CORNELL NOTE TAKING Developed in 1949 at Cornell

CORNELL NOTE TAKING

• Developed in 1949 at Cornell University by Walter Pauk. • Designed in response to frustration over student test scores. • Meant to be easily used as a test study guide. • Adopted by most major law schools as the preferred note taking method.

Prepare Recall Column Record Column --2 Inches-- --6 Inches-- Reduce ideas after class into a few words. After the lecture, – write questions in this column for each main point in the record column. Record the lectures as fully as possible. Record patterns of main idea and support • in your own words when possible. Use indentations • to show the relationships between main ideas and --2 1/2 Inches-- – support. Reduce/Summary Column Reduce the main points of this page of your lecture notes. A 3 to 4 sentence summary down there on the bottom of the last page of notes

Record Column --6 Inches-Record the lectures as fully as possible. Record patterns of main idea and support • in your own words when possible. Use indentations • to show the relationships between main ideas and – support.

Record Column Write main ideas and supporting material in the right column – Use signals from the lecture • Titles & keywords= topics main ideas • “Transition” words/phrases introduce patterns of support and/or details – First, most, some, this is called, there are two types – Use abbreviations to get the full idea. – Leave spaces between ideas so you can • fill in more later. • see how ideas relate to one another

Recall Column --2 Inches-Reduce ideas after class into a few words. After the lecture, – write questions in this column for each main point in the record column.

Recall Column Write questions in the left column of your notes to quiz yourself on the material. – Write questions in the question column on the same line as the item the question addresses in the record column – Write a question for each new • Topic • Main idea • Significant detail – Write questions for details on which you think your professor will quiz you.

--2 1/2 Inches-- Reduce/Summary Column Reduce the main points of this page of your lecture notes. A 3 to 4 sentence summary down there on the bottom of the last page of notes

Reduce/Summary Column Go back through your notes and write a summary of what your notes are about. – What did you learn? – Reference important vocabulary. – Describe a process learned. – Reduce the main points of this page of your lecture notes. – A 3 to 4 sentence summary on the bottom of your notes.

Example Here is the text. In the “Legend of Sleepy Hollow, ” there are four main characters – including one that may not really exist. The first and most important character is Ichabod Crane. He is an ambitious school teacher, who hopes to marry the second character, Katrina Van Tassel. Katrina is the handsome daughter of a wealthy farmer. The third character is Brom Bones. He is Ichabod’s rival for Katrinia, and he is also well known for his practical jokes. The fourth and final character is the frightening, ghostly figure of the Headless Horseman, who terrifies Ichabod into running away. Irving strongly hints that this might simply be another of the characters in disguise.

Here are the notes: The Legend of Sleepy Hollow – 4 Main Characters 1 st character? Job? Interest? 1. 2 nd character? Description? 2. 3 rd character? Interested in? Likes what? 3. 4 th character Real or not? Scares who? Might be who? 4. Ichabod Crane • Most important • School teacher • Wants to marry Katrina Van Tassel • Beautiful daughter of wealthy farmer Brom Bones • Also wants to marry Katrina • Well known for practical jokes Headless Horseman • Scary ghost • Scares Ichabod away • Might be another character [Brom? ] in disguise

Quiz Answer your questions in the left column. – Cover the Record Column. – Read your questions in the Question Column This will help transfer ideas to your longterm memory! – Using your own words, answer your questions out loud. – Uncover your notes and check what you have said against the facts.

Review to improve your memory. – If you spend 10 minutes every week or so in a quick review of your notes, • you will retain most of what you have studied • you won’t have to cram during an “all-nighter” • you will relate the facts and ideas to present lectures or readings.

Note Taking Tips · Keep a separate notebook or binder for each course. · Take one notepad to classes and then put notes for each specific class into binder at home. · You wont’ loose your entire term of notes · Notes for each lecture should begin on a new page. · Date and number all pages. · Never use a sentence when you can use a phrase, or a phrase when you can use a word.

Note Taking Tips, Cont. · Use indentations to distinguish between major and · minor points. · Put most notes in your own words, except · formulas , definitions, and specific facts · Use abbreviations and symbols wherever possible. · If you completely don’t understand an idea, · leave a blank space and ask your professor for help on it.

Note Taking Tips, Cont. · Develop a code system of note-marking to indicate questions, comments, important points. For example: · Mark unfamiliar vocabulary & unclear ideas in unique ways · Highlight vocabulary in pink. · Circle ideas that are still unclear · Make sure you can understand what you have written and if needed, make corrections. · Use drawings, arrows or other organizers to help you see concepts and relationships between them.

• Let’s get out a sheet of Cornell note paper and get ready to practice the skill.

• In the large, right hand column, take notes like you normally would. • You may use any style of notetaking you wish: – – outline format, narrative format, symbols, short hand, etc.

• Compare notes with a partner. • Talk about what you wrote and why. Look for gaps & missed info. • Both partners should feel free to add to their notes.

• With your partner(s), create questions in the left hand column. • These questions should elicit critical thinking skills.

1. KNOWLEDGE: recalling information 2. COMPREHENSION: understanding meaning 3. APPLICATION: using learning in new situations 4. ANALYSIS: ability to see parts & relationships 5. SYNTHESIS: Use parts to create a new whole 6. EVALUATION: judgment based on criteria

Your questions should reflect: • Info. you don’t understand or want to discuss with your teacher/tutor. • Info. you think would go good on an essay test. • Gaps in your notes.

• On your own, in the space provided at the bottom of the page, complete a 3 or 4 sentence summary of what you wrote in your notes. • (the summary…)

Don’t forget the heading: Questions, Name, Class, Period, Date, Topic subtitles, etc. go here, in the left hand column. Remember, we want higher level critical thinking A 3 to 4 sentence summary down there questions. on the bottom of the last page of notes Notes go here, in the large right hand column.

The End!