Powerful Writing & Powerful Writing & Note-taking Techniques Note-taking Techniques

for Sciencefor ScienceMiddle Level through High SchoolMiddle Level through High School

Strategic Science Teaching © 2012 Used with Permission from the Los Angeles County Office of EducationLos Angeles County Office of Education http://sst.lacoe.edu

Cornell NotesCornell Notes1.1.Since Since 19491949

2.2.Right sideRight side: : InputInput

1.1. Main ideasMain ideas

3.3.Left sideLeft side: : OutputOutput1.1. ProcessingProcessing

2.2. Levels of Levels of

questioningquestioning

4.4.SummarySummary1.1. ReflectionReflection

CORNELL NOTE-TAKING in Science

Questions (OUTPUT) My Notes (INPUT)

Whole process: (circular!)

What happens during note-taking?

Info ------- Comprehend --- Evaluate ------- (listen/read) (pick out imp.)

Jot down Questions ----- Record ----------------/ (cue in later) (in own words)

Why take notes? Reasons:

- active learning

- must pay attn. & think

- forgetting slows down processing

- have a visual record of info

How does Cornell work? Cornell system used worldwide

- dev. at Cornell U. in 1949/ Walter Pauk

- steps: 1) divide paper 1/3…2/3rds, date, label

2) take notes on right side

$ in own words

$ selectively

(place to ask for HELP!) $ main ideas & imp. details

(point out spaces!) $ indent & leave spaces (visual)

(point out yours) $ abbrev. & use symbols & pictures

**3) after class, cue in ?'s in left margin

(questions & quiz column/Jeopardy-like)

- clarifies/efficient/ no re-copy

- puts in long-term memory

- improves summarizing & quest.

- prep for tutorials & classes

- easy review (Q/A for next test)

- method of mastery learning

How can I get kids to Modeling! modeling! (on board, overhead, etc.)

take notes? Rewarding-

{PRIVATE }Summary/Reflection

If this is a part of your Cornell system, model it and talk about its value! Write several summaries together as a class.

Also worth mentioning: reasons for 3-ring binders, spiral notebooks learning logs, assignment sheets, quick-writes, mapping.

Subject: Why take Cornell notes? Date: 11/20/01 PPRROOCCEESSSS

((oouuttppuutt)) MMaaiinn IIddeeaass ((iinnppuutt))

How can Cornell notes help me organize my ideas? Which side for diagrams? Why use concept maps? What are the benefits to me?

Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. Can be as detailed as necessary. Sequential-- take notes as they are given by instructor or text in an orderly fashion. After class, write a summary of what you learned to clarify and reinforce learning and to assist retention. Can be used as study tool: 1. Define terms or explain concepts listed on left side. 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of chapter or 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 Can be used as a study tool -- to get a quick overview and to determine whether you need more information or need to concentrate your study on specific topics.

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 Summary is added at the end of ALL end of ALL note pagesnote pages on the subject (not page) on the subject (not page)•Summary added Summary added AFTERAFTER questions are questions are finishedfinished•Summary should Summary should answer the answer the problemproblem stated in the subject.stated in the subject.

Ex. Left side ProcessingEx. Left side Processing

• Right side notesRight side notes - for main ideas - for main ideas• Left-sideLeft-side - for questions (Using Blooms or - for questions (Using Blooms or

Costa’s thinking levels), concept maps, Costa’s thinking levels), concept maps,

additional diagrams, lab flow-charts & additional diagrams, lab flow-charts &

proceduresprocedures– Added Added AFTERAFTER notes are taken - time to notes are taken - time to

reflect & processreflect & process• Summary/reflectionSummary/reflection

– Added at the end of ALL note pages on Added at the end of ALL note pages on the subjectthe subject

Cornell Note-taking SummaryCornell Note-taking Summary

5 R's of Note-taking5 R's of Note-taking1.1.RecordRecord During the lecture, record in the main During the lecture, record in the main

column as many meaningful facts and column as many meaningful facts and ideas as you can. ideas as you can.

1.1.ReduceReduce As soon after as possibleAs soon after as possible, summarize the , summarize the

facts & ideas concisely in the left column. facts & ideas concisely in the left column. Summarizing clarifies meanings and Summarizing clarifies meanings and relationships, reinforces continuity, and relationships, reinforces continuity, and strengthens memory. strengthens memory.

5 R's of Note-taking5 R's of Note-taking1.1.Recite Recite Cover right side, using only your left side, Cover right side, using only your left side,

say over the facts and ideas of lecture as say over the facts and ideas of lecture as fully as you can, not mechanically, but in fully as you can, not mechanically, but in your own words. Verify what you said.your own words. Verify what you said.

