Note taking
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The Cornell Note Taking System provides a structured method for taking and reviewing notes. It involves 6 steps: 1) Recording key ideas and information in the main column, 2) Writing questions in the left column to prompt recall, 3) Reciting the notes aloud using the questions, 4) Reflecting on connections to prior knowledge, 5) Summarizing the main ideas, and 6) Reviewing notes on a regular basis. The system is designed to improve learning, ensure understanding, and facilitate information retrieval through questioning, recitation, reflection, and frequent review.
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Tp101899649 template
The Cornell Note-Taking System involves using a sheet of paper divided into two columns - a narrow column on the left for writing cue words or questions, and a wide column on the right for writing lecture notes. There are two versions - the Six R version which focuses on recording, reducing, reciting, reflecting and reviewing notes, and the Q/Five R version which adds questioning to the process. Both versions emphasize summarizing notes in the bottom section to reinforce understanding.
Cornell Note Taking System
The Cornell Note taking system provides an effective method for taking notes during lectures or readings. It involves dividing a page into two columns - a narrow column on the left for writing questions and key words, and a broader column on the right for recording notes. The process involves recording notes, writing questions, reciting to recall information, reflecting on connections, summarizing main ideas, and regularly reviewing notes. This system helps prevent forgetting information, encourages concentration, and records testable materials.
The cornell note taking system
The Cornell Note Taking System is a 7 step process for taking effective lecture notes. The steps include: 1) capturing facts and ideas during lectures using abbreviations, 2) reviewing notes and filling in gaps, 3) writing questions in the question column, 4) reciting notes from the questions, 5) summarizing each page of notes, 6) integrating facts and ideas from multiple lectures, and 7) reflecting on the material to commit it to long-term memory. Notes are organized on a page with a wide column for notes and a narrow column for questions.
Cornell notetaking
1) Cornell Notetaking is an effective note-taking system developed by Dr. Walter Pauk that involves dividing notes into questions on the left and notes on the right with a reflection section.
2) Taking organized notes and reviewing them helps students remember information indefinitely, while not taking notes results in forgetting 60% of information within two weeks.
3) The key aspects of Cornell Notetaking include labeling notes, writing questions as notes are taken, and reflecting on the material after class.
Intro to cornell notes
The document provides an overview of the Cornell Notes note-taking system. It describes how Cornell Notes are organized into five distinct sections - including notes, questions, and a summary - and recommends best practices for each section. The benefits of taking organized notes using the Cornell System are highlighted, such as remembering 90-100% of material indefinitely compared to only remembering 60% without taking notes.
Beginning note taking
This document provides an overview of different note taking methods and tools for students. It discusses when it is important to take notes, such as for tests or difficult classes. A variety of note taking tools are presented, ranging from loose leaf paper to binders. The Cornell note taking method is explained in detail through its three step process of recording notes, reducing them, and reviewing. Outlining and mapping methods are also outlined. Shorthand techniques and using notecards are presented as additional strategies. Resources for practice note taking from lectures and readings are provided, as well as guidance for creating and using flashcards to reinforce learning.
Cornell+notes ppt
The document introduces the Cornell Notes note-taking strategy. Cornell Notes involves dividing a page vertically with notes taken on the right side and key points and questions summarized on the left. This strategy helps with organizing notes, identifying important concepts, and scanning notes efficiently when studying. The steps of the Cornell Notes method are to record notes during class, revise the notes by summarizing and labeling the left column, recite from the notes to study, reflect on the material, and regularly review past notes. Following this note-taking strategy is said to improve study skills and grades.
Cornell power point notetaking
This document provides tips and guidelines for taking Cornell notes. It explains that Cornell notes involve taking notes in the large right column with questions, key terms, diagrams, etc. in the left column. A summary should be written at the bottom of the last page. Guidelines are provided for what information goes in each column and examples are given. Tips for active reading, textbook organization, and identifying important points from text style are also outlined.
Recommended
Tp101899649 template
The Cornell Note-Taking System involves using a sheet of paper divided into two columns - a narrow column on the left for writing cue words or questions, and a wide column on the right for writing lecture notes. There are two versions - the Six R version which focuses on recording, reducing, reciting, reflecting and reviewing notes, and the Q/Five R version which adds questioning to the process. Both versions emphasize summarizing notes in the bottom section to reinforce understanding.
