collaboration Protocol” worksheet (HO)  Teachers can facilitate this process through the use of a Partner Appointment Clock (HO) E

9. 9 Note interacting - (Link learning) CORNEL WAYCORNEL WAY  Using the notes, questions, Essential question, students link all of this material together to write a summary  Summary  Introductory sentence – a response to the essential question  Subsequent sentences – responses to the question they wrote for each “chunk” of material  A detailed explanation of this process is given in the Cornell Note Summary Template (HO) L

10. 10 Note interacting – (Learning tool) CORNEL WAYCORNEL WAY  Students should use their completed notes to study for upcoming tests and quizzes  One study method is the “fold-over”  Notes should also be used to write questions for AVID tutorials, as well as during tutorials L

11. 11 Note reflecting - (Written Feedback) CORNELL AYCORNELL AY  Written feedback should be given weekly from the AVID teacher, tutors and/or peers  Grading needs to focus on quality as much as quantity  Some ways to provide feedback are the “C Note Rubric” (HO) or C Note Checklist” (HO) W

12. 12 Note reflecting– (Address feedback) CORNELL WYCORNELL WY  Use the “Cornell Note Focus Goal Activity” (HO) to create goals for growth in students’ note-taking A

13. 13 Note reflecting – (Your reflection) CORNELL WACORNELL WA  Students should gather all their notes from a topic  Student should then review their notes, questions and summaries from the topic  Completing a “Cornell Note Reflective Log” brings closure to the process Y

14. 14 How to teach this to your students  Scaffold!  Give students time in class to do this

15. 15 Contact information www.avid.org Name Address Phone (000) 000-0000 name@avidcenter.org