1.1.Reflect Reflect Draw out opinions from your notes and use Draw out opinions from your notes and use

them as a starting point for reflections on them as a starting point for reflections on the course and how it relates to your other the course and how it relates to your other courses. Reflection will help prevent ideas courses. Reflection will help prevent ideas from being inert and soon forgotten.from being inert and soon forgotten.

5 R's of Note-taking5 R's of Note-taking1.1.Review Review Spend Spend 10 minutes every week10 minutes every week in quick in quick

review of your notes, and you will retain review of your notes, and you will retain most of what you have learned.most of what you have learned.

BriefBrief Review of Review of Bloom’sBloom’s 6 6 Levels of QuestioningLevels of Questioning

1. Uses science examples

2. Good for teaching students &

tutors to reach for higher-levels of

inquiry

Cornell Note-taking HintsCornell Note-taking Hints • Notes can be Notes can be gradedgraded on levels of on levels of

questions & diagrams generatedquestions & diagrams generated

• AP courses: Can use computerized notes AP courses: Can use computerized notes but:but:– Leave a wide left margin, to add Leave a wide left margin, to add higher-higher-

level level questions, diagrams, questions, diagrams, concept mapsconcept maps

– Space at the bottom of all Space at the bottom of all notes, notes, for a for a summarysummary

1.1. KNOWLEDGE KNOWLEDGE

• What information is given?• What are you being asked to find?• What formula would you use?• What does _____mean?• What is the formula for...?• List the...• Name the...• Where did...?• What is...?• Who was/were...?• When did...

Recalling InformationRecalling Information

2.2. COMPREHENSION COMPREHENSION

• What are you being asked to find?What are you being asked to find?

• Explain the concept of...Explain the concept of...

• Give me an example of...Give me an example of...

• Describe in your words what ___ means.Describe in your words what ___ means.

• What concepts does this connect to?What concepts does this connect to?

• Draw a diagram of...Draw a diagram of...

• Illustrate how _____ works.Illustrate how _____ works.

• Explain how you calculate...Explain how you calculate...

Understanding MeaningUnderstanding Meaning

• What additional information is needed to solve this problem?

• Can you see other relationships that will help you find this information?

• How can you put your data in graphic form?

• What occurs when..?• How would you change your procedures

to get better results?• What method would you use to...• Does it make sense to...?

Using Learning in New SituationsUsing Learning in New Situations

3.3. APPLICATION APPLICATION

• Compare and contrast _____ to _____.• What was important about...• Which errors most affected your results?• What were some sources of variability?• How do your conclusions support your

hypothesis?• What prior research/formulas support

your conclusions?• How else could you account for...?

Ability to See Parts & RelationshipsAbility to See Parts & Relationships

4.4. ANALYSIS ANALYSIS

• Design a lab to show...• Predict what will happen to ____ as ____

is changed?• Using a principle of science, how can we

find ...?• Describe the events that might occur if...• Design a scenario for...• Pretend you are...• What would the world be like if...

Use Parts to Create a New WholeUse Parts to Create a New Whole

5.5. SYNTHESIS SYNTHESIS

• How can you tell if your answer is reasonable?

• What would happen to ____ if ____ variable were increased/decreased?

• How would repeat trials affect your data?• What significance is this experiment to

the subject you're learning?• What type of evidence is most

compelling to you?• Do you feel ____ experiment is ethical?• Are your results biased?

Judgment Based on CriteriaJudgment Based on Criteria

6.6. EVALUATION EVALUATION

"In the science classroom,"In the science classroom, wondering wondering should be as should be as

highly valuedhighly valued asas knowing," knowing,"F. James Rutherford and Andrew Ahlgren in

“Science for All Americans”

Interactive Science Interactive Science JournalsJournals

• An innovative strategy for An innovative strategy for students and teachersstudents and teachers

What Is It?What Is It?

• Interactive Science Journals are a tool Interactive Science Journals are a tool to strengthen student learning of to strengthen student learning of curriculum (the curriculum (the inputinput) through increased ) through increased student participation (the student participation (the outputoutput).).

• Simply put: Simply put: more bang for more bang for the buck !the buck !

• Claims ownership & responsibilityClaims ownership & responsibility

• Chooses ways to process Chooses ways to process information and information and gets to reflect on gets to reflect on what’s been learnedwhat’s been learned

• Includes more learning stylesIncludes more learning styles• Develops higher-level thinking skillsDevelops higher-level thinking skills• Organizes learning over timeOrganizes learning over time• Work doesn’t get lost!Work doesn’t get lost!

