FocusedNotetakingin

YourClassroom
l
EllenNickerson
Professional Development Program Manager
ProfessionalDevelopmentProgramManager

FocusedNotetakinginYour
Classroom
Ell Ni k
EllenNickerson
ProfessionalDevelopmentProgramManager
AVID C t
AVIDCenter

One
Onelearnsthroughtheprocessingof
learns through the processing of
informationbythebrain.Wordsvery,very
seldom imprint themselves on the brain;
seldomimprintthemselvesonthebrain;
butonesthinkingdoes.
Walter
Pauk
WalterPauk

Quickwrite
Howandwhendid
How
and when did
youlearntotakenotes?

GuidingQuestions
gQ
Duringourtimetogetherthinkabout.
g
g
Howwouldthisinformationhavehelpedmeasa
How
would this information have helped me as a
student?
How will this knowledge help me in my classroom
Howwillthisknowledgehelpmeinmyclassroom
tobetterpreparemystudentsforcollege?

FOCUSEDNOTETAKING
CORNELL NOTETAKINGSYSTEM
NOTETAKING

NOTEMAKING

NOTE
INTERACTING

NOTE
REFLECTING

STEP1
CreateFormat

STEP3
Review&Revise
notes

STEP8
STEP6
WrittenFeedback
Linklearningto
create a synthesized
createasynthesized
summary

STEP2
OrganizeNotes

STEP4
Notekeyideasto
createquestions

STEP7
Usecompleted
Cornellnotesasa
Learningtool

STEP5
STEP
5
Exchangeideasby
collaboration

STEP9
AddressWritten
Feedback
STEP10
STEP
10
Yourreflection

C REATEFORMAT
O RGANIZENOTES
R EVIEW&REVISE
N OTEKEYIDEAS
E XCHANGEIDEAS
L INKLEARNING
L EARNINGTOOL

W RITTENFEEDBACK
A DDRESSFEEDBACK
Y OURREFLECTION
OUR REFLECTION

Step
Step1
1 Create
reateFormat
Format

Name,Date,Class
Cl
Topic
EssentialQuestion
Tips..

Step2 OrganizeNotes

Listen&takenotesinyourownwords
Paraphrasewhatyouhear
Skiplinesbetweenideas
Abbreviate
Usesymbols
Writeinphrases
p
Usebullets/lists
g
Recognizecues

 TipstohelpstudentswithStep2
Providestudentswithabbreviations&shortcuts
Provide students with abbreviations & shortcuts
foreachcontentarea
Teachstudentsyourpersonalcues
Teach students your personal cues
Model,model,model

ReadytoTry?
y
y
Research Behind Notetaking
ResearchBehindNote
taking
EssentialQuestion
Whatistherationaleandresearchthatsupports
theimportanceofnotetaking?

HermannEbbinghaus
Germanpsychologist&researcher
Late
1800ss
Late1800

WalterPauk
CornellUniversity

ClassroomInstructionThatWorks
Marzano,Pickering&Pollock,2001
Effective

Identifying
Similarities
&
Differences

Homework
& Practice

Teaching

Summarizing
&
Note Taking

Requires
Cooperative Learning
Effective
Teaching
Requires Tools
That Work!

Tools
That
Work

Questions,
C
Cues,
&
Advanced
Organizers

Setting
Objectives
& Providing
Feedback

Generating &
Testing
Hypotheses

Reinforcing
Effort &
Providing
Recognition

Nonlinguistic
Representations

Summarizing&Notetaking
EffectSize1.00(34percentilegain)
Toolsforidentifying&
understanding the most important
understandingthemostimportant
aspectsofwhatisbeinglearned
Summarizing&Notetaking
Deleting,substituting&keeping
someinformation
Learningtoanalyze
Becomingawareofinformation
structures

Step3 Review&ReviseNotes

Review&ReviseNotesSamples

Step4 NoteKeyIdeas

Identifyfirst
chunk or
bigidea
Identify first chunk
or big
ideaofthenotesand
of the notes and
number1
Writeaquestionaboutthemainideaofthat
Write a question about the main idea of that chunk
chunk
Repeatuntilallchunksareidentifiedwith
corresponding questions
correspondingquestions

LevelsofThinking

Step5 ExchangeIdeas

Whenpeersworktogethertoreviewtheir
notes,thecollaborationresultsinenhanced
learning.

Step6 LinkLearning
Summary
Reviewnotes
Synthesizeand
combinemainideas
Addresstheessential
question
Linktheanswersfrom
thequestionsonthe
l f
left

Step7 LearningTool
Thinkpairshare
ways students can use their notes as a
List
Listwaysstudentscanusetheirnotesasa
learningtool..

Step8 WrittenFeedback

Step 9 AddressFeedback
Step9
ddress Feedback

Step 10 YourReflection
Step10
our Reflection
Develop
Developalearninglogtoguidestudents
a learning log to guide students
thinking
Identify3keylearningsfromyoursummaries
Identify 3 key learnings from your summaries
Howcanyouapplytheselearningstoanother
co cep
concept?
Whatquestionsarestillunanswered?

NotetakingTips
SocraticSeminar
withCurveof
Forgetting
OnDemandModule
g
onFileSharingin
MyAVID

TeachingTip
g p
Scaffoldforstudentsusingthe10
Scaffold for students using the 1022
2 2method
method
10minutelecture
2minutepairshare
2 minute pair share
2minuteindividual1sentencesummarybelow
chunk
Repeatthroughoutlesson

Questions
Q
Contactyour
State/Region Program Manager
State/RegionProgramManager
Donotknowwhothatis?Emailprogramsupport@avidcenter.org

or
EllenNickerson
ProfessionalDevelopment
P
ProgramManager
M
enickerson@avidcenter.org