Cornell Note Taking System
The Cornell Note taking system provides an effective method for taking notes during lectures or readings. It involves dividing a page into two columns - a narrow column on the left for writing questions and key words, and a broader column on the right for recording notes. The process involves recording notes, writing questions, reciting to recall information, reflecting on connections, summarizing main ideas, and regularly reviewing notes. This system helps prevent forgetting information, encourages concentration, and records testable materials.
The cornell note taking system
The Cornell Note Taking System is a 7 step process for taking effective lecture notes. The steps include: 1) capturing facts and ideas during lectures using abbreviations, 2) reviewing notes and filling in gaps, 3) writing questions in the question column, 4) reciting notes from the questions, 5) summarizing each page of notes, 6) integrating facts and ideas from multiple lectures, and 7) reflecting on the material to commit it to long-term memory. Notes are organized on a page with a wide column for notes and a narrow column for questions.
Cornell notetaking
1) Cornell Notetaking is an effective note-taking system developed by Dr. Walter Pauk that involves dividing notes into questions on the left and notes on the right with a reflection section.
2) Taking organized notes and reviewing them helps students remember information indefinitely, while not taking notes results in forgetting 60% of information within two weeks.
3) The key aspects of Cornell Notetaking include labeling notes, writing questions as notes are taken, and reflecting on the material after class.
Intro to cornell notes
The document provides an overview of the Cornell Notes note-taking system. It describes how Cornell Notes are organized into five distinct sections - including notes, questions, and a summary - and recommends best practices for each section. The benefits of taking organized notes using the Cornell System are highlighted, such as remembering 90-100% of material indefinitely compared to only remembering 60% without taking notes.
Beginning note taking
This document provides an overview of different note taking methods and tools for students. It discusses when it is important to take notes, such as for tests or difficult classes. A variety of note taking tools are presented, ranging from loose leaf paper to binders. The Cornell note taking method is explained in detail through its three step process of recording notes, reducing them, and reviewing. Outlining and mapping methods are also outlined. Shorthand techniques and using notecards are presented as additional strategies. Resources for practice note taking from lectures and readings are provided, as well as guidance for creating and using flashcards to reinforce learning.
Cornell+notes ppt
The document introduces the Cornell Notes note-taking strategy. Cornell Notes involves dividing a page vertically with notes taken on the right side and key points and questions summarized on the left. This strategy helps with organizing notes, identifying important concepts, and scanning notes efficiently when studying. The steps of the Cornell Notes method are to record notes during class, revise the notes by summarizing and labeling the left column, recite from the notes to study, reflect on the material, and regularly review past notes. Following this note-taking strategy is said to improve study skills and grades.
Cornell power point notetaking
This document provides tips and guidelines for taking Cornell notes. It explains that Cornell notes involve taking notes in the large right column with questions, key terms, diagrams, etc. in the left column. A summary should be written at the bottom of the last page. Guidelines are provided for what information goes in each column and examples are given. Tips for active reading, textbook organization, and identifying important points from text style are also outlined.
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This document provides a 4-step process for drafting an essay: 1) Preparing to write using brainstorming techniques like mind maps, lists, and freewriting. 2) Creating an outline with a solid thesis statement and formal or informal outline. 3) Writing a first draft following the outline without stopping to correct. 4) Revising the draft through major revisions of organization, minor revisions at the paragraph level, editing for grammar/mechanics, and proofreading for final details. Tips are given to shorten rather than lengthen drafts and to take time and stay organized during the writing process.
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The Cornell Note-Taking System provides a structured approach for taking notes during lectures or readings. It involves dividing the page into two columns - a narrow column on the left for writing cue words or questions, and a wide column on the right for writing key points. After recording the key points, the student reduces them to cue words in the left column. The student then recites the information without looking, reflects on what was learned, and reviews regularly. For studying, the student recaps by summarizing the notes at the bottom. There are two versions that differ in whether cue words or questions are written in the left column.
Cornell notes ppt
This document provides an agenda for a meeting that includes discussing how to print and save class materials from Class Connect, an overview of the Reading Horizons program, an introduction to the Cornell Note taking system, and a book discussion on "Between Shades of Gray". It outlines the Cornell Note taking method in 6 steps and its benefits. Tips are provided for effective note taking and studying. There is also a question and answer section and a survey link at the end.