Why Use Them?Why Use Them?The Student PerspectiveThe Student Perspective

Why Use Them?Why Use Them?The Teacher PerspectiveThe Teacher Perspective

• Make learning more democratic Make learning more democratic & inclusive& inclusive

• Motivate participationMotivate participation

• Self-evaluate curriculum criticallySelf-evaluate curriculum critically

• Monitor student progress easilyMonitor student progress easily

• Reduce time spent evaluating workReduce time spent evaluating work

• Get ‘real’ student feedback on unitsGet ‘real’ student feedback on units

• Parent-teacher communication toolParent-teacher communication tool

• Spiral-boundSpiral-bound ONLY - always with you ONLY - always with you • Right side Right side - INPUT- INPUT

– Cornell notes (input, questions)Cornell notes (input, questions)– Lab data, log research projectsLab data, log research projects

• Left-sideLeft-side - OUTPUT - OUTPUT– Concept maps, diagrams, lab flow-charts Concept maps, diagrams, lab flow-charts

& procedures, photos, graphics & procedures, photos, graphics • SummarySummary - SELF-REFLECTION - SELF-REFLECTION

– Added at the end of a unitAdded at the end of a unit– Feedback on progress, enjoyment, goals Feedback on progress, enjoyment, goals

Interactive Journal SummaryInteractive Journal Summary

MaterialsMaterials• 8 1/2 x 11 Spiral Notebook (80+ pgs)8 1/2 x 11 Spiral Notebook (80+ pgs)

• Pen and pencil with eraserPen and pencil with eraser

• Glue sticks/tape/rubber cementGlue sticks/tape/rubber cement

• Colored pencils or pensColored pencils or pens

• HighlightersHighlighters

• ScissorsScissors

Journal FundamentalsJournal Fundamentals• Page NumbersPage Numbers

• Title PagesTitle Pages

• Tables of ContentsTables of Contents

• Unit Introduction or Cover pageUnit Introduction or Cover page

• Input:Input: Right side Right side

• Output:Output: Left side Left side

• Evaluation using a Evaluation using a holistic rubricholistic rubric

• Regular student & parent feedback.Regular student & parent feedback.

Examples of Left Side processingExamples of Left Side processing

Sequential DiagramSequential Diagram

Self-ReflectionSelf-Reflection• At the end of each UNIT, have At the end of each UNIT, have

students add a special page for self-students add a special page for self-reflection on the topicreflection on the topic

• A way to give teachers A way to give teachers critical feedbackcritical feedback

Reflective ParagraphsReflective ParagraphsBegin your responses on the last left-hand page Begin your responses on the last left-hand page

& continue on the right-hand& continue on the right-hand

1.1. Choose Choose 66 items, which represent your items, which represent your best interesting work ‑ best interesting work ‑ 3 from left side3 from left side and and 3 from the right side3 from the right side……

2.2. In In severalseveral REFLECTIVE paragraphs, write REFLECTIVE paragraphs, write specific reasons why you chose the specific reasons why you chose the items, why they are your best work, and items, why they are your best work, and what what these assignments reflect about these assignments reflect about your your skills as a studentskills as a student

• Indicate your overall rating of Indicate your overall rating of your notebook based on the 6, 5, your notebook based on the 6, 5, 4, 3, 2,1 rubric.4, 3, 2,1 rubric.–What do you think this notebook

deserves on an A‑F scale?–Include several sentences on WHY,

using specific details, you've chosen this rating.

Reflective ParagraphsReflective Paragraphs

•Using sentences and specifics, Using sentences and specifics, respond to the following:respond to the following:– What information was new to you?What information was new to you?

– Did the notebook help you this term? Did the notebook help you this term?

– What would improve the notebook ? What would improve the notebook ?

– What are your goals for your nextWhat are your goals for your next unit? unit?

– What improvements or areas to What improvements or areas to change change would you like to see in class?would you like to see in class?

Reflective ParagraphsReflective Paragraphs

Competency:______________________________________________________

What I know What I want to find out What I learned

Plus (+) Minus (-) Interesting (?)

Reflections

Self-ReflectionSelf-ReflectionAlternative formatAlternative format

Scoring RubricScoring Rubric6 Excellent6 Excellent

• Notebook contents Notebook contents complete, dated & labeledcomplete, dated & labeled• Pages are numbered (odd: RIGHT‑side even: LEFT‑side)Pages are numbered (odd: RIGHT‑side even: LEFT‑side)• Right-side/Left-side topics correct & organizedRight-side/Left-side topics correct & organized• Textbook notes/ writing goes beyond basic Textbook notes/ writing goes beyond basic

requirementsrequirements• Uses color and effective diagramsUses color and effective diagrams• Notebook is neat and shows attention to detail.Notebook is neat and shows attention to detail.• Shows impressive, in-depth self-reflection about the Shows impressive, in-depth self-reflection about the

work.work.

