FOUR PARTS OF THE CORNELLWAY

FOUR PARTS OF THE CORNELL WAY

PART I. NOTE-TAKING:Reading or listening to information for the first time while jottingdown and organizing keypoints to be used later as a learning tool

C Create FormatStep 1: Create Cornell notes format and complete heading.

IfCornell notepaper is not provided, set up paper upon entering the classroom:

L Write name, class, period, date, topic, standard/objective in heading.

r Create an essential question based on the standard/objective to be addressed inthe notes and in

the summary.

Leave 1/3 of the paper on the leftfor questions and 2/3 on the rightfor notes.

L Leave 2 inches on the bottom of each page for summary.

l Be prepared to actively listen and take notes.

IfCornell notepaper is provided, upon entering the classroom:

L Write name, class, period, date, topic, standard/objective in heading.

l Create an essential question based on the standard/objective to be addressed inthe notes and in

the summary,

c. Be prepared to actively listen and take notes.

O Organize NotesStep 2: Organize notes on right side.

C Take notes while listeningto a lecture from the teacher, reading a textbook or novel, watching a

video, solving a math problem, participating in a science lab, engaging in Socratic Seminar, and

while participating in tutorials, etc.

Listen and take notes in own words—paraphrase what you hear.

C Leave spaces for revisions by skipping lines between ideas.

C Abbreviate words and use symbols, when appropriate.

l Write in phrases (not complete sentences),

r Use bullets or lists, when possible.

: Use indentation to show relationships between ideas.

Z Know what to write: important information vs. trivial information.

r Recognize cues, "This is important..." "This may be on the next test..." and repeated information.

r Incorporate teacher's note taking style/requirements on the right side—outline style, diagrams,

graphs, illustrations, etc.

The CORNELL WAY Training

PART II. NOTE-MAKING:Within 24 hours of taking the notes, revise these notes, generate questions, and usecollaboration to create meaning.

R Review and ReviseStep 3: Review and revise notes

u Use the "Cornell Note Revision Checklist" to revise notes.f Separate main ideas from details by underlining.;" Keep important information by highlighting or color coding.

Delete unimportant information by drawing a line through it or not highlighting.['.: Add your own thinking/fill in details to clarify, complete, orcreategreater meaning and

understanding._ Paraphrase information.Z Identify information that needs clarification using a question mark to indicate the need tocheck with

a partner or teacher.Add references from/to other materials as they come to mind or make connections to otherconcepts/content.Use symbols (star, checkmark, etc.) to indicate what is significant.Use *for information that may be used on a test, essay, tutorial day, etc.

7 Create a visual or symbol to represent and help recall information.

N Note Key IdeasStep 4: Note key ideas to create questions.

:" Use inquiry on the leftside that connects to the key ideas.:; Review the main ideas highlighted on the right side.z Determine the purpose of the lecture, reading, or activity.: Read aloud the highlighted main ideasonthe page, andcreatea question that is answered with

this main idea.

Develop questions on the left side that identify themain ideas on theright side by interacting withthe informationthrough the revision process in Step 3o Lower-Level Questions: Some material inthe note section may not lend itselfto generating

higher-level questions. In this case, link notes to a previously learned concept to write a higher-level question ordevelop additional notes adding personal meaning and details tocreateownership of the material.

o Hiaher-Level Questions: It is important for the Cornell notes to create higher-level questions byapplying Bloom's orCosta's vocabulary. It is necessary to understand the meaning of the wordused and howto use the terminology accurately ask a higher-level question. Adding "How doyou..." does not create a higher-level question.

E Exchange ideasStep 5: Exchange ideas by collaborating.

r Collaborate with a peer(s), as a small group, in your tutorial group, whole class, outside ofclass,etc., to compare, enhance, and revise your notes.Using a different color pen, fill in any gaps, and clarify any points ofconfusion in writing to completeyour notes.

l Brainstorm a list ofkey vocabulary from the lesson to be included in the summary.


