Welcome! Trifles make perfection,but perfection is no trifle. Qui scribit bis legit.
History of Cornell Notes Developed in 1949 by Dr. Walter Pauk, law professor at Cornell University Designed in response to frustration over low student test scores and meant to be used successfully as a study guide Adopted by most major law schools as the preferred note-taking method
Cornell Note-taking Why should you take notes? To minimize your “rate of forgetting” Dr. Walter Pauk, Cornell University Don’t take notes = Forget 60% in 14 days Take some notes = Remember 60% Take organized notes and do something with them = Remember 90-100% indefinitely! “Remember, the questioner is the learner.” Dr. Walter Pauk – Director, Reading and Study Center – Cornell University
The Forgetting Curve Counseling Services, Study Skills Program – University of Waterloo
What Does the Research Show? Verbatim note-taking is, perhaps, the least effective way to take notes. Notes should be considered a work in progress. Notes should be used as study guides for tests. The more notes that are taken, the better. Marzano, et al. Classroom Instruction that Works. 2001.
What Does the Research Show? Students must analyze information at a deep level in order to decide what information to delete, what to substitute, and what to keep when they are asked to give a summary. (Anderson, V., & Hidi, 1988/1989; Hidi & Anderson, 1987) Note: Summary-writing templates are available in the AVID HS Writing and Critical Reading texts.
What Does the Research Show? Reading comprehension increases when students learn how to incorporate “summary frames” as a tool for summarizing. (Meyer & Freedle, 1984)Summary frames are a series of questions created by the teacher and designed to highlight critical passages of text. When students use this strategy, they are better able to understand what they are reading, identify key information, and provide a summary that helps them retain the information. (Armbruster, Anderson, & Ostertag, 1987)
What Does the Research Show? Teacher-prepared notes show students what is important and how ideas relate and offer a model for how students should take notes themselves. (Marzano, et al., 2001) Notes should be in both linguistic and nonlinguistic forms, including idea webs, sketches, informal outlines, and combinations of words and schematics; and, the more notes, the better. (Nye, Crooks, Powlie, & Tripp, 1984)
What Does the Research Show? When students review and revise their own notes, the notes become more meaningful and useful. (Anderson & Armbruster, 1986; Denner 1986; Einstein, Morris & Smith, 1985)Note: Further information and additional strategies on the use of Cornell notes in the classroom also appear in the following AVID texts available at BHS: Implementing and Managing the AVID Program High School Writing Strategies for Success Tutorial Curriculum and Activities The Write Path: English Language Arts I The Write Path: Mathematics I
Taking Cornell Notes Find “The Hedgehog Concept” in your packet, and pull out a page or two of Cornell note paper. As you read this short piece, do the following: Record notes in the wide column to the right. When you are finished reading the piece and recording your notes, compose questions in the column to the left. The questions should be Level 2 or Level 3 questions that the piece generated in your mind as you were reading. The questions can also be those for which your notes are the answers in sort of a Jeopardy approach. When you are finished composing your questions, write your summary/reflection at the bottom of the page.
Evaluating Cornell Notes Refer to the “Cornell Notes Rubric” and/or the “Note-taking Checklist” as a way to evaluate your notes according to these documents. In your content area sessions, you will be discussing your note-taking efforts and what we should expect from our students.