| Questions (OUTPUT) |
My Notes (INPUT) |
| Whole process: (circular!) |
| What
happens during note-taking? |
Info
------- Comprehend --- Evaluate ------- |
| Jot down
Questions ----- Record ----------------/ |
| Why take notes? |
Reasons:
- active learning
- must pay attn. & think
- forgetting slows down processing
- have a visual record of info
|
How does Cornell
work?
- place to ask for HELP!
- point out spaces!
- point out yours
|
Cornell system used worldwide
dev. at Cornell U. in 1949/ Walter Pauk steps:
- divide paper 1/3...2/3rds, date, label
- take notes on right side
- in own words$ selectively
- main ideas & imp. Details
- indent & leave spaces (visual)
- abbrev. & use symbols & pictures
- after class, cue in ?s in left margin (questions & quiz column/Jeopardy-like)
- clarifies/efficient/ no re-copy
- puts in long-term memory
- improves summarizing & quest.
- prep for tutorials & classes
- easy review (Q/A for next test)
- method of mastery learning
|
How can I get kids to take notes?
- use stamps for points
- have students submit quiz questions for credit
- use for pair/share activities & group quizzes
|
Model process often and in detail!!
(on
board, overhead, etc.)
Rewarding-
- make notes meaningful & useful!
- basis for assignments
- use for reviews (no more study guides!)
- use on quizzes and tests
- give credit and lots of praise
- pre-punch or have 3-hole punch avail.
|
| (after giving notes,go back and cue in questions &
memory keys together) |
| Summary/Reflection |
| Model this section and talk about its value! Write several summaries
together as a class. A summary should include main points and connections to
other subjects and/or lessons. An effective summary will be of paragraph
length to effectively incorporate the lesson Mention the importance of
keeping notes in ONE place and their use as a study guide and to monitor
academic progress. |