PART III. NOTE-INTERACTING:

Interact with notes taken by creating a synthesized summary. Use Cornell notes as a learningtool to increase content class achievement.

L Link LearningStep 6; Link learning to create a synthesized summary.

C Review notes taken, questions developed on the left, and prior knowledge to identify the main ideas

to be used in the summary.

l Address the essential question of the lesson in the summary.

r Use the notes of the right side as support to write the summary.

L Synthesize, combine main ideas together, to internalize learning from the questions/notes.

L Answer the higher-level questions from the left side in the summary to tie together the main ideas.'

o Creating a summary is the opportunity to connect and make sense of the information from the

lesson and identify any remaining points to be clarified.

: As the summary is written, there may be a need to address any remaining points of confusion with

new questions on the left side to ask teacher, tutor, or classmate.

c Leave the right side blank until this discussion has happened.

c Document the clarification in the blank space on the right side, after the discussion.

L Learning ToolStep 7: Use completed Cornell notes as a learning tool.

Z Review notes taken, questions developed and summary; this may also be done in a study group.

r Apply new learning to increase performance in content class by using notes to study for a test, to

write an essay, as a reference during tutorial, to prepare for a presentation or Socratic Seminar,

Philosophical Chairs, etc.

Z Interact with material by taking notes, writing questions, and summarizing to internalize material to

increase new learning.

r Using the notes as a learning tool provides opportunity for students to transfer knowledge to long-

term memory by making meaning of the notes and forming connections.

The CORNELLWAYTraining

PART IV. NOTE-REFLECTING:Use written feedback to address areas of challenge by setting focus goals to improve futurenotes.

W Written Feedback

Step 8: Provide written feedback.Z Submit Cornell notes weekly to be checked for quality using the Cornell notes rubric or checklist

and/or quantity in binder check.

~ Review, revise, and improve notes, questions, and summary based on feedback.

~ Written feedback and suggestions for improvement may be provided by a peer, a tutor, or teacher.

A Address Feedback

Step 9: Address written feedback.Address feedback by using "Cornell Note Focus Goal Activity" to create a goal for improvement on

future note-taking.

C Use the feedback provided, identify an area of challenge.

_ Write a focus goal to improve this area.

~ Identify specific actions to address this challenge in future note-taking.

Y Your Reflection

Step 10: Reflect on your learning.r Gather all Cornell notes on the topic, concept, standard, objective, essay, etc.

Z Review notes, questions, and summaries on all Cornell note pages.

1 Reflect on the learning by completing a "Cornell Note Reflective Log"to show how you mastered

and/or applied your new knowledge.


Focused Note°Taking System10 Steps of CORNELL WAY for AVID Secondary

AVID's Focused Note-Taking curriculum CD is designed to introduce students to "The CORNELL WAY," a methodthat increases information retention and understanding to support student success.

Note-Taking

Note-Making

Note-Interacting

Note-Reflecting

Create format and complete headingOrganize notes on the right hand side

• Review and revise notes

• Note key ideas to create questions• Exchange ideas through collaboration

• Link learning to create a synthesized summary• Use completed Cornell notes as a Learning tool

©Provide Written feedback• Address written feedback• Reflect on Your learning

83

X AVIDStep 3: Cornell Note-Taking Revision List

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Name: Date:

Step 3: Review and revise notes taken on rightside by Cornell Note Revision Checklist

Directions: Review and revise notes taken in the right column. Usethe symbols below to revise your notes.

Completed Symbol Revision

a 1,2,3....A.B.C.

1. Number the notes each timea newconceptor main idea

D ^( Key word j

2. Circle vocabulary/ keyterms in pencil

•

Main idea

3. Highlight orunderline main ideas in pencil

a

A

4. Fill in gapsofmissing information and/or reword/ paraphrase in red

a

Unimportant5. Delete/ crossoutunimportant information bydrawing a line through itwith a redpen

a

?6. Identify points ofconfusion toclarify byasking a partner orteacher

•*

7. Identify information to be usedon a test, essay, for tutorial, etc.

•

Visual/symbol8. Create a visual/ symbol to represent important information to be remembered


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Step 4: Cornell Note Questions

Directions: Followthese steps as you create questions during Step 4 of the note-takingprocess.

