Cornell Notes - PowerPoint Presentation

Slide1

Cornell Notes

&

Levels of InquirySlide2

How did you learn the skill of note taking?

How did this skill contribute to your success?

Quickwrite

The Hidden CurriculumSlide3

Why take notes?

Cornell note taking stimulates

critical thinking skills.

Note taking helps students

remember what is said

in class.A good set of notes can help students work on assignments and prepare for tests outside of the classroom.Slide4

Good notes allow students to help each other

problem solve

.

Good Notes help students

organize and process data and information.Helps student recall by getting them to process their notes 3 times.

Why take notes?

Writing is a great tool for learning!Slide5

History of Cornell Notes

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.Slide6

Mastering

information, not just recording facts

Efficient

Each step prepares the way for the next part of the

learning process

What are the advantages?Slide7

Fill in heading

Record notes on the right

Within 8 hours, read over notes to fill in gaps

Write High Level Questions on the left

Write a summary at the bottom of page.

Review: cover main column and answer ?’s

What is the process?Slide8

ExampleSlide9

Cornell Note-taking

User-defined organization

Records info efficiently and selectively

Interaction dependent on system

May be reviewed

periodicallyOptional revision

3-part organization

Creates schemata

Creates higher-level thinking questions

Creates summaries

Review & revise notes Uses as study guides

Holds students accountable for their learning

Traditional Note-takingSlide10

Anthropods

Example

of a

Beginning

Level

of

Note-takingSlide11

Example

of an

Advancing

Level

of

Note-takingSlide12

Example

of an

Accomplished

Level

of

Note-takingSlide13

Example

(Diagram copied

during lecture

)

How do the ticks find the cattle?

Why don’t the ticks usually kill their host?

How could tick infestations in cattle impact humans?Slide14

Questions should reflect:

Info the student doesn’t understand or

wants to discuss

with the teacher

Information that may appear on a

test

Gaps in the notes

Step 3: Writing QuestionsSlide15

Factual Questions: Level 1

1 correct answer

Answered by pointing to the text

How does “The Road Not Taken” begin?

(recite)

Interpretive Questions: Level 2

More than one reasonable answer

Supported with evidence from the text

In “The Bet” by Chekhov, how do the lawyer and the banker differ in their attitudes toward punishment?

(compare/contrast)

Evaluative/Universal Questions: Level 3

Abstract and does not pertain to the text

Ask that judgments be made from information

Give opinions about issues, judge the validity of ideas and justify opinions and ideas.

In Catcher in the Rye, how might Phoebe, years later, describe Holden to her children

? (speculation)

Costa's Three LevelsSlide16

Evaluate

Generalize

Imagine

Judge

Predict

Speculate

Output

Applying

Compare

Contrast

Classify

Sort

Distinguish

Explain (Why)

Infer

Process

Make Meaning

Complete

Count

Define

Describe

Identify

List

Input

Gathering

Recall

Three-Story Intellect

Costa'sSlide17

One-Two-Three Story Intellect Poem

There are one-story intellects,

two-story intellects,

and three-story intellects with skylights.

All fact collectors who have

no aim beyond their facts

are one-story people.

Two-story people compare, reason,

generalize, using the labor of

fact collectors as their own.

Three-story people idealize,

imagine, predict – their best illumination

comes through the skylight.

-Adapted from Oliver Wendall Holmes

By asking higher levels of questions, students deepen their knowledge and create connections to the material being presented which becomes the basis for the inquiry that

is necessary during tutorials.

Three-Story Intellect

Costa'sSlide18

How do we teach students to conduct inquiry at higher levels?

Model progressively more difficult inquiry practices

Levels differ by:

Teacher/material guidance decreases as levels increaseStudent independence increases as levels increaseIntellectual processes are higher as levels increase

Teaching Levels of InquirySlide19

Topic

Level One

Level Two

Level Three

Name the elements that make up water.

Arrange the following numbers in order from smallest to largest:

Create an invention that uses at least three types of simple machines.

Write corresponding higher and lower level questions for each of the following:Slide20

Step 1

create 3 questions about The Three Little Pigs

Step 2

identify the level of each question based on

Costa’s levels.

Step 3

rewrite the questions in order to raise the level

The Three Little Pigs ChallengeSlide21

Evaluate

Generalize

Imagine

Judge

Predict

Speculate

Output

Applying

Compare

Contrast

Classify

Sort

Distinguish

Explain (Why)

Infer

Process

Make Meaning

Complete

Count

Define

Describe

Identify

List

Input

Gathering

Recall

Three-Story Intellect

Costa'sSlide22

Select an item from your purse, pocket, etc.

Place the item into the paper bag or envelope at your table.

Pass the bag or envelope around and have each member of your group select one item.

Inquiry in a bagSlide23

Write a Level 1, Level 2 and Level 3 question for the item that you selected from the bag.

Share your questions in a random order with your group.

The group members will decide the level of each question shared and the person whose item is selected should answer the questions.

Inquiry in a bagSlide24

Region V Avid

2. Avidonline.org

3.

www.phy.ilstu.edu/programs/ptefiles/311content/

inquiry/levels_of_inquiry.ppt

ResourcesSlide25

Teacher Hints HandoutSlide26

Lesson on Cornell Notes