Scoring RubricScoring Rubric5 Above Average5 Above Average

• Contents Contents complete, dated & labeledcomplete, dated & labeled• Pages correctly numbered Pages correctly numbered • Right-side/Left-side topics correct & organizedRight-side/Left-side topics correct & organized• Uses color and effective diagramsUses color and effective diagrams• Most areas meet requirements, but don't go beyondMost areas meet requirements, but don't go beyond• Includes most of the traits of a "6", but lacks Includes most of the traits of a "6", but lacks

excellence in all areas.excellence in all areas.• Shows in-depth self-reflectionShows in-depth self-reflection

Scoring RubricScoring Rubric

4 Average4 Average• Notebook contents are complete (at least 90%) Notebook contents are complete (at least 90%) dated dated

& labeled& labeled• Pages correctly numberedPages correctly numbered• Right‑side/Left‑side topics are correct & contents Right‑side/Left‑side topics are correct & contents

organizedorganized• Uses color and some diagramsUses color and some diagrams• Information shows a basic understandingInformation shows a basic understanding• Some areas meet requirements, but don't go beyondSome areas meet requirements, but don't go beyond• Shows limited, but real, self-reflectionShows limited, but real, self-reflection

Scoring RubricScoring Rubric

3 Below Average3 Below Average• Contents complete (at least 80%) Contents complete (at least 80%) dated & dated &

labeledlabeled• Pages correctly numbered Pages correctly numbered • Right/Left topics somewhat organizedRight/Left topics somewhat organized• Uses minimal color, few diagramsUses minimal color, few diagrams• Shows limited understanding Shows limited understanding • Few areas meet Few areas meet allall requirements requirements• Shows some real self-reflectionShows some real self-reflection

Scoring RubricScoring Rubric

2 Inadaquate2 Inadaquate• Notebook contents are Notebook contents are incomplete.incomplete.• Some attempt at dating & labelingSome attempt at dating & labeling• Right-side/left-side inconsistent & contents Right-side/left-side inconsistent & contents

unorganizedunorganized• Information & concepts show only a superficial Information & concepts show only a superficial

understanding and/or show serious understanding and/or show serious inaccuraciesinaccuracies

• Notebook is not neatly written, sloppyNotebook is not neatly written, sloppy• Shows little real self-reflectionShows little real self-reflection

Scoring RubricScoring Rubric

1 Incomplete1 Incomplete

•Notebook turned in, but too incomplete to evaluate.

Other Helpful HintsOther Helpful Hints• Keep skeleton samplesKeep skeleton samples

• Provide feedback Provide feedback immediately by immediately by checking checking a a few notebooksfew notebooks in first in first few days few days of class.of class.

• Graded work can be added after it Graded work can be added after it is is returned, just have students returned, just have students leave a leave a labeled space.labeled space.

Other Helpful HintsOther Helpful Hints• Occasional Occasional open notebook open notebook

quizzesquizzes inspire great notebooks. inspire great notebooks.

• ShareShare excellent student work excellent student work often!often!

Teach Concept Maps to Help Teach Concept Maps to Help Students Access the Big PictureStudents Access the Big Picture

Science ProcessesScience Processes1.1. Use 9 words to create a concept mapUse 9 words to create a concept map

Being objective Quantitative dataQualitative data HypothesizingExperimenting PredictingUsing a control Proper sample sizeControlling variables Graphs + TablesAnalyzing ConcludingScientific Modeling EstimatingMeasuring ComparingClassifying InferringObserving

Experimenting

ScienceScienceProcessesProcesses

Hypothesize

ControllingVariables

Qualitative Data

Quantitative Data

Analyzing Observing

Inferring

Measuring Estimating

ObjectivityClassifying

Graphs & Tables

Proper Sample

Size

Concluding

SubjectivityScientific Modeling

Using a Control

Comparing

Resources for TeachersResources for Teachers

General Science Writing:General Science Writing:

1. “Write to Learn Science” NSTA book

by Bob Tierney

Concept MapsConcept Maps

1. NSTA Concept map book

2. Learning How to Learn by Novak

Concept Maps: Web ResourcesConcept Maps: Web Resources1.1. teacherweb.comteacherweb.com

2.2. sitesforteachers.comsitesforteachers.com

3.3. blackboard.comblackboard.com

4.4. Download Download ‘INSPIRATIONS’‘INSPIRATIONS’ software to be software to be

able to create concept mapsable to create concept maps

Resources for TeachersResources for Teachers

Developed by Anne F. MabenDeveloped by Anne F. Maben

AVID Region 11AVID Region 11

© 2001 LACOE© 2001 LACOE

All rights reservedAll rights reserved