Steps for Creating Questions

Stepl: Read the essential auestion/standard/obiective at the too of the Cornell notes.

Step 2: Review the first chunk of notes on the right side. A chunk is defined as a sectionof notes with the same main idea.

Step 3: Identify the main idea of this first chunk.

Step 4: Write a auestion for the first chunk that can be answered bv the main idea.

Step 5: Repeat this Drocess until all the main ideas in each chunk of notes are

incorporated into questions.

Step 6: Reread vour auestions. Are there any lower-level questions? At times, lower-level questions are necessary to create context for more advanced material tocome.

Step 7: Create an additional hiaher-level auestion that incorporates two of the lower-

level questions.For example:Lower-level question #1: What is the definition of perimeter?Lower-level question #2: What is the definition of area?New higher-level question added to notes: How does perimeter compare/contrast to area?

Step 8: Create notes to address the new hiaher-level auestion created from lower-levelquestions.

Step 9: Review vour auestions/notes to ensure the essentialquestion/standard/objective at the top of the Cornell notes is addressed.

Step 10: Review vour auestions/notes to studv for tests/auizzes. write essays, or use for

a tutorial question.


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XAVIDStep 6: Cornell Note Summary Template

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Steps forWriting a Complete Summary

Stepl: Read the essential auestion/ standard/ objective at the top of the Cornell notes.

Step 2: Respond/ to the essential auestion/ standard/ objective in one sentence—this is the introductory sentence to thesummary. Use yourown wordsinwriting your summary.

Step 3: Review the first chunk of notes on the riaht side.

Step 4: Reread the first auestion written for the 1slchunk.

Step 5: Write a one-sentence response to this auestion incorporating content-based vocabulary.

Step 6: Repeat this process until all vour auestions are incorporated in the summary—accounting for all the main ideas inyour notes.

Step 7: Reread vour summary for claritv and accuracy, addinq transitions, when possible.

Step 8: Review vour summary to study for tests/auizzes. writina essays, completing the "Cornell Note Reflection Log," etc.

Summary Paragraph Template:

Essential question/ standard/ objective introductory sentence:

Response to the question for the 1st chunk of notes:

Response to the question for the 2nd chunk of notes:

Response to questions for all additional chunks of notes:


Z

X W 7TT"Y

» ^Xi"- Creating Essential QuestionsPurpose: Essential questions guide and frame the note-taking and summarization.Directions: Read the examples of standards/ objectives and essential questions.

Language Arts

Standard/objective: 3.6-Identify significant literary devices (e.g., metaphor,symbolism, dialect, irony) that define a writer's style.

Essential Question: How do literary devices such as metaphor, symbolism,dialect, and irony define the writer's style?

Mathematics

Standard/objective: Alg. 9.0- Students use substitution to solve a system oftwo linear equations in two variables algebraically.

Essential Question: How is a system of two linear equations solved bysubstitution?

Social Studies

Standard/objective: 10.5.2- Understand the role of Appeasement,nonintervention (isolationism), and the domesticdistractions in Europe and the United States prior to theoutbreak of World War II.

Essential Question: Why is Appeasement a contributing factor to the startofWorldWarll?

Science

Topic: Diffusion and Osmosis

Essential Questions: • Whatis theprocess of diffusionand osmosis in amembrane system?• What is the effect of solute concentration on water

potential as it relates to living plant tissues?

Directions:

Practice Writing Essential Questions for Your ClassesCreate your own Essential Question based on a standard/objective/topic.

1. Standard/objective:

Essential Questions:

2. Standard/obj ecrive:

Essential Question:

3. Standard/objective:

Essential Question:

!

i


Sample Standards

English 3b.2: Students analyze, make inferences and draw conclusions about theme and genrein different cultural, historical, and contemporary contexts and provideevidence from the text tosupport their understanding.

