Group Discussion (5-7 min.)Group Discussion (5-7 min.)

• Where are you at with the process of Where are you at with the process of Cornell Notes?Cornell Notes?

• What have been some of your What have been some of your successes?successes?

• What have been some of your What have been some of your obstacles?obstacles?

• What questions do you still have?What questions do you still have?

Today’s Learning GoalToday’s Learning Goal

• How can I help students use How can I help students use Cornell Notes as a learning tool?Cornell Notes as a learning tool?

• How can I assess students’ How can I assess students’ Cornell Notes and provide Cornell Notes and provide feedback for improvement?feedback for improvement?

PURPOSE

NOTESKEY TERMS& QUESTIONS

SUMMARY

The Big IdeasThe Big Ideas1.1. Note-TakingNote-Taking– The actual process of writing down informationThe actual process of writing down information

2.2. Note-MakingNote-Making– Marking notes and creating questionsMarking notes and creating questions

3.3. Note-InteractingNote-Interacting– Write summary & review notes with othersWrite summary & review notes with others

4.4. Note-ReflectingNote-Reflecting– Address feedback given by teacherAddress feedback given by teacher– Write reflection of learning during unitWrite reflection of learning during unit

Today’s FocusToday’s Focus

NOTE-INTERACTINGNOTE-INTERACTING

& &

NOTE-REFLECTINGNOTE-REFLECTING

Note-Interacting &Note-Interacting &The SummaryThe Summary

• The format and content may vary by subject.The format and content may vary by subject.

• The hardest thing to do is AVOID, “Today I learned…”The hardest thing to do is AVOID, “Today I learned…”

• Use the essential question as a guide to writing the Use the essential question as a guide to writing the summary.summary.

• Does every page need a summary?Does every page need a summary?

• Can I use the 10-2-2 method?Can I use the 10-2-2 method?

Language Arts Sample Language Arts Sample (in packet)(in packet)

PAGE 1 – PAGE 1 – • Student identifies literary devices from Student identifies literary devices from

notes and explains how the poet notes and explains how the poet utilizes them.utilizes them.

PAGE 2 – PAGE 2 – • Students answers the essential Students answers the essential

questionquestion

Higher Order SummariesHigher Order Summaries• This can be done after students have This can be done after students have

mastered the process of summary writingmastered the process of summary writing

• Focus on the ways to include academic Focus on the ways to include academic vocabulary or content that exhibits higher vocabulary or content that exhibits higher order thinkingorder thinking

• SEE EXAMPLES IN PACKETSEE EXAMPLES IN PACKET

Name(N)

Verb(V)

Big Idea(B)

Identify the important concept learned in class…

ENLIGHTENMENT THINKER JOHN LOCKE

explainssupports

is important

IS IMPORTANT

Describe what was learned.

TO THE CREATION OF AMERICAN DEMOCRACY BECAUSE HIS IDEAS OF

NATURAL RIGHTS INFLUENCED THE DECLARATION OF INDEPENDENCE.

Summaries can also use phrases like…Summaries can also use phrases like…- I used __________ (strategy) to…- I used __________ (strategy) to…- I am still confused because…- I am still confused because…- I will use this in the future when…- I will use this in the future when…- I will do ______ to remember...- I will do ______ to remember...- I remember seeing ______ when I saw/read/heard… (Text Connections)- I remember seeing ______ when I saw/read/heard… (Text Connections)

Skills vs. ContentSkills vs. Content• The summary may focus on either OR bothThe summary may focus on either OR both

• Students can discuss a skill or strategy that Students can discuss a skill or strategy that was used (METACOGNITION)was used (METACOGNITION)

• Students can explain new or significant Students can explain new or significant content and how it:content and how it:– applies to other contentapplies to other content– or connects to real-life situations or connects to real-life situations

Other Summary StrategiesOther Summary Strategies

• Think About ItThink About It• Reflective Learning LogReflective Learning Log• The GISTThe GIST• The PyramidThe Pyramid• One-Pager (visual representation)One-Pager (visual representation)• Open Mind (visual representation)Open Mind (visual representation)• Elevator Speech (verbal)Elevator Speech (verbal)

Note-InteractingNote-InteractingCollaborationCollaboration

• Help students study by asking each Help students study by asking each other the questions in the left-hand other the questions in the left-hand columncolumn

• Reference notes in future lessons Reference notes in future lessons and assignmentsand assignments

Table DiscussionTable Discussion

• What strategies have your tried for What strategies have your tried for summary writing?summary writing?