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This document provides a 4-step process for drafting an essay: 1) Preparing by brainstorming ideas through mind maps, lists, and freewriting. 2) Creating an outline with a solid thesis statement and formal or informal outline. 3) Writing a first draft by following the outline without stopping to correct. 4) Revising through major revisions of organization and structure, minor revisions at the paragraph level, editing for grammar and mechanics, and proofreading for final details. Tips are given to shorten rather than lengthen drafts and to take time and stay organized during the writing process.
AVID Overview - Cornell Notes
AVID is a program that prepares students for college readiness and success. It uses strategies like binders for organization, Cornell notes for note-taking, tutorials for collaborative study groups, philosophical chairs for discussion, and Socratic seminars. The presenters explain these AVID strategies and how teachers can implement them to benefit students of all abilities.
Cornell Notes Student PPT
I found a great power point online that was produced by an AVID teacher. If you need assistance taking the notes use this power point.
Cornell Notes
The document provides an overview of the Cornell Notes note-taking method, including its history, structure, and benefits. Cornell Notes involve writing notes in the right column and questions/key terms in the left column. Students are instructed to add a 3-4 sentence summary at the bottom to reinforce learning. Tips are provided for taking effective notes from texts, lectures, and discussions.
Lesson 3 Note-Taking
This document provides instructions for using the Cornell note-taking method. It describes how Cornell notes were developed in 1949 to help students with test-taking. The template includes sections for notes, questions, and summaries. It encourages writing notes in the own words and abbreviating when possible. Users are instructed to take notes on the provided video using the Cornell template, including covering notes to quiz themselves. The document promotes using notes to study individually or in groups by rewriting, quizzing partners, and sharing key points.
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This document provides guidance on developing strong reading and note-taking skills. It discusses techniques for reading like muscle reading, which involves a 3-phase process of pre-reading, active reading, and post-reading. It also outlines different reading styles like scanning, skimming, and detailed reading. For note-taking, it recommends the Cornell note-taking system and mind mapping. General tips include using keywords, diagrams, and leaving space for additional notes. The goal is to actively engage with materials and develop notes that can be easily reviewed and organized.
Taking lecture notes
This document provides tips for taking effective lecture notes. It emphasizes evaluating notes based on content and organization. Before class, students should review previous notes and materials. During class, they should take detailed notes without writing every word, and review notes within 24 hours. Common note taking systems include outlining, paragraphs, mapping/clustering, and the Cornell system. The document recommends adapting the strategy that works best for the individual and course.
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This document provides guidance on effective note-taking and study skills for high school students. It discusses why taking notes is important for remembering material, how to develop a note-taking strategy, organizing notes in a binder with dividers, reviewing notes after class and as a study guide. The document also recommends participating in class, using textbooks and materials, forming study groups, and maintaining good attendance. General study hints include reviewing notes daily and studying more before tests.
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This document outlines an 18-session unit of study for a third grade personal narrative writing unit with a focus on turning points. Each session includes objectives like minilessons, student writing time, and conferencing. Sessions cover topics such as using important moments, first and last times, emotion, leads, drafting, revision, and editing to help students craft a personal narrative with a turning point in their writing.
Effective note taking skills
Students learn how to take good notes while reading both fiction and non fiction. Using proven techniques like the Frayer Model, Reciprocal Teaching, and thinking out loud, students learn how to organize, listen, increase vocabulary, stratgize and see cause and effect.
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The document provides instructions for students to complete a research project on World War II (WWII). It outlines the skills and activities covered in previous lessons, including choosing a topic, researching using books and online sources, taking notes, and creating a bibliography. For the final project, students will create either a "Who Wants to Be a Millionaire" quiz or newspaper reports and diary entries based on their research. Guidance is given on writing believable diary entries that incorporate real events and descriptions. Students are also instructed on how to write quiz questions of varying difficulty levels based on the facts learned from their research.
Being an Effective Student: Taking Notes
This document discusses various note taking methods that can help students be effective in class. It provides details on the Cornell note taking method, outline method, mapping method, charting method, and sentence method. For each method, it outlines the advantages and disadvantages and when each method is best to use. It encourages students to try different methods to find what works best for their individual learning needs and instructs them to explore other topics in the effective student series, such as time management, study skills, and taking exams.
Cornell notes for Listening
The document provides instructions for taking Cornell notes, including four reasons for note taking: it is a lifelong skill, provides material for studying and reviewing for tests, focuses attention, and aids memory. It describes the four sections of a Cornell note page: header, main ideas, details/support, and summary. The header includes identifying information. Main ideas summarize key points. Details support main ideas using abbreviations. The summary recaps what was learned. The document concludes with instructions for reviewing notes by covering/uncovering sections and reciting from memory.