English 4b.l4.2.A: Students are expected to write an engaging story with a well-developedconflict and resolution, a clear theme, complex and non-stereotypical characters, a range ofliterar}- strategies (e.g.. dialogue, suspense), devices to enhance theplot,and sensory details thatdefine the mood or tone;

Math 7b.6A Thestudent is expected to use angle measurements to classify pairs of angles ascomplementary or supplementary

Geometry Bl .A: The student is expected to developan awarenessofthe structure ofamathematical system, connectingdefinitions, postulates, logical reasoning, and theorems

Biology CAB: The student is expected to investigate andexplain cellularprocesses, includinghomeostasis, energy conversions, transportof molecules, and synthesis of new molecules

Environmental Systems C.2.I The student is expected to organize, analyze, evaluate, buildmodels, make inferences, and predict trends from data

Social Studies 7b.2.A The student is expected to compare the cultures of American Indians inTexas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern

World Geography C.I 5A: The student is expected to identify and give examples of differentpoints of view that influence the development of public policies and decision-making processeson local, state, national, and international levels


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Step 9: Cornell Note Focus GoalActivity

Step 9: Address written feedback by using the "Cornell Note Focus Goal Activity" to createa focus goat forimprovement on future note-taking.

Directions: Address thewritten feedback you received onyour Cornell notes by:• Identifying an area ofchallenge bychecking theappropriate box in thestep• Writing a focus goal to improve this area

Identifying specific actions to address this challenge and meetyourgoalSTEP: FOCUS GOAL: ACTION STEPS:

Step 1: Create FormatD HeadingD Standard/ ObjectiveD Essential Question based on

standard/ objective

Step 2: Organize NotesD Record only main ideas,key

words, and phrasesD Sufficient space/indentation

used to show relationshipsbetween main ideas

D Abbreviations/ symbolsD Bullets/ lists to organizeD Paraphrasing in notes

Step 3: Revise Notes &Step 5: Exchange IdeasD Notes numbered to indicate a

new concept, main idea, ortopic

D Vocabulary/ key terms circledD Main ideas are highlighted or

underlined in pencil• Missing/paraphrased

information is added in red

Step 4: Note Key IdeaD Questions identify main

ideas from the right sideD Questions on left are higher-

level

Step 6: Link LearningD Summary reflects the

questions/notesD Summary addresses all aspects

ofessential questionand basedon standard/objective oflesson

Step 7: Learning ToolD Information to be used on a

test, essay, fortutorial,etc., is noted using an asterisk

//

AVID 10-2-2 Note-Taking Structure

10-2-2 Structure & Rationale: • The structure involves the following:- 10 minutes: presenting information/note-taking- 2 minutes: Processing information- 2 minutes: Summarizing information

• Allows students the necessary time to process informationand concepts presented in whole group instruction

• The structure allows for:

- Greater retention of information

- Improvement in the quality of notes, question, andsummaries

10 Minutes:

Whole Group Instruction• The instructor lectures/presents information or gives and .

audio-visual presentation for ten minutes while the studentstake Cornell notes.

• Encourage students to use abbreviations and short-cutswhile taking notes.

2 Minutes:

Partners/Small Groups• The instructor then pauses for two minutes while the

students take time to process the information by workingcollaboratively in partners/small groups to do the following:- Sharing notes- Revising/refining notes- Filling in gaps in notes- Clarify information/concepts presented- Create questions on the left side

• During this time students are not allowed to ask the instructorquestions; students should rely on the support of peers toassist them in processing the information.

2 Minutes:

Independently• The students then take two minutes silently to individually

process the information and create a one-sentence summaryto be placed across the page just below the chunk of notes.

• The teacher may choose to have students share out theirsentence summary as a way to check for understanding.

Repeat the Process • Repeat the process until all information is presented.