• What have you found to be helpful?What have you found to be helpful?

• Has an idea failed? What did you do Has an idea failed? What did you do to adjust the strategy?to adjust the strategy?

Note-ReflectingNote-Reflecting

1.1. Written FeedbackWritten Feedback

2.2. Addressing FeedbackAddressing Feedback

3.3. Your Learning Your Learning (Reflection/Learning Log)(Reflection/Learning Log)

Assessing ActivityAssessing Activity

• Review sample of Cornell NotesReview sample of Cornell Notes

• Use either the CHECKLIST or Use either the CHECKLIST or RUBRICRUBRIC

• Give it a score and letter grade Give it a score and letter grade according to scale providedaccording to scale provided

Rubric ScoringRubric ScoringAdd total # of points – Add total # of points –

A: 16-18A: 16-18B: 14-15B: 14-15C: 12-13C: 12-13D: 10-11D: 10-11F: 9 and below F: 9 and below

Assessment ActivityAssessment Activity

• Go to one a corner that matches the Go to one a corner that matches the letter grade you assignedletter grade you assigned

• In your group, choose a In your group, choose a representative to explain why that representative to explain why that grade was given.grade was given.

Assessment ActivityAssessment Activity• Share grades with whole group.Share grades with whole group.

• In table groups, debrief process and In table groups, debrief process and discuss how to use this activity to discuss how to use this activity to norm the grading processnorm the grading process

• Where are the disparities or areas of Where are the disparities or areas of confusion?confusion?

Address FeedbackAddress Feedback• Allow students the chance to practice the Allow students the chance to practice the

process often enough to improveprocess often enough to improve

• Model parts of the process that most Model parts of the process that most students are finding difficultstudents are finding difficult

• Students can use Focus Goal Activity to Students can use Focus Goal Activity to identify areas of the process to addressidentify areas of the process to address

Your LearningYour Learning

• Students can review all notes taken Students can review all notes taken in a particular unit and write a more in a particular unit and write a more extensive learning log or reflection extensive learning log or reflection piecepiece

• The goal is to get students to see the The goal is to get students to see the big picture and connect the different big picture and connect the different piecespieces

Reflective Learning LogsReflective Learning Logs

• Unit Learning LogUnit Learning Log• KWHL ChartKWHL Chart• Reflective Learning LogReflective Learning Log

Re-CapRe-CapS – Set up the PaperS – Set up the Paper

T – Take NotesT – Take Notes

A – After class, apply your thinkingA – After class, apply your thinking

R – Review NotesR – Review Notes

S – Summarize NotesS – Summarize Notes

Classroom Walk-throughClassroom Walk-through

• Tuesday, September 28Tuesday, September 28thth (Gold Day) (Gold Day)• Volunteers needed per. 2, 4, & 6Volunteers needed per. 2, 4, & 6• Debrief Period 7 in Room 254Debrief Period 7 in Room 254– ALL are invited to participate in ALL are invited to participate in

processprocess• Talk to Mr. Lewis or Mrs. PinedaTalk to Mr. Lewis or Mrs. Pineda• Tentative Tentative sign-up sheet in mail roomsign-up sheet in mail room

Focus QuestionFocus Question

What evidence do we see or hear that What evidence do we see or hear that students are actively engaged in the students are actively engaged in the Cornell Note taking process?Cornell Note taking process?

Observation NormsObservation Norms• Finds the positive of what is already happeningFinds the positive of what is already happening

• Student centered and teacher drivenStudent centered and teacher driven

• Classroom visit for 5-7 minutesClassroom visit for 5-7 minutes

• Look for evidence ONLY related to focus questionsLook for evidence ONLY related to focus questions

• Debrief is RESULT and ACTION orientedDebrief is RESULT and ACTION oriented

Next Steps…Next Steps…• Share sample notes with department, Share sample notes with department,

grade level, or subject mattergrade level, or subject matter

• Don’t be afraid to make mistakes. We Don’t be afraid to make mistakes. We all doall do

• Learning is about the process and not Learning is about the process and not only about the productonly about the product

Designed byPaul BullockPaul Bullock

Senior Program Specialist&

Anne MabenAnne MabenAP Science Coach

ADAPTED BY

Chris LewisAVID Coordinator