Download Effective Note-Taking: Cornell Notes and Three-Column Notes and more Exercises History in PDF only on Docsity!
eFocused Note-Taking Templates
AVID Weeks at a Glance Resource Documents
UUAA nch Anchor Standards and Essential Question:
Student Agency
- Apply learning to demonstrate knowledge and achieve success (SA.SE.10)
Academic Preparedness: Writing
- Take notes to meet the note-taking objective (AP.W.6)
- Summarize and Reflect to synthesize learning and identify next steps (AP.W.7)
Academic Preparedness: Organization
- Organize information, indicating relationships between ideas (AP.O.3)
EQ: “Which format of focused notes best suit this situation?”
UU Resources
1. eFocused Note-Taking Fillable Templates
- View the Reference: Select the Appropriate Format for Note-Taking resource.
- Access the correct platform of eFocused Notes and download/access the
template. eFocused notes are fillable, digital templates.
- Make a copy of the template and save the original.
- Rename the copy to reflect a pre-established file naming convention.
Cornell Notes 2 - Column Notes 3 - Column Notes
Word
Google
Docs
Pages
PDF
OneNote
Materials/Notes
Reference
AVID Writing for Disciplinary
Literacy
Selecting the Appropriate
Format for Note-Taking
pp. 107-
CCI Evidence Source
Focused
Note-Taking
I.1.
98 AVID Writing for Disciplinary Literacy: A Schoolwide Approach
The Five Phases of the Focused Note-Taking Process
AVID’s focused note-taking process has five phases. It is important to note that while applying learning is
the last phase of the process, it is essential that it inform the first phase, as the note-taking format
should be shaped by the note-taking purpose. When teaching the focused note-taking process, educators
need to determine how students will use their notes and set up the format appropriately. It is crucial for
educators to model and invite students to engage in this thought process so that note-taking becomes a
powerful and portable learning tool students can carry with them throughout their educational experience.
Taking Notes Create the notes. Select a note-taking format, set up the note
page, record the Essential Question, and take notes based on an
information source (lecture, book, website, article, video, etc.),
selecting, paraphrasing, and arranging information in a way that
meets your note-taking objective.
Processing Notes Think about the notes. Revise notes—by underlining, highlighting,
circling, chunking, questioning, adding, deleting—to identify, select,
sort, organize, and classify main ideas and details. Evaluate the
relative importance of information and ideas in the notes.
Connecting Thinking Think beyond the notes. Analyze the notes using inquiry to make
connections and deepen content knowledge by asking questions and
adding your own thinking to create greater understanding, identify
gaps or points of confusion, and connect your new learning to what
you already know.
Summarizing and Reflecting
on Learning
Think about the notes as a whole. Pull together the most important
aspects of your notes and your thinking about them to craft a
summary that captures the meaning and importance of the content
and reflects on how the learning helps you meet the note-taking
objective.
Applying Learning Use the notes. Save and revisit your notes as a resource or learning
tool to help you apply or demonstrate what you have learned.
Chapter 3: Focused Note-Taking^107
Type of Notes Description Uses and Caveats
Cornell Notes Includes a space at the top to write the Essential Question, a large column on the right for the notes themselves, a slimmer column to the left of the notes space for questions, and a place for a summary at the end.
The format facilitates the phases of the focused note-taking process by designating space for note-taking, connecting, and summarizing. The notes column may be lined or unlined and can be used with many note- taking styles.
Two- and Three-Column Notes
A structured form of note- taking in which content is organized into two or three columns based on note- taking objectives and the purpose of the lesson.
This style of notes is useful when information is highly structured or the note-taker’s response to the information follows a repetitive pattern. It can also be useful if the instructor wants to build in space for student input or processing in multiple modes. The headings or purposes for the columns can be adapted to many situations and note-taking styles, both linguistic and visual, and are usually determined by the instructor.
Sketchnotes/ Mind Maps/ One-Pagers
Graphic forms of notes in which information is represented with a combination of pictures, shapes, symbols, and text.
The visual nature of these styles of notes engages learners who thrive on creativity, allows note-takers to make connections among ideas, and appeals to students who like to doodle and draw.
Graphic Organizers
Diagrams, webs, flowcharts, concept maps, and other visual organizers that use shapes, arrows, and lines to show connections between ideas. The instructor or note-taker will predetermine the best organizational format to use to meet the note-taking objective.