Last 5 Minutes of Class:

Whole Group

• Reserve the last five minutes of the period for the studentsto interact with the teacher.

• Students can ask questions to:- Resolved unanswered questions- Get clarification about information presented- Sort out misconceptions/gaps

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AVIDDecade* o/College Drr.m*

Step 6: Summary vs. Reflection

Summary Reflection

What • Condenses main point and keyinformation of lecture, text, video

• Gives the GIST, main ideaspresented in notes andquestions

• Should address the essentialquestion of the lesson

• Main ideas paraphrased/statedin own words

• Includes important content andlesson- based vocabulary

• Critical thinking and mentalprocessing about learning andexperiences

• What, so what, now what of thelearning

• Purposive processing relying on .thinking, reasoning, andexamining one's own thoughts/feelings and experience

• Includes important content andlesson- based vocabulary

Where • On Cornell Notes • On Learning Logs• On Tutorial Request Forms

Why • To highlight the major pointsfrom the original text and toprocess information from thenotes

• Connect learning to priorlearning, self, or real world

• Reflection allows students to find

solutions and draw conclusions

resulting in a betterunderstanding ofcontent/information

• It is not our experiences welearn from, but rather, reflectingon the experience

How • Students can synthesis theinformation recorded in the notesto internalize the learning

• Students can reflect on learning,on themselves as learners and

on how they learn best as a wayto increase abilities/futurelearning

When • Within 24 hours • Immediately following thelearning, experience, or activity

\3

X AVIDStep 8: Cornell Note-Taking Rubric

3 2 1 0

Stept:Create

Format

D All parts (name, class, topic, pehod,date, standard/objective, essentialquestion) are properly written inthe correctplace

• Mostparts (name, class, topic,period,date, standard/objective, essentialquestion)are properly written inthecorrect place

• Someparts (name,class, topic, period,date, standard/objective, essentialquestion) are properly written inthecorrectplace

• Fewparts(name, class,topic, period,date, standard/objective, essentialquestion) are property written inthecorrectplace

Step 2:Organize

Notes

D All main ideas, keywords, and phrasesare recorded

• Sufficient space is provided betweenmain ideas

D All abbreviations/ symbols are usedappropriately• Indentation is used consistently to showthe relationship between ideasD Many bullets are used tocreate liststoorganize notesD Effective use of paraphrasingis evident

G Most main ideas, keywords, and phrasesare recorded

• Somespace is provided between mainideas

D Many abbreviations/ symbols are usedappropriately• Some indentation is used to show the

relationship between ideasD Some bullets are used to create lists to

organizenotes.• Some paraphrasing is evident

D Some main ideas,keywords, andphrasesare recorded.D Inadequate space is provided betweenmain ideas.

D Some abbreviations/ symbols areusedD Limitedindentation is used to show therelationship between ideasD Few bullets are used to create lists toorganize notes.D Limited paraphrasing is used

• Fewmain ideas,keywords, and phrasesare recorded.

D Thereis nospace between ideas• Fewornoabbreviations/ symbols areused

D No indentation is used to showrelationship between ideas• Nobullets are used-completesentencesare record

• Paraphrasing is not used—notes arecopied wordfor word

Step 3:Revise

Notes/*

Step 5:Exchange

Ideas

D All notes are numbered to indicate a new

concept,main idea, or topicD All vocabulary/ key terms are circled• All main ideas are underlined in pencil/highlighted• All missing/paraphrasedinformation isadded in red

D All unimportant information is deleted bydrawing a linethroughit

• Some notes are numbered to indicate a

new concept, main idea, or topicD Some vocabulary/ key terms are circledD Some main ideas are underlined in

pencil/ highlighted• Some missing/paraphrased information isadded in red

D Mostunimportant information is deletedbydrawing a linethrough it

D Few notes are numbered to indicate a

newconcept, main idea,or topic• Fewvocabulary/ keytermsare circledD Few main ideas are underlined inpencil/highlighted• Limited missing/paraphrasedinformationis added in red

