Mari Gonzales, Jessica Pussman

Sylvia Santoyo, Connie Campos-Reyes

Higher Order Thinking&

Note Taking

July 27, 2010

• Please trim and paste the sheet onto page

6 in your ISN.

• Fill out top portion and wait for

instructions.

Your Favorite Lesson

Level 1- Information

Level 2 – Processing

Level 3 - Application

Arthur Costa’s Model of Intellectual Functioning

in three Levels

• Define

• Describe

• Identify

• List

• Name

• Observe

• Recite

• Scan

Level 1 - Information

As a table group….

• Create 2 Level 1 questions on

post it notes and place on Level 1

Chart Paper.

• What is the definition of epiphany?

(Defining)

• Identify the 3 traps Rainsford used trying

to kill Zaroff. (Identifying)

• Name the 5 parts of a short story’s plot

structure. (Naming)

• Recite the opening lines of the Prologue to

“Romeo and Juliet. (Reciting)

Level 1 - Questions

• Analyze

• Compare

• Contrast

• Group

• Infer

• Sequence

• Synthesize

Level 2 - Processing

As a table group….

• Create 2 Level 2 questions on

post it notes and place on Level 1

Chart Paper.

• In “The Most Dangerous Game” how do

Rainsford’s and Whitney’s views toward

the animals they hunt differ? (Contrasting)

• Based on what you read in “Harrison

Bergeron”, How do you think Kurt

Vonnegut would feel about the ACLU?

(Inferring)

• When will high tide and low tide occur over

the next 5 days? (Sequencing)

Level 2 - Questions

• Apply

• Evaluate

• Hypothesize

• Imagine

• Judge

• Predict

• Speculate

Level 3 - Application

As a table group….

• Create 2 Level 3 questions on

post it notes and place on Level 1

Chart Paper.

• Of the short stories you read, which one

taught you the best lesson and why?

(Evaluating)

• Imagine making a modern version of

Oedipus Rex. Write a short treatment

outlining your story. (Imagining)

• What do you think happened to the sniper

after he found out he had killed his

brother? (speculating)

Level 3 - Questions

• Each teacher will receive:

– Vocabulary: Costa’s Levels of Thinking and Questioning (white sheet)

– Content Specific Questions (colored strips)

• You are to create a pocket on page 7.

• Please place your materials in that pocket for safe keeping.

Resources

• Turn to page 6 and fill out the reflection portion.

• When the music begins walk around the room…when music stops face the person closest to you and share your reflection.

Reflection Time

• How did you learn

the skill of note

taking?

• How did this skill

contribute to your

success?

The Hidden Curriculum

• 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.

History of Cornell Notes

• 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.

Why take notes?

• 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!

Why take notes?

Notes go here, in the

large right hand column.

Questions,

subtitles,

cues go here,

in the left

hand column.

Remember,

we want

higher level

critical

thinking

questions. A 3 to 4 sentence summary down there

on the bottom of the last page of notes

Don’t forget the heading:

Name, Class, Period, Date, Topic

What goes where?

• In the large, right hand column, take

notes like you normally would.

• You may use any style of note-

taking you wish: – outline format,

– narrative format,

– symbols,

– short hand, etc.

Assignment & Instructions

Your questions on the left should

reflect:

• Info you don’t understand or want

to discuss with your teacher/tutor.

• Info you think would show up on

an exam.

• Gaps in your notes.

Assignment & Instructions

Subject: Notetaking Date: 11/20/01 SSuummmmaarryy::

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 topic

• Summary added AFTER questions

are addressed.

• On page 9 create a pocket and place samples inside.

• Let’s go to page 8 in your ISN. Set up the page using Cornell Format.

Practice Time

First & Last Name

Class Title

Period

DateTopic

Questions,

Subtitles,

Headings,

Cues

Class Notes

2

3 to 4 sentence summary across

the bottom of the last page of the

day’s notes

VIDEO

• Score a section at a time

• Score for overall organization

• Score collaborative work

• Have students score each others notes by using a check list

• You can provide the questions at the left and have students fill in the notes section

• You can provide the notes section and have students create the questions

Cornell Notes Feedback

• Cornell Notes for students are a must

here at ED9.

• Make it a PART of their grade for the

ISN.

• Have fun and be creative!

Incorporating

Cornell Notes into ISN

• Get your Stamp Sheet

stamped for Cornell notes and

clock buddies by one of the

presenters.

• Ticket Out the Door

Ticket to Lunch