When I was in university, I remember giving up lined paper in favour of blank paper when I was taking notes in class. The blank canvas gave me freedom to create notes that made more sense to me. I would put things in boxes, draw arrows from one idea to another and summarize concepts using flow charts rather than simple text. It helped organize the huge volume of information into a format that made it easier to review and study.
When I started teaching, it occurred to me that we expect students to take notes at times but don’t teach them how to take notes that work for them. On a visit to the Preuss School at University of California San Diego in 2010, I noticed all students from grade 6 to 12 had notes that were set up in the same way. When asked, the students shared that this note-taking system made it easier for them to record important ideas during class, keep track of what they were learning, find information and study for tests.
This system of note-taking wasn’t unique to Preuss. It was designed by Walter Paulk at Cornell University when he noticed that his students were struggling to take notes in his classes. (He subsequently wrote a best-seller called How to Study in College based on his ideas). The strategy became known as Cornell Notes.
When I returned to my intermediate class, I asked my students what problem(s) they had when taking notes. (Interestingly, I have done this every year since and students consistently share the same problems). That gave me all the incentive I needed to try a 30-day Cornell Note trial. I was sufficiently impressed with what I’d seen at Preuss to take this risk and make it non-negotiable. I set up my lessons in a similar format to support the transition. After our 30-day trial, the response from students was unanimous in support of the new note-taking system. I have used it ever since. Recently, former students who are now in their third year of university were joking that they still use the Cornell Note strategy and have shared it with friends.
My slightly modified Cornell Note strategy involves blocking out a page into 4 specific areas:
- a top header section that clearly identifies the learning goal and date
- a 5cm wide right hand margin in which students write the “question” that we are asking
- a main centre section in which students “answer” the question (ie. what would normally be considered to be the “note”)
- a bottom footer section that students use to summarize key learning and reflect on ideas that they need to clarify or misconceptions that they had.
This graphic design helps students keep information organized in their notes. When it comes time to study, they can simply cover up the main centre “answer” section, leaving the “question” margin exposed and quiz themselves. The learning goal at the top acts as a quick reference for what is in the note. The important bottom section highlights what students need to do as a next step in order to master that concept.
This article summarizes the Cornell Note strategy and philosophy (click here)
Although this 5-minute video is focused on taking biology notes, it explains the strategy clearly (click here). My modification to the strategy is to switch the left “question” margin to the right side of the page. Students found that writing around the holes in loose-leaf paper was annoying.
Below, I have attached an image of what a sample Cornell Note from one of my intermediate classes might look like.