D Someunimportant information orimportant information isdeleted by drawinga linethrough it

• No notes are numbered to indicate a newconcept, mainidea, or topic• Novocabulary/ keyterms are circledD Nomain ideas are underlined inpencil/highlightedD Nomissing/paraphrased information isadded in red

• Nounimportant information or importantinformation isdeletedbydrawing a linethrough it

Step 4:Note

Key Idea

D All questions on leftare developed toreflect main ideas in notes

• Most questions are higher level (Bloom'sLevels 3-6 or

Costa's Level2 and 3)

D Most questions on left are developed toreflect main ideas in notes

• Some questions are higher level (Bloom'sLevels 3-6 or


• Some questions on left are developed toreflect main ideas in notes

D Fewquestions are higherlevel (Bloom'sLevels 3-6 or


D Few/noquestionson left are developedto reflect main ideas in notes• No questions are higher level (Bloom'sLevels 3-6 or

Costa's Level 2 and 3)

Step 6:Link

Learning

D Synthesized summaryreflects thequestions/ notes• Summary addresses all aspects oftheessential question based onthe standard/objective forthe lesson

D Summary reflects mostquestions/ notesD Summary addresses mostaspects of theessentialquestion based onthe standard/objective for the lesson

D Summary reflects some questions/notes

D Summary addresses someaspectsofthe essentialquestionbased on thestandard/objective

• Summary does not reflect thequestions/notes

a Summarydoes not address the essentia!question ofthe lesson

Step 7:Learning

Tool

D Detailed information to be used on test,essay, tutorial, etc. is clearlynoted/identified with an asterisk

• Information to be used on test, essay,tutorial, etc. is noted/ identified

D Some information to be used on test,essay, tutorial, etc. is noted/identified withan asterisk

D No information to be usedontest,essay,tutorial, etc. is noted

V>

Left side:

• Questions written based onnotes, "representingstudent's thinking."• Summary synthesizingnotes on right sideresponding to essentialquestion.

X AVID

Using Cornell Notes in an Interactive NotebookOct adr* 0/ CollrjE* Orram*

Right side:Notes taken from a lecture,reading a texlbook/novel,watching a video, solving amath problem, participating ina science lab, engaging inSocratic Seminar, and whileparticipating in tutorials, etc.

OUTPUT INPUT

Summary:

In an interactive

notebook, have^tude ntsdivide the

left si ie otthe„ . ..comp osition book inhalf." "he summary

—sttotri [j-be-writterrin

-thisx iiuran -

According to WalterPauk, "This is how youmaster the individual

facts to get the overallmeaning."According to RossOwens (co-author), "Asummary.. .providesstudents with an

opportunity to pulltogether and synthesizeall the information on a

page...todosomeessential reflection."

t:Margin Line

Questions:

Have students write

questions In this columnto correspond-te4benoie.SLgejiexaied..QnJhe„right side of thecomposition book.

According to WalterPauk, "Questionsformulated by thestudent...represents thestudent's thinking." Noteson right, "...have to beprocessed by the student inhis or her own mind and the

question is formed by thethinking that had to takeplace to formulate thequestion." In other words,"What is the lecturer tryingto say?"

Notes:

Students take notes on this side

••*Thtsrsider can also bemsed to:efeate-eharts-

-re^r^labjesulte- write a fab analysis

-•-Use-this side to draw diagrams orpictures

According to Walter Pauk,"The words.. .given by thelecturer..."

*—

Margin Line

AVIDOtrtdtt .fColl.tr Orrsni

The Curve of Forgetting

The Curve of Forgetting describes how we retain orget rid of information thatwe takein. It's based on a one-hour lecture.

