Cornell

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Cornell
Notes
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The Hidden Curriculum "Quick-Write"

• How did you learn the skill of note-taking?
• How did this skill contribute to your success?

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Why Take Notes?

• Cornell note-taking stimulates
• critical thinking skills

• Note-taking helps students
• remember what is said in class

• A good set of notes can help students work
• on assignments and prepare for tests
• outside of the classroom

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• Good notes allow students to help each
• other problem solve

• Good notes help students organize and
• process data and information

• Helps student recall by getting them to
• process their notes THREE times

• Writing is a great tool for learning

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History of Cornell Notes

• Developed in 1949 at Cornell University by
  Walter Pauk

• Designed in response to frustration over student
  test scoresmeant to be easily used as a test
  study guide

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• Originally intended to be one-sided so a student
  could lay an entire semesters notes out on a
  table and see the semester in one snapshot

• Adopted by most major law schools
• as the preferred note-taking method

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First and Last Name Class Title Period Date
Topic
Questions, Subtitles, Headings, Etc.
Class Notes
2 1/2
A Three to Four Sentence Summary Across the
Bottom, In the Summary Section
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Note-Taking Procedures
In the large, right-hand column, students take
notes like they normally wouldstudents may use
any style of note-taking for example, outline
format, narrative format, symbols, short-hand,
etc.
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• Students then compare notes with a partner after
  class
• Students talk about what they wrote and whyeach
  student looks for gaps and any missed information
  
• Both partners should add to their notes, if
  necessary

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With their partner(s), students create questions
in the Left-hand column These questions should
elicit critical-thinking skills (Higher-level
Bloom and Costas questioning)

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Questions should reflect

• Information the student doesnt understand
• or wants to discuss with teacher/tutor

• Information students think would be
• good on an essay test

• Gaps in the notes

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In the space provided at the bottom of the page,
students complete a three or four sentence
summary of what was written in the notes
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What Goes Where?
Questions, subtitles, etc. go here, in the
left-hand column Higher-level Critical-thinking
questions are encouraged
The Heading Goes Here Name, Class, Period,
Date, Topic
Notes go here, in the large right-hand column
A three to four sentence summary, down here on
the bottom
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Anthropods
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