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.

 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!

Topic
Questions, Subtitles, Headings, Etc.
2 1/2

First & Last Name Class Title Period Date

Class Notes

3 to 4 sentence summary across the bottom of the last page of the days notes

Subject: Why take Cornell notes? PROCESS

(output)

Date: 11/20/01

Main Ideas (input)

Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. How can Cornell notes Can be as detailed as necessary. Sequential- take notes as they are given by instructor or help me text in an orderly fashion. organize my After class, write a summary of what you learned to ideas? clarify and reinforce learning and to assist retention. Can be used as study tool: Which side for 1. Define terms or explain concepts listed on left side. diagrams? 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of the chapter or Why use concept maps? lecture.

Organized by main ideas and sub-topics Limited in how much detail you can represent. Simultaneous- you can use this method for instructors who jump around from topic to topic. After class, you can add questions to the left side What are the Can be used as a study tool to get a quick overview -benefits to me? and to determine whether you need more information or need to concentrate your study on specific topics.

Subject: Notetaking Summary:

Date: 11/20/01

There are a couple of ways that you can take notes. The Cornell method is best when the information is given in a sequential, orderly fashion and allows for more detail. The semantic web/concept map method works best for instructors who skip around from topic to topic, and provides a "big picture" when you're previewing materials or getting ready to study for a test.

Summary is added at the end of ALL note pages on the subject (not page) Summary added AFTER questions are finished Summary should answer the problem stated in the subject.

Recall Clue Column

Record Column
Propaganda Techniques in Advertising
Intro Propaganda used by politicians, writers. Also by advertisers. Def: Messages intended to persuade audiences to adopt a certain opinion. Advertisers use propaganda. 4 techniques common. 1. Testimonial Def: Celebrities used to pitch idea, sell product; Audience associate star qualities of celebrity w/ product. Ex. Michael Jordan sells Nike shoes 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. Ex. "All over America, people are switching to...." 3. Plain Folks Def: Product associated with ordinary folks like you & me. Ads use "regular", next-door-neighbor types to sell product. Ex. New mother in hospital uses Tylenol. 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. Ex. Wal-Mart claims to sell only made-in-USA products.

Define "Propaganda" List 4 common tech. used by advertisers

Define & explain "testimonial" technique

Define & explain "bandwagon" technique

Define & explain "plain folks" technique

Define & explain "transfer" 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 about it )
How do the ticks find the cattle?

(Diagram copied during lecture)

Why dont the ticks usually kill their host? How could tick infestations in cattle impact humans?

 Compare notes with a friend. Talk about what you wrote and why. Look for gaps & missed info. Both partners should feel free to add to their notes.

 Create questions in the left hand column. These questions should elicit critical thinking skills.
Levels 3 through 6 in Blooms Taxonomy. Level 2 or 3 of Costa

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

 Level One: list, name,

Define, describe, identify, observe, recite, scan

Level Two: Analyze, compare, contrast, group, infer, sequence, synthesize Level Three: Apply a principle, evaluate, hypothesize, imagine, judge, predict, speculate

 Click Here for additional key words to use in your questions for your notes

Your questions should reflect:

Info you dont understand or want to discuss with your teacher/tutor. Info you think would go good on an essay test. Gaps in your notes.

Dont forget the heading: Questions, Name, Class, Period, Date, Topic subtitles, etc. go here, in the left hand column. Remember, we want higher level critical thinking A 3 to 4 sentence summary down there questions. on the bottom of the last page of notes

Notes go here, in the large right hand column.

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

Make use of the format

Cover the right side of your notes; review and answer study questions from the left using the right side as an answer key Quiz yourself out loud Cover the right side with blank paper; write out answers to the left column study questions

Write!
Write summaries of the most important material in the summary/reflection section Write a quiz for others using notes; exchange and correct Write anticipated test questions beyond those already in the left-hand column and write answers

Review
Look over notes frequently to keep information and questions still unanswered fresh in mind Recite information from notes

Study in a Group
Exchange notes with others to flesh out information and understanding Use notes in study groups to provide a common ground of material for reference and review Rewrite notes if necessary