100% 10 minutes 5 minutes 2 - 4 minutes

Dayl Day 2 Day 7 Day 30

On Day 1, at the beginning of the lecture, you go in knowing nothing, or 0%, (wherethecurve starts at the baseline). At the end of the lecture you know 100%of what youknow, however wellyou know it (where the curverises to its highest point). By Day2, ifyou have done nothing with the information you learned in that lecture, didn't think aboutit again, read it again, etc. you will have lost 50%-80% of what you learned. Our brainsare constantly recordinginformation on a temporary basis: scraps of conversation heardon the sidewalk, what the person in front of you is wearing. Because the informationisn'tnecessary, and itdoesn't come up again, ourbrains dump itall off, alongwithwhatwas learned inthe lecture that you actually do wantto hold on to! By Day7, weremember even less, and by Day 30 we retainabout 2%-3% of the original hour! Thisnicely coincides with midterm exams, and may account for feeling as if youVe neverseen this before inyourlife when you're studying for exams - you may need to actuallyre-learn it from scratch.

IU

You can change the shape of the curve! A big signal to your brain to hold onto a specificchunk of information is if that information comes up again. When the same thing isrepeated, your brain says, "Oh-there it is again, I better keep that" When you areexposed to the same information repeatedly, it takes less and less time to "activate" theinformation in your long term memory and it becomes easier for you to retrieve theinformation when you need it.

Here's the formula, and the case for making time to review material: Within 24 hours ofgetting the information - spend 10 minutes reviewing and you will raise the curve almostto 100% again. A week later (Day 7), itonly takes 5 minutes to "reactivate"the samematerial, and again raisethe curve. By Day 30, yourbrain will only need 2~4minutes togive you the feedback, "Yup, I know that. Got it."

Oftenstudents feelthey cant possibly maketime for a review session everyday intheirschedules - they have trouble keeping up as it is. However, this review is an excellentinvestment of time. If youdont review, you will need to spend 40-50 minutes re-leamingeach hour of material later - do you havethat kind of time? Cramming rarely plants theinformation in your longterm memory where you want itand can access it to doassignments during the term as wellas be ready for exams.

Depending on the course load, the general recommendation is to spend halfan hourorso everyweekday, and 11/2to 2 hours everyweekend inreview activity. Perhaps youonlyhave timeto review 4 or5 daysoftheweek, andthe curvestays at about the midrange. Thafs OK, it's a lot better than the 2%-3% you would have retained ifyou hadn'treviewed at all.

Many students are amazed at the difference reviewing regularly makes in howmuchthey understand and how well they understand and retain material. Its worthexperimenting for a couple weeks,just tosee what difference itmakes to you!

Counseling Services, Study Skills Program,University of Waterloo. Used by Permission.

n

Dear Pamelas

So awfully • nice of you to tell me about your personal initialexperiece with the Cornell Note-Taking System. It lifts myheart that you found so much help in using it.

You know, Pamela, tne System did not come from me in one fell-swoop. It was developed in my mind on a rather step*by-stepbasis.

In the beginning, in the left-hand column, I used to jot phrases* extracted from the the notes .themselves| that is, uttered by the

lecturer. Obviously, there was, at xae most, minimal personallythinking on the part of the student. But, at least, the phrasesin the left-hand column provided the basis for RECITATION.But, this recitation gave the student a false sense of mastery,because the phrases in the left-hand column almost actually ^ .gave the student the answer visually, not mentally.

You know, Pamela, I think that, in this present environmentpeople, as well as students, want a quick &easy "fix.*'

tTTi "X\ No, the question formulated by the student in thejleft-hand ^ JVpttPA'-AVS\IYÂy~ column is a must. The question represents the student's thinking^ ti.Li U^f

/VAjJu*i0? T^tyords in the right-hand notes feiven by the lecturer have to 2Ju+* 'VXMWW bQ £^,ceesea ty the stueent in. his or her own raindjand the question \\MA\>

jslflt^ is formed by the thinking thathad to take place to formulatethe question. ,

Question-making is not. easy! Questionr-maklng was very hard for me>but, as I battled to come forth with a question, I became better andbetter at the thanking process, You s>ee, Pamela, I had to keep askingmyself, "What is the lecturer trying to say?" It seems that youhave to talk out-loud to to the words on tha page..."What are yougetting at?" You see, too, that this "out-loudness" puts you inalmost a person to person mode. You're no longer a passive reader ofthe notes. This goes for textbook reading, too.