Graphic organizers help learners see patterns, connect ideas, and produce nonlinguistic representations of learning in their minds (Marzano et al., 2008). Graphic organizers may be used as the sole note-taking structure for an entire lesson or interspersed into traditional notes as needed to clarify a relationship.
Selecting the Appropriate
Format for Note-Taking
The chart below examines the key features of several popular note-taking
formats. Educators and note-takers should consider the purpose for note-taking
to determine which format will be most conducive to their objective.
See theAVID Writing for
Disciplinary Literacy
webpage on MyAVID for
examples of note-taking
format templates.
108 AVID Writing for Disciplinary Literacy: A Schoolwide Approach
Type of Notes Description Uses and Caveats
Charts and Tables
A multi-column grid formation with headings at the top. Students fill out the chart or table during the lecture, video, or reading, extracting only the specified information.
When a lecture or text follows a repetitive structure or when students are expected only to extract certain elements from a source for research or other purposes, charts and tables effectively focus students’ note-taking. These can be frustrating for students if the content deviates from the pattern.
Interactive Notebooks
A living archive of student learning, set up on facing pages in a notebook. Typically, right-side pages are used for teacher input (notes, texts, handouts, etc.) while the left-side pages are designated for student processing and reflection on the content on the facing page.
Notes are one component that appears frequently in Interactive Notebooks. The format itself encourages reflection and student input on the notes. Interactive Notebooks are usually teacher- assigned for a particular course, so this format would be less useful for research.
Combination Notes (Marzano et al., 2008)
A flexible style of note- taking that includes an informal outline (a linear style in which indentation indicates the relative importance of ideas) and web formats for note-taking. Note-takers divide the page into two columns. The left is for traditional, linear notes; the right is for notes taken using webbing or some other visual means. The note-taker leaves room at the bottom of the notes for a summary.
Not unlike Cornell notes, this style requires students to revisit and reconsider the information in multiple forms and to think about the content of the notes several times. This style of note-taking takes more time than other approaches because students interact with the information more than once, but the repetition incorporates much of the thinking expected in the focused note-taking process.
For more information on Interactive Notebooks, see Chapter 2: Learning Through Writing (pages 22–37) or visit the Core Strategies: Interactive Notebooks page on MyAVID.
110 AVID Writing for Disciplinary Literacy: A Schoolwide Approach
E d u c a t o r R e s o u r c e
Cornell Note Template
This resource is for educators to use to teach students how to set up their paper for Cornell notes.
Students should be encouraged to set up their own note-taking format rather than use pre-formatted
note paper.
Topic: Name:
Objective/Note-Taking Purpose: Class/Period:
Date:
Essential Question:
Questions/Connections:
Leave this space blank for adding questions and ideas in the Connecting Thinking phase.
About 1/ of the page
Notes:
Take notes in this section using whatever method you prefer: outline, webbing, bullets, charts, diagrams, or a combination.
Leave space for additions and revisions.
Summary Reflection: Add a space for a summary at the end of your notes. When taking notes on paper, you might want to wait to designate this area on your paper until you finish taking the notes so you do not run out of space for note-taking.
Chapter 3: Focused Note-Taking^111
INSTRUCTIONAL PRACTICE:
Two- and Three-Column Notes
Two- and three-column notes offer flexibility to customize the note-taking format
in response to the needs of the students and the note-taking objective. The
options for column headers should be tailored to fit the purpose of the lesson
(see Two-Column Notes Ideas and Three-Column Notes Ideas on pages 113 and
114). These styles of notes allow input in various modes for the separation of
content into categories.
Instructional Goal
- Students will learn how to set up the formats for two- and three-column
notes.
Resources
- Two-Column Notes Ideas (Educator Resource)
- Three-Column Notes Ideas (Educator Resource)
Preparation for Instruction
- Determine the note-taking purpose. Write an Essential Question to direct
students’ thinking about the topic.
- Select the best format for the notes and determine the headings for the
columns.
- Prepare a sample note-taking page to use as a model for students when
setting up the notes.
Instructional Strategies
- Discuss the note-taking purpose and the Essential Question for the
notes. Instruct students to write the Essential Question at the top of the
notes page.
- If necessary, model for students how to set up their page for note-taking
in a journal or notebook, on loose-leaf paper, or using word processing
software.
