Focused Note‐taking in Your Classroom

1. FocusedNote‐takingin YourClassroom

2. “One learns through the processing of information by the brain. Words very, very seldom imprint themselves on the brain; but ones thinking does.” ‐Walter Pauk

3. QuickwriteHow and when didyou learn to take notes?

4. Guiding Questions During our time together think about…. How would this information have helped me as a student? How will this knowledge help me in my classroom to better prepare my students for HS & beyond?

5. CORNELL NOTE‐TAKING SYSTEM

6. CREATE FORMAT O RGANIZE NOTES REVIEW & REVISE NOTE KEY IDEAS EXCHANGE IDEAS LINK LEARNING LEARNING TOOL WRITTEN FEEDBACK ADDRESS FEEDBACK YOUR REFLECTION

7. Step 1 – Create Format • Name, Date, Class • Topic • Essential Question • Tips…..

8. Step 2 – Organize notes • Listen & take notes in your own words • Paraphrase what you hear • Skip lines between ideas • Abbreviate • Use symbols • Write in phrases • Use bullets/lists • Recognize cues

9. Tips to help students with Step 2 • Provide students with abbreviations & shortcuts for each content area  • Teach students your personal cues • Model, model, model

10. Ready to Try? Research Behind Note‐taking Essential Question What is the rationale and research that supports the importance of note‐taking?

11. Hermann Ebbinghaus German psychologist & researcher Late 1800’s

12. The Curve of Forgetting: The Curve of Forgetting describes how we retain or get rid of information that we take in. It’s based on a 1 hour lecture.

13. Walter Pauk Cornell University

14. Classroom Instruction That Works: Marzano, pickering, Pollack 2001 Effective Teaching Requires Tools That Work Homework & Practice Identify Similarities & Differences Summarizing & Note Taking Objective & Providing Feedback Cooperative Learning Effective Teaching Requires Tools That Work Questions, Clues, & Advanced Organizers Generating & Testing Hypothesis Reinforcing Effort & Providing Recognition Nonlinguistic Representation

15. Summarizing & Note‐taking • Effect Size 1.00 (34 percentile gain) • Tools for identifying & understanding the most important aspects of what is being learned • Summarizing & Note‐taking • Deleting, substituting & keeping some information • Learning to analyze • Becoming aware of information structures

16. Step 3 – Review & Revise

17. Review & Revise Notes Samples

18. Step 4 ‐ Note Key Ideas • Identify first chunk or big idea of the notes and number 1 • Write a question about the main idea of that chunk • Repeat until all “chunks” are identified with corresponding questions

19. Levels of Thinking

20. Step 5 – Exchange Ideas When peers work together to review their notes, the collaboration results in enhanced learning.

21. Step 6 – Link Learning • Summary • Review notes • Synthesize and combine main ideas • Address the essential question • Link the answers from the questions on the left

22. Step 7 – Learning Tool • Think‐pair‐share • List ways students can use their notes as a learning tool…..

23. Cornell WAY Step 8 – Written Feedback • Step 9 – Address Feedback Step 10 – Your Reflection •Develop a Thinking learning log to guide students’ – Identify 3 key concepts from your summaries – How can you apply these concepts to another concept? – What questions are still unanswered?

24. Cornell Notetaking When should you take notes? • Notes are a record of your learning, so take them when: • You listen to a lecture • You read a text • You watch a film • You work in a group on an activity • You need to recall information about what happened to you in a class, meeting, or activity--which means always!

25. What are the step to taking Cornell Notes? Set up your page Draw your margins Label clearly Take notes Use your best strategies Actively listen, analyze, and ask questions OAfter Class Look over notes and highlight, edit, or add info Write your questions and reflections Review Cover the notes and quiz a partner/self with the questions Review the notes on a regular basis. Cornell Notetaking Steps

26. What types of questions should I place on the left side? Questions which are answered in the notes on the right Questions that still need an answer--ask a friend or the teacher after class Questions the teacher might ask on a test Higher level thinking questions Cornell Notes Left Side

27. What else could I place on the left side? Key terms, vocabulary words, or dates Diagrams or figures Reference pages in a text Steps in a solution process Notes to self about actions needed to take Cornell Notes Left Side

28. What are some good tips for taking note on the right side? Write only what is most important: Listen for repetition, change in pace or volume, numbering, explicit clues (“this is important,” or “on the test”); Watch for gestures, or clues to organization; Look for material being written down by instructor or shared in a visual manner Ask relevant questions Cornell Notes Right Side

29. What are some good tips for taking note on the right side? Write in your own words (paraphrase) Write using abbreviations (check a dictionary for these and create your own) Draw a figure or diagram Leave space where you think you might need to “fill in” info later Use bullets, arrows, and indenting to list key ideas Write legibly Cornell Notes Right Side

30. Why will your students take notes? Students will only do what you model consistently for them--each time you write something down, make sure to draw your margin and create a notes page Students will take notes because they are worth something in class Students will take notes because they are able to use them on exams Students will act according to habit Why Cornell Notetaking?

31. Teaching Tip • Scaffold for students using the 8‐1‐1 method (40-minute class) • 8 minute lecture • 1 minute pair share • 1 minute individual 1 sentence summary below chunk  • Repeat throughout lesson