Cornell Notes

Problems with taking notes

 I can’t write everything down the teacher
says because she talks TOO fast!
 I can’t read my notes.
 The notes I take when I read don’t help.
 I don’t know which parts of my notes are
most important.
 I don’t see how the notes from lecture
match the readings from the book.
 Cornell Notetaking
• To minimize your “rate of
Why should you
forgetting”
take notes?  Don’t take notes = Forget 60 %
in 14 days
 Take some notes = Remember
60 %
 Take organized notes and do
something with them=
Remember 90-100%
indefinitely!
 Cornell Notetaking
What do you notice that • They are divided into two
is different about parts: questions and notes
• There is a reflection at the
Cornell Notes?
end
• There is room for a topic
• They are labeled with
name, date, class, period
or other information
 Cornell Notetaking
What types of • Questions which are answered
in the notes on the right
questions should
• Questions you still need the
I place on the answer to--ask a friend or the
left side? teacher after class
• Questions the teacher might
ask on a test
• Higher level thinking
questions
 Cornell Notetaking
What else could • Key terms, vocabulary words,
or dates
I place on the
• Diagrams or figures
left side? • Reference pages in a text
• Steps in a solution process
• Notes to myself about actions
I need to take
 Cornell Notetaking
What are some • Write only what is most important:
 listen for repetition, change in pace
good tips for or volume, numbering, explicit
clues (“this is important,” or “on the
taking the test”);
notes on the  watch for gestures, or clues to
organization;
right?  look for material being written
down by instructor or shared in a
visual manner
 Cornell Notetaking
What are some • Write in your own words
(paraphrase)
good tips for • Write using abbreviations (check a
dictionary for these and create your
taking the own)
notes on the • Draw a figure or diagram
• Leave space where you think you
right? might need to “fill in” info later
• Use bullets, arrows, and indenting
to list key ideas
• Write legibly
 Name
Date
Cornell Notes Class
Period

• Key words & ideas

• Main Idea
• Important dates/people/places
• Key
Question • Repeated/Stressed Info
(after notes • Ideas/brainstorming written on
are board / overhead projector
completed)
• Info from textbook/stories
• Diagrams & Pictures
• Formulas
 Cornell Notetaking
• Set up your page
What are the  Draw your margins
steps to taking  Label clearly

Cornell Notes? • Take notes

 Use your best strategies

• Actively listen, analyze, ask questions

• Review, revise, reflect
 Look over notes and highlight, edit, or add
info
 Write your questions and reflection
 Name
SAMPLE Date
Class
Period

• Nouns  Noun - person, place, thing, idea

 Types - concrete & abstract
• 2 types of 1. concrete - taste, touch, smell,
nouns see
2. abstract - ideas (emotions)
• What is a  compound - two or more words
compound combined to create one thing;
noun? ex: fireman, bedroom
 Name
Date
Cornell Notes Class
Period

• Abbrev. , Paraphrase.
• Helpful
• Use symbols, arrows, circles,
Hints for
underlining) or highlighting to
Straight A
emphasize important ideas and
Notes
relationships.
• Skip lines between ideas
• Within 24 hours, review notes and
develop study questions on the left
side.
• Be aware of teacher clues.*
 Abbreviation Exercise
Abbreviate the following lines
so they still make sense
• Hippocrates, a Greek who is considered
to be the Father of Medicine, was born
on the island of Cos in 460 B.C.
• George Washington was not, in a sense,
America’s first president.
• Mark Twain fell in love with Olivia
Langdon. They married in 1870 and
moved to Hartford, Connecticut.
 Name
Abbreviation Exercise Date
Class
Answers Period

• Hippocrates (Gr.) Father of Med b.Cos 460B.C

• G. Wash. Not Am’s 1st Pres.?

• Twain - Olivia Langdon m. 1870 to Hart Conn

 Ima Student
FOLD US History
10/12/08
Assignment: Read Ch. 2 Section 1
This is how your
Cornell reading p. 104 Par 1: Women did not have
notes might look! suffrage the right to vote.
Def: the
right to Par 2: Many women led a
vote movement.
Par 3: The Constitution was
p.105 amended.
amended Summary: Many women felt
Def: to
that they needed the right to
change
formally vote. Some felt so strongly
that they fought for years to
win that right. In 1920, the
U.S. Constitution was finally
changed with the 19th
Amendment.
My question:
Once your
Why didn’t
women have teacher answers
the right to your questions,
vote from jot the answers
the here!
beginning?