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This document outlines the SQ3R method for effectively reading textbooks and taking notes. SQ3R stands for Survey, Question, Read, Recite, Review. It involves surveying the chapter first by reviewing objectives and summaries. Asking questions while reading improves comprehension. Taking notes in your own words while reading helps retention more than highlighting. Reciting information after each section commits it to memory better than just reading. Reviewing at the end strengthens your understanding and prepares you for quizzes and exams. Using this systematic method can reduce test anxiety and late-night cramming.
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This document provides guidance on writing effective introductions and conclusions for compositions. It recommends that introductions should catch the reader's interest, set the tone, and present the opinion. Suggested techniques include beginning with a question, story, or fact. Introductions should also clearly state the author's opinion on the topic. Conclusions are just as important as introductions, and should restate the main idea, provide a final thought or look ahead, and ideally end with a "call to action" for the reader.
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The Cornell Note-Taking System provides a structured approach for taking notes during lectures or readings. It involves dividing the page into two columns - a narrow column on the left for writing cue words or questions, and a wide column on the right for writing key points. After recording the key points, the student reduces them to cue words in the left column. The student then recites the information without looking, reflects on what was learned, and reviews regularly. For studying, the student recaps by summarizing the notes at the bottom. There are two versions that differ in whether cue words or questions are written in the left column.
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This document provides a 4-step process for drafting an essay: 1) Preparing by brainstorming ideas through mind maps, lists, and freewriting. 2) Creating an outline with a solid thesis statement and formal or informal outline. 3) Writing a first draft by following the outline without stopping to correct. 4) Revising through major revisions of organization and structure, minor revisions at the paragraph level, editing for grammar and mechanics, and proofreading for final details. Tips are given to shorten rather than lengthen drafts and to take time and stay organized during the writing process.
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AVID is a program that prepares students for college readiness and success. It uses strategies like binders for organization, Cornell notes for note-taking, tutorials for collaborative study groups, philosophical chairs for discussion, and Socratic seminars. The presenters explain these AVID strategies and how teachers can implement them to benefit students of all abilities.
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I found a great power point online that was produced by an AVID teacher. If you need assistance taking the notes use this power point.
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The document provides an overview of the Cornell Notes note-taking method, including its history, structure, and benefits. Cornell Notes involve writing notes in the right column and questions/key terms in the left column. Students are instructed to add a 3-4 sentence summary at the bottom to reinforce learning. Tips are provided for taking effective notes from texts, lectures, and discussions.
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This document provides instructions for using the Cornell note-taking method. It describes how Cornell notes were developed in 1949 to help students with test-taking. The template includes sections for notes, questions, and summaries. It encourages writing notes in the own words and abbreviating when possible. Users are instructed to take notes on the provided video using the Cornell template, including covering notes to quiz themselves. The document promotes using notes to study individually or in groups by rewriting, quizzing partners, and sharing key points.
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This document outlines a 21-session unit plan for teaching explanatory writing to third grade students. The plan includes immersion activities, minilessons on various writing skills and techniques, individual writing time, and conferencing. Students will generate ideas, conduct research on a topic, take notes, draft and revise their writing using text features, facts, quotes, and leads. They will learn skills like paraphrasing, citing sources, and using an editing checklist. The unit culminates in a celebration of completed student essays.
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This document provides guidance on developing strong reading and note-taking skills. It discusses techniques for reading like muscle reading, which involves a 3-phase process of pre-reading, active reading, and post-reading. It also outlines different reading styles like scanning, skimming, and detailed reading. For note-taking, it recommends the Cornell note-taking system and mind mapping. General tips include using keywords, diagrams, and leaving space for additional notes. The goal is to actively engage with materials and develop notes that can be easily reviewed and organized.
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This document provides tips for taking effective lecture notes. It emphasizes evaluating notes based on content and organization. Before class, students should review previous notes and materials. During class, they should take detailed notes without writing every word, and review notes within 24 hours. Common note taking systems include outlining, paragraphs, mapping/clustering, and the Cornell system. The document recommends adapting the strategy that works best for the individual and course.
Note taking & study skills
This document provides guidance on effective note-taking and study skills for high school students. It discusses why taking notes is important for remembering material, how to develop a note-taking strategy, organizing notes in a binder with dividers, reviewing notes after class and as a study guide. The document also recommends participating in class, using textbooks and materials, forming study groups, and maintaining good attendance. General study hints include reviewing notes daily and studying more before tests.
