The Cornell Notetaking System
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What are the advantages? |
Three Advantages 1. It is a method for mastering information, not just recording facts. 2. It is efficient. 3. Each step prepares the way for the next part of the learning process. |
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What materials are needed? |
Materials: 1. Loose-leaf paper to be kept in binder. 2. 2-1/2 inch column drawn at left-hand edge of each page to be used for questions or summary statements. |
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How should notes be recorded? |
During class, record notes on the right-hand side of the paper: 1. Record notes in paragraphs, skipping lines to separate information logically. 2. Don't force an outlining system, but do use any obvious numbering. 3. Strive to get main ideas down. Facts, details, and examples are important, but they're meaningful only with concepts. 4. Use abbreviations for extra writing and listening time. 5. Use graphic organizers or pictures when they are helpful. |
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How should notes be refined? |
After class, refine notes: 1. Write questions in the left column about the information on the right. 2. Check or correct incomplete items: • loose dates, terms, names • notes that are too brief for recall months later 3. Read the notes and underline key words and phrases. 4. Read underlined words and write in recall cues in the left-hand column (key words and very brief phrases that will trigger ideas/facts on the right). These are in addition to the questions. 5. Write a reflective paragraph about the notes at the bottom of the page. 6. If possible, compare notes with a study buddy. |
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What are the ways to recite notes? |
Recite notes three ways: 1. Cover up right side of page. Read the questions. Recite information as fully as possible. Uncover the sheet and verify information frequently (single, most powerful learning tool!) 2. Reflect on the organization of all the lectures. Overlap notes and read recall cues from the left side. Study the progression of the information. This will stimulate categories, relationships, inferences, personal opinions/experiences. Record all of these insights! REFLECTION = KEY TO MEMORY!! 3. Review by reciting, reflecting, and reading insights. |
Format for Cornell Notes
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Name:________________ Date:________________ Period:________________ Class:________________ (Topic for the notes is written here) |
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*Questions/Main Points
*Written during review, within 24 hours of notes being taken, for best recall.
*Focuses content of right-hand column
*Can be used as study tool.
Example – What are Some techniques for making note taking manageable?
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*Notes, Explanations, Problems, Diagrams are located on the right.
*Written during lectures, textbook reading discussions, completing a handout, labs and films.
*The information needed to formulate an answer to that question would be found here in their notes.
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(A reflection or summary, 1 paragraph long, is located here)
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STARS Notetaking Strategy
(How to become a "STAR" at taking lecture or book
notes)
S = Set Up Paper a. Put name, class, and date in upper right-hand corner.
- All notes need a title.
- Draw a line down the length of the paper about one-third of the way in (about three inches.)
T = Take Notes
- Use selective listening to decide important information. If the lecturer strays from the topic, don’t be fooled.
- Use whatever it takes to cue your own memory system. You may, for example, use capitals, printing, underlining, arrows, or even pictures.
- Don’t get hung up on spelling. If you know what you meant, that is all that counts. Later, if you include this information in an essay or other type of work, you will check a reference for proper spelling.
- Use abbreviations that work for you. Develop your own shorthand.
A = After Class
a. Within 5 minutes of class, or as soon as is humanly possible, edit your notes. Reread them looking for places to make additions, deletions, or clarifications.- Work with a PARTNER whenever possible.
- Use a highlighter or underlining to emphasize important points.
- Note any points that need to be clarified with the lecturer the next session.
- NOW fill in the LEFT-HAND COLUMN with QUESTIONS, ICONS (SYMBOLS and PICTURES), and/or MEMORY KEYS.
R = Review Notes
a. Review notes regularly:- After class
- At least weekly
- Before the test
S=Summary
Write your summary here after you have taken all your notes in the two columns above.Vocabulary: Costa’s Levels of
Thinking and Questioning
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LEVEL 1 Remember DefineRepeat Name List State Describe Recall Memorize Label Match Identify Record Show Understanding Give examples Restate Discuss Express Rewrite Recognize Explain Report Review Locate Find Paraphrase Tell Extend Summarize Generalize |
LEVEL 2 Use Understanding Dramatize Practice Operate Imply Apply Use Compute Schedule Relate Illustrate Translate Change Pretend Discover Solve Interpret Prepare Demonstrate Infer Examine DiagramDistinguish Compare Contrast Divide Question Inventory Categorize Outline Debate Analyze Differentiate Select Separate Point out Criticize Experiment Break down Discriminate Create ComposeDesign Propose Combine Construct Draw Arrange Suppose Formulate Organize Plan Compile Revise Write Devise Modify Assemble Prepare Generate |
LEVEL 3 Decide JudgeValue Predict Evaluate Rate Justify Decide Measure Choose Assess Select Estimate Conclude Summarize |
Supportive Evidence Prove your answer. Support your answer. Give reasons for your answer. Explain your answer. Why or why not? Why do you feel that way? |
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Costa’s Levels of Questioning: English |
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LEVEL1 What information is given? Locate in the story where... When did the event take place? Point to the... List the... Name the... Where did...? What is...? Who was/were...? Illustrate the part of the story that... Make a map of... What is the origin of the word ___________? What events led to ______? |
LEVEL2 What would happen to you if... Would you have done the same thing as...? What occurs when...? Compare and contrast ______ to _______ . What other ways could ____ be interpreted? What is the main idea of the story (event)? What information supports your explanation? What was the message in this piece (event)? Give me an example of... Describe in your own words what ________ means. What does __________ suggest about ____________’s character? What lines of the poem express the poet’s feelings about ____________? What is the author trying to prove? What evidence does he present? |
LEVEL3 Design a ______ to show... Predict what will happen to _______ as _______ is changed. Write a new ending to the story (event)... Describe the events that might occur if... Add something new on your own that was not in the story... Pretend you are... What would the world be like if...? Pretend you are a character in the story. Rewrite the episode from your point of view. What do you think will happen to _______? Why? What is most compelling to you in this _______? Why? Could this story have really happened? Why or why not? If you were there, would you...? How would you solve this problem in your life? |