- When taking notes on paper, students may create their own
note-taking pages with columns drawn with a ruler or by folding the
paper. Column widths can be adjusted according to the note-taking
purpose.
- When taking notes digitally, students may use a template or set
up their notes using tables.
- When students are learning a new format for note-taking, it is helpful to
project a sample note-taking page for them to use as a model as they set
up their own note pages.
- Optional: Students can leave space on the side for questions and
thoughts during the Connecting Thinking phase of the focused note-taking
process and space at the end of the notes for a summary reflection.
- Begin the notes with the students, modeling with a Think-Aloud or
discussing with the students what sort of input should appear in each
column of the notes.
- Allow students to check in with a partner throughout the note-taking
phase to compare notes, adding to or correcting their notes if necessary.
Chapter 3: Focused Note-Taking^113
E d u c a t o r R e s o u r c e
Two-Column Notes Ideas
Column 1 Column 2
Main Idea Details
Claim Evidence
Cause Effect
Concept Example
Term Definition
Hypothesis Results
Steps (in a process) What the Step Looks Like (drawing or explanation)
Historical Event Details
Character (in a story) Traits
Philosopher’s Name Major Ideas and Works
Question Answer
Vocabulary Word and Definition Visual Representation, Sketch, or Example
Math Problem Solved (show work) Explanation of the Steps to Solve It
Idea Commentary (pros, cons, considerations)
Person Accomplishments
Issue Connection to Self, Another Text, or the World
Component (e.g., part of a cell, branch of government) Function
Fact/Person/Term/Event/Work Significance
Example Non-example
114 AVID Writing for Disciplinary Literacy: A Schoolwide Approach
Three-Column Notes Ideas
Column 1 Column 2 Column 3
First Source Second Source Connections
Differences of First Idea Similarities Differences of Second Idea
Vocabulary Term Definition/Explanation Visual or Sentence
Know Want to Know Learned
Description Information Importance
Something Being Observed Observations Conclusions
Name Characteristics Real-World Examples
Questions Book Notes Class Notes
Topic First Source Second Source
Cause Effect Importance
Pre-Reading Thoughts Reading Notes Post-Reading Thoughts
Person Accomplishments Challenges
Concept Advantages Disadvantages
Artwork and Artist What the Book Says About It Thoughts and Observations
Title Summary Themes
Claim Evidence Reasoning
E d u c a t o r R e s o u r c e
Chapter 3: Focused Note-Taking^101
E d u c a t o r R e s o u r c e
Planning for Note-Taking
Thoughtful preparation on the part of the instructor can ensure student success in the focused note-
taking process. Educators can use the following questions prior to beginning a learning experience to
clarify students’ note-taking needs and provide guidance for them as necessary.
1. What are the overall learning goals for this lesson, activity, assignment, or experience?
2. How will I determine whether a student is successful? What indicators will I use to measure
success?
3. Where will note-taking be necessary in this learning experience?
4. What will be the purpose of the notes? How will students use their notes to achieve success?
5. What questions or objectives can I provide the students to let them know how to focus their
efforts?
6. What should the students’ notes contain? Will all learners have similar notes, or will the
content vary?
7. What resources might students use for reference when they revise their notes?
8. What type or format of notes will be most conducive to the note-taking purpose?
9. How much structure will I need to provide in advance for the students’ notes?
10. Where are my students likely to encounter difficulty in the learning or the note-taking? What kind
of assistance or instruction will I need to provide before or during the process? Is there a digital
tool that could support this need?
11. When will feedback be useful to the students in the note-taking process? What kind of feedback
will be most beneficial? How will I provide that feedback?
102 AVID Writing for Disciplinary Literacy: A Schoolwide Approach
S t u d e n t R e s o u r c e
Planning for Note-Taking
Thoughtful preparation on the part of the student can ensure success in the focused note-taking process.
Students can use the following questions prior to beginning a learning experience to clarify their note-
taking needs and identify opportunities where additional information or guidance might be necessary.
1. What are the overall learning goals for this lesson, assignment, or experience?
2. What does success with this lesson, assignment, or experience look like? How will success be
measured?
3. Where is note-taking necessary in this learning experience?
4. What is the purpose of the notes? How will I use my notes to be successful with this lesson,
assignment, or experience?
