Note-Taking

Purpose

The purpose of the note-taking presentation is to introduce students to the Cornell style of taking notes, a popular style created in 1956 by Walter Pauk, a former education professor at Cornell University. The Cornell style provides students with a method for taking, condensing, organizing, and studying notes.

Length

This presentation is perfect for a 50-minute or 75-minute course.

Anticipatory Set

The purpose of an anticipatory set is to allude to concepts students may recognize, serve as an introduction to the lesson, and generate interest in the material.

Option 1: "The Alien" is a quick introduction to how we parse and record information. Click here for the document in pdf format.

Option 2: "Note Taking: It Sounds Like Greek to Me" illustrates how we don't always write down the correct information in context. Click here for the document in pdf format.

Option 3: The "What Is It?" anticipatory set illustrates that there are several ways to look at an object or written passage. Click here for the document in pdf format.

Possible Presentations

General Note-Taking Information - This presentation focuses on general tips to enhance a style already adopted by a student.

Click here for the General Note-Taking Presentation as a PowerPoint.

Click here for the General Note-Taking Presentation as a pdf file.

Cornell Note-Taking - This presentation's focus is on the efficacy and development of the Cornell style.

Click here for the Cornell Note-Taking Presentation as a PowerPoint.

Click here for the Cornell Note-Taking Presentation as a pdf file.

Click here for the outline of this workshop in pdf format.

Click here for a possible activity involving participants in pdf format.

Possible Handouts

Cornell Note-Taking: More Than Just Random Thoughts - This two-sided document details the Cornell style as well as the modification using Bloom's Taxonomy. Click here for the pdf file.

The Cornell Note-Taking System - This three-page document details the steps necessary for setting up your notes in Cornell. Click here for the pdf file.

Desired Outcomes

  • Students will be able to articulate a note-taking mastery technique.
  • Students will be able to develop a study plan in accordance with their desired educational goals.
  • Students will understand how to discuss their notes with their teachers.
  • Students will improve their formulation of test questions by using Bloom's Taxonomy.

Effectiveness

A study, conducted by Wichita State University in 2008 reinforced the effectiveness of the style. Those findings may be found here: http://soar.wichita.edu/dspace/bitstream/handle/10057/1388/grasp-2008-56.pdf?sequence=1 or by clicking here.

Modifications to the Cornell Model

The Absent Professor Program recommends the use of Bloom's Taxonomy, created in 1956 by Benjamin Bloom to improve communication among educators. Questions may be created in the cue column (rather than the traditional notation of a main idea) to create study guides that enable the student to better prepare for any style of test. For a list of sample questions, click here.

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