Cornell Notes
Cornell Notes
Levels PK-12 Content - Any
Just telling students to "take notes" only works for those who already have that specific skill and language proficiency. Though it is important to strive toward the goal of students becoming self sufficient note-takers, students must learn the skill first with scaffolds, methods and strategies. Cornell note-taking is a popular note-taking method for taking, organizing, and summarizing notes. This method typically results in better overall comprehension.This note-taking method was invented by Professor Walter Paul of Cornell University in the 1950s. Yes, it's old...but if it's taught well and meaningfully, it's proven highly effective. Note that this style of notes should be an option, not a requirement, as learning styles and needs vary.
READ
READ
How to Take Cornell Notes
It requires very little preparation which makes it ideal for note-taking in class. The page is divided into 4 — or sometimes only 3 — different sections:
One block at the top of the page with topic and date
Two columns
One block at the bottom of the page
Notes in the right side highlighted with key words or phrases
Main ideas and high level questions in the left column
A summary at the end of the notes
LISTEN
LISTEN
This school counselor explains why students HATE Cornell notes and how you can avoid that reaction. * Note* Cornell Notes are only useful if you use them with students and explain why they are helpful. Assess the learning....not the notes.
PLAN
PLAN
S.T.A.R. Anchor Chart Slide to recreate & post in your classroom
PRO TIP & VARIATIONS
PRO TIP & VARIATIONS
PRO TIP - Don't grade Cornell Notes. The notes are a tool, and some students may not benefit from this type of notetaking. Assess the learning, not the notes.
AVID Tips to Make Notetaking More Accessible (includes 10-2-2 strategy, PAT list and and Word Banks)
Here are two other note taking options to explore : retrieval notes and " Notes to your future self"
AVID & CORNELL NOTES
HOW TO TAKE CORNELL NOTES
WATCH NOTE TAKING HAPPEN
In which phases of the instructional model might this strategy be used?
In which phases of the instructional model might this strategy be used?
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