The CORNELL WAY

2

Take 5

Why do we teach structured note-taking in AVID?

Individually list your thoughts

Now as a table group, come up with your top 5 reasons

3

Why does structured note-taking matter?

Elapsed Days

PercentRetentionof Material

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Quickwrite

1’s - What should students know about Cornell Notes when they get to your class?

2’s – How have you introduced your students to Cornell Notes?

3’s - How do you assess/ grade student notes?

4’s - What could be done to increase the schoolwide usage of Cornell notes at your campus?

5

CORNELL WAY Acronym

Create format

Organize your notes

Review and Reflect

Note key ideas

Exchange key ideas

Link learning

Learning tool

Written feedback

Address feedback

Your reflection

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Note-taking - (Create Format)

O

R

N

E

L

L

W

A

Y

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

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Table Talk

What are the benefits of the Essential Question section on the Cornell Note paper?

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Our Essential Question

How can I teach my students the college-readiness skill of structured note-taking?

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Note-taking - (Organize notes)

C

R

N

E

L

L

W

A

Y

Students should take notes on the right side of their paper

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

Note-taking conventions should be used

O

10

Note-making – (Review and Revise)

C

O

N

E

L

L

W

A

Y

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

11

Note-making - (Note key ideas)

C

O

R

E

L

L

W

A

Y

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

12

Note-making - (Exchange ideas)

C

O

R

N

L

L

W

A

Y

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

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Table Talk

How do you pair up or group students for collaborative activities in your class?

14

Note Making Practice

Review and Revise

Note Key Ideas

Exchange Ideas

15

Note interacting - (Link learning)

C

O

R

N

E

L

W

A

Y

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

16

Note interacting - (Learning tool)

C

O

R

N

E

L

W

A

Y

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

17

Note Interacting Practice

Link Learning

Learning Tool

18

Note reflecting - (Written Feedback)

C

O

R

N

E

L

L

A

Y

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

19

Table Talk

How often do you grade Cornell notes in your AVID class? How many pages do you require?

20

Note reflecting - (Address feedback)

C

O

R

N

E

L

L

W

Y

Use the “Cornell Note Focus Goal Activity” (HO) to create goals for growth in students’ note-taking

A

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Note reflecting - (Your reflection)

C

O

R

N

E

L

L

W

A

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

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Note Reflecting Practice

Written Feedback

Address Feedback

Your Reflection

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How to teach this to your students

Scaffold! Give students time in class to do this

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Walter Pauk’s letter

See how the steps of the Cornell Way process are included in the letter written by Walter Pauk, developer of Cornell Notes

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Contact information

www.avidonline.orgName

AddressAddress

Phone (000) 000-0000name@avidcenter.org