5. What questions or objectives are provided that let me know how to focus my efforts?
6. What information or content should my notes contain?
7. What resources might I reference when revising my notes?
8. What type or format of notes will be most conducive to the note-taking purpose?
9. Where am I likely to encounter difficulty in the learning or the note-taking? What kind of
assistance or instruction will I need before or during the process? Is there a digital tool that could
support this need?
10. When will feedback be useful in the note-taking process? What kind of feedback will be most
beneficial? How will I ask for or receive that feedback?
104 AVID Writing for Disciplinary Literacy: A Schoolwide Approach
- Instruct students to group their examples according to the purpose for
note-taking, putting similar activities together. The goal here is to sort
the examples into a manageable number of groups, each with definable
characteristics. (For instance, the students might put taking notes on
a lecture, taking notes on a chapter from a textbook, and taking notes
about a video shown in class in the same category because they all are
note-taking activities assigned by an instructor, and they will need to use
the information later on a test.)
- Students should create a label for each of their groupings. The labels
should relate to a purpose for note-taking. (For example, the purpose may
be to study for a test, to compile research, or to aid in decision making.)
Students can record their labeled categories on a piece of chart paper or
within the online collaborative space they used for brainstorming.
- Share each group’s labels with the class orally, or conduct a Gallery Walk
in which students observe each other’s labels.
- Optional: Combine the labels of the groups into one master list of note-
taking purposes for the entire class.
- Have the students complete a quickwrite, responding to the question:
How would my purpose for taking notes affect what I would write down and
the format I would use to write it down?
- Use the quickwrite as a jumping-off point for a class discussion of
purposes and formats for note-taking and the importance of keeping the
purpose in mind before and during note-taking.
Extensions
- To increase rigor, ask students to continue to search for real-world
examples of note-taking and to test their categories to see if all
examples fit into their system. Adjust the categories as necessary to
create an all-encompassing list of groupings.
- To increase scaffolding, have students brainstorm the examples in
groups, but guide the students through the grouping and labeling as
a full class.
Chapter 3: Focused Note-Taking^105
Subject Area and Learning Task
Note-Taking Objective Essential Question
Science – cellular respiration lab
Collect quantitative and qualitative data about what occurred during the lab to use for writing a lab report.
What data can I collect to measure the occurrence of cellular respiration in a living organism at different temperatures, and what can I conclude from the data?
History – examining charts about population trends in Europe from 1000– 1700 CE
Make observations from the data to use in a Socratic Seminar about population trends in Europe from 1000– 1700 CE and the social, economic, and political causes that explain them.
What trends can I identify in the data, and how can I explain those trends using my understanding of European history during this time period?
Math – geometry activity about defining triangles
Record/capture observations, patterns, and trends discovered by creating examples of triangles and non-triangles, for use when writing a rule to define the Triangle Inequality Theorem.
What patterns from the data can I use to write a rule that will determine whether three given side lengths will form a triangle?
English – close reading of the balcony scene from Shakespeare’s Romeo and Juliet
Record and reflect on examples of Shakespeare’s use of light and dark imagery to express the developing feelings of Romeo and Juliet, for use in a literary analysis essay.
How does Shakespeare use light and dark imagery to convey the feelings of Romeo and Juliet?
AVID Elective – career interview
Prepare a presentation to the class about the career of the person you interviewed, focusing on what the career involves and the training and skills required.
What does a [name of occupation] do, what skills are required, and what would I have to do to become one?
Identifying the Note-Taking Objective
Ideally, educators should communicate an objective to students prior to every
note-taking opportunity so that students will have a clear picture of why they are
taking notes and what content they should view as important. The note-taking
objective should help students answer the questions “Why am I taking these
notes?” and “What will I be doing with these notes later?”
A good note-taking objective should relate to the overall learning objective for a
lesson and should specify the function of the notes within the lesson itself.
Educators may prefer to also share the objective in the form of an Essential
Question that students can answer using their notes. Note-taking objectives
and Essential Questions should be written in language that is easily understood
by students, maintaining consistent use of academic language and content-
specific vocabulary.
Sample note-taking objectives and related Essential Questions for various
content areas are included in the following chart. Add some of your own to the
end of the chart (on the next page).
Essential Questions are
objective-based, student-
generated, or teacher-
generated questions
appropriate to a particular
lesson, unit, or concept.
They are used by students
to guide thinking and
frame note-taking and
summarization in order to
accomplish an assigned
task.
