Cornell Notes Pueblo High School

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Cornell Notes Pueblo High School

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Cornell Note-Taking Patty Manciet

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How can you use Cornell notes in your content area class to help students retain information and do better on tests? Essential Question

Some Basics:

Some Basics Advantages Method for mastering information Efficient Sequential Materials Cornell note paper Basic loose-leaf paper

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Helps you work on assignments and study for tests outside of class Stimulates Critical Thinking skills Helps organize and process information Helps you recall information and use your notes multiple times A great study guide A check for understanding Why Take Cornell Notes?

Before the Lecture Fill in Heading:

Before the Lecture Fill in Heading

When there is no Essential Questions:

When there is no Essential Questions Standard/Objective (ELA) 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? Standard/Objective (Math) Alg. 9.0- Students use substitution to solve a system of two linear equations in two variables algebraically. Essential Question How is a system of two linear equations solved by substitution? Standard/Objective (SS) 10.5.2- Understand the role of Appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II. Essential Question Why is Appeasement a contributing factor to the start of World War II? Topic (Science) Diffusion and Osmosis Essential Question • What is the process of diffusion and osmosis in a membrane system?

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10/24/7 Why Cornell Notes?!?!!!

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First & Last Name Class Title Period Date Topic Essential Question Questions, Subtitles, Headings , Cause and effect, Etc. Class Notes 2 1/2” 3 to 4 sentence summary across the bottom of the last page of the day’s notes, which answers the Essential Question Before the lecture During lecture After Class

During the Lecture:

During the Lecture Take notes from “lectures”, text, video, projects, etc. Paraphrase Skip lines between ideas Abbreviate Use phrases Use bullets/lists Recognize cues from teachers Use outline style, diagrams, pictures, graphs

After the Lesson… :

After the Lesson… Highlight important information Cross out non-essential information Star (*) any information that might show up on a test/quiz. Compare with a partner

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What type of question should I write? Your questions should reflect: Information on the right side Questions that help you study Info that might appear on a test Info you don’t understand Gaps in your notes Generate Good Study Questions Phrase the Question on the left so that it helps you recall the information on the right

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Look over that page of notes (1-3 minutes) Write a 3 or 4 sentence summary Identify the most important pieces of information. Answer the Essential Question and your questions on the left side in that summary. At home that night…

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Summarize as a closure and check for understanding Another Option

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Using your notes to Study Cover the notes on the right Rework/Answer questions on the left

Notes as a Study Guide:

Notes as a Study Guide You can fold Cornell notes to study by yourself You can also fold them to study with a partner. ? ? Esse ? ?

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Standard VS Cornell notes

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Variations

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Student Made

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Teacher Questions

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Use with Worksheets

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Pre-made Questions Summary

Examples of Cornell Notes:

Examples of Cornell Notes http:// miramonte.kernhigh.org/ramos/Cornell_Notes1.pdf

Closure:

Closure How can you use Cornell notes in your content area class to help students retain information and do better on tests?

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