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This document outlines an 18-session unit of study for a third grade personal narrative writing unit with a focus on turning points. Each session includes objectives like minilessons, student writing time, and conferencing. Sessions cover topics such as using important moments, first and last times, emotion, leads, drafting, revision, and editing to help students craft a personal narrative with a turning point in their writing.
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The document provides instructions for students to complete a research project on World War II (WWII). It outlines the skills and activities covered in previous lessons, including choosing a topic, researching using books and online sources, taking notes, and creating a bibliography. For the final project, students will create either a "Who Wants to Be a Millionaire" quiz or newspaper reports and diary entries based on their research. Guidance is given on writing believable diary entries that incorporate real events and descriptions. Students are also instructed on how to write quiz questions of varying difficulty levels based on the facts learned from their research.
Being an Effective Student: Taking Notes
This document discusses various note taking methods that can help students be effective in class. It provides details on the Cornell note taking method, outline method, mapping method, charting method, and sentence method. For each method, it outlines the advantages and disadvantages and when each method is best to use. It encourages students to try different methods to find what works best for their individual learning needs and instructs them to explore other topics in the effective student series, such as time management, study skills, and taking exams.
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The document provides instructions for taking Cornell notes, including four reasons for note taking: it is a lifelong skill, provides material for studying and reviewing for tests, focuses attention, and aids memory. It describes the four sections of a Cornell note page: header, main ideas, details/support, and summary. The header includes identifying information. Main ideas summarize key points. Details support main ideas using abbreviations. The summary recaps what was learned. The document concludes with instructions for reviewing notes by covering/uncovering sections and reciting from memory.
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This document outlines the SQ3R method for effectively reading textbooks and taking notes. SQ3R stands for Survey, Question, Read, Recite, Review. It involves surveying the chapter first by reviewing objectives and summaries. Asking questions while reading improves comprehension. Taking notes in your own words while reading helps retention more than highlighting. Reciting information after each section commits it to memory better than just reading. Reviewing at the end strengthens your understanding and prepares you for quizzes and exams. Using this systematic method can reduce test anxiety and late-night cramming.
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This document provides guidance on writing effective introductions and conclusions for compositions. It recommends that introductions should catch the reader's interest, set the tone, and present the opinion. Suggested techniques include beginning with a question, story, or fact. Introductions should also clearly state the author's opinion on the topic. Conclusions are just as important as introductions, and should restate the main idea, provide a final thought or look ahead, and ideally end with a "call to action" for the reader.
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3. Generating questions in the left column to prompt critical thinking.
4. Adding a 3-4 sentence summary at the bottom that recaps the key information.
The Cornell note taking method aims to help students organize ideas, review content, and study more effectively.
Note taking skills
The document discusses the importance of effective note-taking skills for academic success. It provides tips for taking notes during class, such as writing one idea per line and abbreviating words. The document also recommends strategies for reviewing and organizing notes after class, like rewriting notes, highlighting important information, and addressing questions. Finally, it describes three common note-taking methods: free-form, Cornell, and outline notes. The Cornell system involves dividing a page into columns for recording notes and key terms, with steps for reciting, reflecting on, and reviewing the material.
Improve_Performance_with_Effective_Note_Taking_Rev_SP19.ppt
Note taking helps students focus on and remember information from class. Good notes help students organize, process, and review information. College professors often test students on lecture content. There are various note taking methods that can help with organizing notes, identifying key ideas, and reviewing for exams. The Cornell note taking method in particular provides a systematic structure for taking notes during lectures and creating a study guide for reviewing.
Improve_Performance_with_Effective_Note_Taking_Rev_SP19.ppt
Note taking is an important study skill that helps students focus, organize, and retain information from lectures. There are various effective note taking methods, but the Cornell note taking system is widely used because it provides a standardized format that structures notes into categories. The main components of Cornell notes include cue columns on the left side to questions key ideas, main note sections to write down lecture information, and a summary section at the bottom to consolidate learning. Regular review of Cornell notes within 24 hours and creating practice test questions are important for information retention and exam preparation.