(Just a comment before I forget it.) One does not learn through ^fJrSfrtP&'-leyes alone, fone learns through the processing of information by the '^£brain. Words very, very seldom imprint t-iemselves on the braint out, NCVtCW Jfone's thinking does.^ WÎS'ÔIt is hard for me to imagine that teachers' suggest giving the stud entsthe questions for them to write in the left-hand margin. It is the |$W4lperson who thinks and fashions the question that is the learner. The ». *-*-*knowledge and wisdom lodges and remains with the person who reads,ponders the words (the paragraph), then goes on to formulate the question. You don't gain knowledge qy reading someone else's hard work.You must do it yourself J Very similarj you don't become a good golfplayer by watching Tiger Wood on the TV. You must, to become agood or .better •player go out ,on the practice range and hit tne ballsespecially .under good instruction.

/«

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Now a few words about SUhHaRIlS. I know. You don't want to pileonto the student more and more workj but, unless the stuaent aoes^£7^ _j, summary, he or she is short-changing oneself. For^xample, inâ summary, he or sne is snort-cnaugxuB „»««,»**. *«- ^ »T ' " -

—- ^[teat where a short essay-type question is asked. You don * answer\ PA*mM it by making a laundry-list of facts learned individually. No, youWfnH have to synlhesiseQ Usually, under the time pressure of an exam,

\W 1 you don't have a relaxed free-roving mind to think up a overall answer.This type of thinking must be done to some extent in the privacy ofyour own study-room.

To make-nummary at the bottom of a page or at the end of the l<**uw.f.1- * I .jaw-that you have the full information, you must try to come up with the[frrepfc* j êssence of the full lectured And when you do, what a great pleasure thatt-^7T7 '..you have put your mind to work and come up with a victory. Inis is\jXfc iiffXtMi how you master the individual facts to get the overall meaning. This

is how to go into the exam room. Now, you have some ammunition!By doing it this way, I always came in with far more.than I couldhave time to use. ___ .

Here is what my co-author has to say about summaries and taking ^j\SVCf^ ' \notes. (My co-author io Boss Owens...how luoky can you get to have r^Lr\AAA*<tssomeone like Ross working along side!) ^5 5

Your contention is right ontarget. Although the mrgifkil questions are vqkmqiq m. >:i tootforreciting and mastering material thefirst thing ofvatue theyprovide in the learningprocess isa handle that allows students to personally grasp the meaning ofeachparagraph. Itallows students tomake information their own. Reading a note (orparagraph), picking out the main ideafrom anUdsttk&-detaih, and thenformulating aquestion that points.to this main idea allcombinefa^veayejpe information into thestudent's own knowledge and experience. The marginaTquestion then becomes acue thatpoints ioprocessofmaking thatoriginal connection.

7C^mman'isvaludbletoapag^ noie* as avhole in much the same way that a,„„rinal question is important to an individual key idea or paragraph Itprovidesstudents with an opportunity to.pull together and synthestzef the information on apaceand-just as you sitgggsbr to do some, essential reflection. Summariesprovide contex,and connections thkttie tdeerher main ideas that might otherwise exist in isolation.

Pamela, please excuse my typing errors, I still use my old typewriter. Though I respect the computer, I don't have one. Isee, for me, no ne&d*

'Twas nice talking to you. I hope that this helps.Thanks you ever so much for valuing my Note-taking system.

OwiJkvithk;

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Circle, Square, Triangle Quickwrite

A question about Cornell Notes that i<going AROUND in my head.

Something I know about Cornell Notesthat SQUARES with my beliefs.

Three important POINTS that I knowabout Cornell Notes.

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FOUR PARTS OF THE CORNELLWAY

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