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    1. Focused Note-Taking The CORNELL WAY (Part 1)

    2. Throughout this training continually revisit this frame and ask yourself: “How can teachers and students use focused note-taking to increase achievement in content classes?” Focused Note-Taking Frame

    3. Understand rationale and research-why focused note-taking? Use the steps and resources of the CORNELL WAY to teach students how to take & refine focused notes. Collaborate to design a refinement plan. Objectives of Training

    4. Rationale for Focused Notetaking As you watch the video, take notes in the right hand column of your Cornell Notepaper.

    6. Why does focused note-taking increase achievement? This slide illustratesThis slide illustrates

    7. Walter Pauk, is author of the best-selling How To Study In College and creator of Cornell notes. Review Walter Pauk’s letter to one of AVID’s Regional Directors, Pam McGee. The steps of the CORNELL WAY were created based on Pauk’s ideas as stated in the letter. Walter Pauk’s Letter

    8. Marzano Connections Review Marzano’s nine strategies for instruction. Each strategy can be linked to a CORNELL WAY step.

    9. Quickwrite How will sharing the research and rationale of Cornell notes and the note-taking process impact and affect teaching and learning? Pair share with someone at your table Research & Rationale Debrief

    10. Focused Note-Taking: Cornell Notes How to use this Program 10 Steps of the Cornell Way

    11. Create Cornell notes format and complete heading. Video Frame & Debrief Question: How will teachers and students use the Essential Question throughout the note-taking process: in the notes, questions, inquiry, and summary? Step 1: Create Format (Note-taking)

    12. Activity: Complete Step 1 by completely filling out the heading portion of your Cornell Notes. Essential Question: “How can teachers and students use focused note-taking to increase achievement in content classes?” Step 1: Create Format (Note-taking)

    13. Organize the notes on the right side. Pair-Share Question: As a note-taker what did you focus on as the speaker instructed you on the rationale for note-taking? What should students focus on as the teacher instructs the class? Step 2: Organize Notes (Note-taking)

    14. Activity: Meet with a partner to add visual representations, short cuts, abbreviations etc. to your notes. Step 2: Organize Notes (Note-taking)

    15. Review and revise notes. Video Frame & Debrief Question: How does the AVID elective teacher support the use and revision of Cornell notes taken in content classes during the elective class? Step 3: Review & Revise (Note-making)

    16. Activity: Meet with a partner and use the “Cornell Note-taking Revision List” to revise your notes Step 3: Review & Revise (Note-making)

    17. Note key ideas to create questions. Video Frame & Debrief Question: What process does Caleb go through to create questions from the notes he took in his Biology class? Step 4: Note Key Ideas (Note-making)

    18. Activity: Meet with a partner and use the steps in the “Cornell Note Questions” handout to assist you in creating two higher-level questions for your notes. Step 4: Note Key Ideas (Note-making)

    19. Exchange ideas by collaborating. Video Frame & Debrief Question: How can students collaborate to review notes taken in class and help one another fill in gaps and points of confusion? Step 5: Exchange Ideas (Note-making)

    20. Activity: Meet with a partner and review the “Exchange Ideas Collaboration Protocol” handout How might this handout be used by peers to improve notes? Step 5: Exchange Ideas (Note-making)

    21. Link learning to create a synthesized summary. Video Frame & Debrief Question: What strategy does Caleb use to create a summary? Step 6: Link Learning (Note-interacting)

    22. Link learning to create a synthesized summary. Activity: Meet with a partner, review the “Cornell Note Summary Template”, and use the steps/template to create a summary for your notes. Step 6: Link Learning (Note-interacting)

    23. Review the “Summary vs. Reflection” handout. With a partner, read and review Caleb’s “Summary or Reflection?” handout paragraphs. Decide if it is a summary or reflection and provide evidence for your justification. Summary vs. Reflection

    24. Rubric & Tracking Sheet Using the Rubric and Tracking Sheet, assess your students’ strengths and weaknesses in order to create a refinement plan.

    25. Homework & Final Reflection Bring the following to the next workshop: Three student sample CN from the same student in one content class using this format learned (i.e. Susie’s math notes on solving equations for the Week of October 11). Participant CN taken on Rationale/ Research Next Steps, Evaluations, & Thank you’s

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