Improve_Performance_with_Effective_Note_Taking_Rev_SP19.ppt
Note taking is an important study skill that helps students focus, organize, and retain information from lectures. There are various effective note taking methods, but the Cornell note taking system is widely used because it provides a structured format that allows students to take notes during a lecture and also review and study the notes. The Cornell method involves dividing the page into three sections - a column for notes, a column for questions, and a summary section. This setup facilitates reviewing and testing comprehension of the material on a regular basis.
Improve performance with_effective_note_taking_rev_sp19
Note taking helps students focus on and remember lecture information. Good notes help students organize, process, and review information. There are various note taking methods, but the Cornell method is widely used. The Cornell method involves taking notes on one side of the page and leaving space on the other side for questions and key terms. It also utilizes a summary section to reinforce learning. Regular review of notes within 24 hours and creating practice test questions from notes further enhances information retention.
Improveperformancewitheffectivenotetakingrevsp19 201108125810
Note taking helps students focus on and remember lecture information. Good notes help students organize, process, and review information. There are various note taking methods, but the Cornell method is widely used. The Cornell method involves taking notes on one side of the page and leaving space on the other side for questions and key terms. It also utilizes a summary section to reinforce learning. Regular review of notes within 24 hours and creating practice test questions from notes further enhances information retention.
Cornell Notes example
The Cornell Note-taking System provides a structured method for taking and reviewing notes during lectures. It involves using one column to record key points from the lecture and a second column to write questions. After class, the notes should be reviewed by covering the first column and reciting from the questions. Students are also encouraged to reflect on and summarize the material each week to aid in retention and exam preparation.
Learning Styles, SQ3R & CNT Methods
The document discusses different learning styles and note-taking methods. It describes visual, auditory, and kinesthetic learners and their tendencies. It also outlines the SQ3R reading strategy of surveying, questioning, reading, reciting, and reviewing. Finally, it provides details on the Cornell note-taking method involving a recall column for questions and cues and a notes column.
notetaking_handout(goerzen 2011)
This document provides strategies and tips for effective note-taking for university students. It discusses different note-taking methods such as the Cornell method, outline method, mind maps, and T-notes that are suited for different types of courses. It also provides tips for effectively using and reviewing notes through the 5R method of record, reduce, recite, reflect, and review. Lastly, it discusses using technology and online resources to support note-taking.
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Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. The bottom of each page includes a 3-4 sentence summary of the main ideas from the notes. This system stimulates critical thinking and helps students study by recalling information when reviewing their notes.
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Note taking
- 2. Taking good notes is one of several keys to academic success.
- 3. CORNELL NOTE TAKING THE PROCESS • Step One: RECORD • Step Two: QUESTION • Step Three: RECITE • Step Four: REFLECT • Step Five: RECAPITULATE • Step Six: REVIEW
- 4. STEP ONE: RECORD • Prepare your note paper by creating a two column table. • Summarized and paraphrase the facts and ideas presented. • Indicate charges in topic with headings or by leaving a space between topics. • Number, indent, or bullet key ideas presented with each topic. • Aim for brief sentences, abbreviations and symbols. • Write legibly so your notes make sense to you later. • Edit as soon as possible.
- 5. STEP TWO: QUESTION • Formulate test questions based on the information recorded in notes and write them in the recall clues column in the left hand side of notes. Questions should focus on specific definitions and "big ideas".
- 6. STEP THREE: RECITE 1. Recitation means explaining the information in the notes out loud, in your own words. The information should be triggered by the test questions in the recall clues column. 2. Purpose of recitation: a. Improves learning: Reciting aloud is a powerful technique for anchoring information in the long term
- 7. b. Ensures understanding: Reciting requires you to think about and understand the information you are committing to memory. c. Facilities Retrieval Understanding information improves your ability to retrieve your memory.
- 8. 3. Step in recitation: a. Cover up the notes in the "record" column or fold notes back along line separating the "clues" from the "record" column. b. Use recall clues to stimulate your memory and recite the relevant information. c. Check your answer. This gives you immediate feedback on how well you have learned and are able to retrieve the information.
- 9. STEP FOUR: REFLECT 1. Reflection has to do with thinking about the information you are learning. 2. One way to reflect is to look for connections with your own experiences and observations and with other facts and ideas discussed in class. 3. Another way to reflect is to ask question.
- 10. STEP FIVE: RECAPITULATE 1. Write a summary of the main ideas using your own words. 2. Use a section at the bottom of each sheet of notes to write your summary.
- 11. STEP SIX: REVIEW 1. A good guideline is to review nightly or several times. 2. Frequent review, brief review sessions aid more complete.