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CORNELL NOTE TAKING SYSTEM

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					   THE MODIFIED
     CORNELL
NOTE TAKING SYSTEM
• 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.
The Info
• 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.
• Writing is a great tool for learning!
   How to remember information

 Studies have shown that it takes a person seeing,
   hearing,, writing, reading etc.. an average of
   SIX TIMES to retain information long term.
• The same study shows that, if an idea is
   repeated at least six times with periods like
   sleeping in between, a person will remember
   about 70% of the information instead of less
   than 15% of the information if it is not
   reviewed.
   The study also shows that…
 When 100 people hear an idea, 25 will forget the idea
  within the first 24 hours, 50 will forget it within 28
  hours, 85 will forget it in 4 days, and 98 will forget it by
  16 days. Unless you are one of the lucky 2 in 100 who
  will not forget, write it down and review it!! You can
  not possible remember everything your teachers say or
  everything you read.
• So…..TAKE CORNELL NOTES AND USE THEM!!
  Review, Review, Review
• And remember, it takes time and practice to be good at
  this!
   % Retention of Information
• As you can see from
  this graph, the use of
  C-notes and it’s
  review and reflection
  capabilities, will
  definitely help with
  processing and recall
  of information from
  your lectures or
  chapters!
• 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.
                        Layout
  Question                     Record Column
   Column
  --2 Inches--                     --6 Inches--

After the lecture,       Record patterns of main idea and
 – write questions in      support
   this column for          • in your own words when possible.
   each main point
   in the record
   column.               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 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
Question 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.
                         Quiz
                 Answer your questions in the left
                 column.
                  – Cover the Record Column.

                  – Read your questions in the Question
                    Column


This will help
                  – Using your own words, answer your
transfer ideas      questions out loud.
to your long-
term memory!      – Uncover your notes and check what you
                    have said against the facts.
       Review
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.
                       Example
Here is the text.

In the “Legend of Sleepy Hollow,” there are four main characters –
including one that may mat really exist. The first and most important
character is Ichabod Crane. He is an ambitious schoolteacher, 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. But 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

1st character?              1.   Ichabod Crane
      Job?                            •    Most important
      Interest?
                                      •    School teacher
                                      •    Wants to marry Katrina


2nd character?              2.   Katrina Van Tassel
      Description?                    •    Beautiful daughter of wealthy farmer


3rd character?              3.   Brom Bones
      Interested in?                  •    Also wants to marry Katrina
      Likes what?
                                      •    Well known for practical jokes

4th character               4.   Headless Horseman
      Real or not?
      Scares who?                     •    Scary ghost
      Might be who?                   •    Scares Ichabod away
                                      •    Might be another character [Brom?] in disguise
Notetaking Tips
 Keep a separate notebook or binder for each
  course.

 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.
Notetaking 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.
Notetaking 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
• 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.
  – Levels 3 through 6 in
    Bloom’s Taxonomy.
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.
 Recall Clue Column                                           Record Column
                                                Propaganda Techniques in Advertising
                                 Intro
                                 Propaganda used by politicians, writers.
Define "Propaganda"              Also by advertisers.
                                 Def: Messages intended to persuade audiences to adopt a certain opinion.
List 4 common tech. used by      Advertisers use propaganda. 4 techniques common.
advertisers
                                 1. Testimonial
                                 Def: Celebrities used to pitch idea, sell product;
                                 Audience associate star qualities of celebrity w/ product.
Define & explain                 Ex. Michael Jordan sells Nike shoes
"testimonial" technique
                                 2. Bandwagon
                                 Def: Encourages people to buy b/c e'one is doing it.
                                 Ads urge you to get on board; don't get left out.
Define & explain                 Ex. "All over America, people are switching to...."
"bandwagon" technique
                                 3. Plain Folks
                                 Def: Product associated with ordinary folks like you & me.
                                 Ads use "regular", next-door-neighbor types to sell product.
Define & explain "plain folks"   Ex. New mother in hospital uses Tylenol.
technique
                                 4. Transfer
                                 Product associated with s'thing that is attractive or respectable.
                                 Car ads show gorgeous model - audience transfer feelings about model to car.
                                 Ads use patriotic symbols like bald eagle - audience transfers patriotic feelings
                                 to product, company.
Define & explain "transfer"      Ex. Wal-Mart claims to sell only made-in-USA products.
technique

SUMMARY:
Advertisers use propaganda.
Propaganda = Messages intended to persuade audiences to adopt a certain opinion.
4 common propaganda techniques used by advertisers:
       1. Testimonial: celebrity endorses product.
       2. Bandwagon: everybody is buying product.
       3. Plain Folks: ordinary, non-glamorous people like us use it.
       4. Transfer: transfer feelings of admiration to product.
(Questions           (Diagram copied
 about it )           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?
               Anthropods




Paul sends
his examples
        Be an Active Reader
• Think about the reading
   – Consider how the parts relate to the
     whole; how the text relates to
     previous ideas
  – Create questions about new words/
    terms, why emphasized points are
    important
  – Examine what you have
    learned from visuals
 Be Aware of Textbook Organization
• Look for the pattern in elements like
  chapter /subsection headings,
  summary points, graphics

• Know where to find the index and
  glossary
Use the text style to identify important points
• Become familiar with the font, symbols,
  borders, graphics, colors, and layout
  that highlight main ideas or terms
• Be alert to the writer's goal: highlight
  ideas/ references /opinions that seem
  significant to their
  point of view
     Take notes while reading
• Include headings, key terms, & graphics
• Take down only the important ideas:
  brief, but clear
• Summarize in your own words
• Use symbols to highlight for review
• Use textbook review
  questions to develop
  study questions
     Review textbook notes
• Identify main ideas
• Fill in details for better understanding
• Identify unclear information and/or
  questions - collaborate for answers
• Delete unnecessary information
• Review note organization;
  add symbols or rewrite
• Write a summary
• Use discussion topics/questions
  organize your notes
• Use symbols for important ideas
• Include your own responses in notes
• Develop questions to review later
• Add references to other
  material as they come
  to mind
The End!

				
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posted:3/22/2012
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