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The Cornell Notetaking System, developed by Dr. Walter Pauk, is designed to enhance retention of information by organizing notes into questions and reflections, leading to improved recall. Taking notes during lectures, readings, and discussions is essential, as it significantly reduces the rate of forgetting. Effective note-taking involves active listening, summarizing in one's own words, and reviewing notes to solidify understanding.

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JeanFabiano
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26 views

cornellnotetakingpresenta

The Cornell Notetaking System, developed by Dr. Walter Pauk, is designed to enhance retention of information by organizing notes into questions and reflections, leading to improved recall. Taking notes during lectures, readings, and discussions is essential, as it significantly reduces the rate of forgetting. Effective note-taking involves active listening, summarizing in one's own words, and reviewing notes to solidify understanding.

Uploaded by

JeanFabiano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Cornell Notetaking

• To minimize your
Why should you “rate of forgetting”
take notes?  Dr. Walter Pauk, Cornell
University Reading
Center
 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
Labeling
• Dr. Pauk created the
Cornell Notetaking
System, which is used at
Stanford, UCLA’s School
of Engineering, most Law Questions

Schools, and of course,


at Cornell University
Notes
• The Cornell System
requires the student to
review notes and think
critically after learning
has taken place Reflection
Cornell Notetaking
• Notes are a record of
When should you your learning, so
take notes? take them when:
 You listen to a lecture
 You read a text
 You watch a film
 You work in a group on
an activity
 You need to recall
information about what
happened to you in a
class, meeting, or
activity--which means
always!
Cornell Notetaking
What do you notice • They are divided into
that is different abo two parts: questions
ut Cornell Notes? and notes
• There is a reflection
at the 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
questions should on the right
I place on the • Questions you still need
left side? the answer to--ask a
friend or the teacher
after class
• Questions the teacher
might ask on a test
• Higher level thinking qu
estions
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:
good tips for  listen for repetition, change
in pace or volume,
taking the numbering, explicit clues
notes on the (“this is important,” or “on
the test”);
right?  watch for gestures, or clues
to organization;
 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
taking the and create your own)
notes on the • Draw a figure or diagram
• Leave space where you think
right? you might need to “fill in”
info later
• Use bullets, arrows, and
indenting to list key ideas
• Write legibly
Cornell Notetaking
What are some • Actively listen
 Use SLANT
good tips for  Maintain eye contact with
taking the the speaker, group, or
presentation source
notes on the  Nod your head at
appropriate times
right?
 Frown when you do not
understand
 Ask relevant questions
 Answer questions posed by
the instructor
 Make a written record
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
Cornell Notetaking
• At first, take notes together,
What are some then ask students to write
questions and reflections for
ways to grade homework; score only the
or score Cornell questions
• Do a group scoring of
notes? several pages of Cornell
Notes
• Use a numeric rubric to give
formative feedback
• Have students score one
another--match advanced
notetakers to less strong
Cornell Notetaking
• Students will only do what
Why will your you model consistently for
them--each time you write
students take something down, make sure
notes? to draw your margin and
create a notes page
• Students will take notes
because they are worth
something in class
• Students will take notes
because they are able to use
them on exams
• Students will act according
to habit

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