Transcript Document

How does this support the Common
Core Standards?
 Common Core Standards (CCS):
 1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
 2. Determine a central idea of a text and analyze its
development over the course of the text, including how it
emerges and is shaped and refined by specific details;
provide an objective summary of the text.
 3. Read and comprehend nonfiction texts, with
scaffolding as needed.
 History of Cornell Note-taking:
 1950’s – Walter Pauk
 Education Professor – Cornell University
 Focus on metacognitive strategies and inquiry
 Wrote How to Study in College
Bloom’s New Taxonomy
 Original Terms

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

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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
New Terms (Students
performing actions)
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
 Remembering: The learner is able to
recall and restate learned information.

Recognizing
Retrieving

Listing
Naming

Describing
Locating

Identifying
Finding
Topic
Questions,
Subtitles,
Headings,
Etc.
“Remembering:”
identifying,
naming
First & Last Name
Class Title
Period
Date
Class Notes
CCS: textual
evidence
“Remembering:”
listing,
describing,
retrieving
Understanding: The learner grasps the meaning of
information by interpreting and translating what has been
learned.
Summarizing
Paraphrasing
Classifying
Comparing
Explaining
Cornell Notes and the Common Core
• Moves note-taking to the next level.
• Allows for higher-level, independent questioning.
• Is constructivist in nature.
• Is connected to reading comprehension.
• Sets the foundation for deeper inquiry thinking.
• Provides a pathway for discovery learning.
Subject: Why take Cornell notes?
P R O C ES S
(o u t p u t )
How can
Cornell Notes
benefit me?
How can this
method help
students?
How can I
evaluate
learning?
Date: 11/20/12
Main Ideas (input)
Can be used for a variety of classroom activities.
Organized by main ideas and details.
Can be as detailed as necessary.
--
Sequential- Organized- Provides a two sided study guide
for self testing. Helps students engage with reading ad gain
independence.
The summary helps to clarify and reinforce learning.
Can be used as study
tool:
1. Describe terms that are listed on the left side.
2. Identify concepts that are on the right side.
Recall Clue Column
Record Column
Propaganda Techniques in Advertising
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
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.
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:
•How do the
ticks find the
cattle?
•Why don’t the
ticks usually kill
their host?
•How could tick
infestations in
cattle impact
humans?
(Diagram copied
during lesson)
NOTE TAKING
Cornell Notes
To help me organize notes.
Divide the paper into three sections.
·
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Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy
magic marker so that it is clear.
Draw a dark vertical line about 2 inches from the left side of the paper from the
top to the horizontal line.
Document
·
Write course name, date and topic at the top of each page
Write Notes
·
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·
The large box to the right is for writing notes.
Skip a line between ideas and topics
Don't use complete sentences. Use abbreviations, whenever possible. Develop a
shorthand of your own, such as using & for the word " and".
Review and clarify
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Review the notes as soon as possible after class.
Pull out main ideas, key points, dates, and people, and write them in the left
column.
Summarize
·
Write a summary of the main ideas in the bottom section.
Study your notes
·
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Reread your notes in the right column.
Spend most of your time studying the ideas in the left column and the summary at
the bottom. These are the most important ideas and will probably include most of
the information that will be tested.
This strategy is based on a strategy presented in Pauk, W. (1997). How to study in college (6th ed). Boston:
Houghton Mifflin.
Learning Toolbox. Steppingstone Technology Grant, James Madison University,
MSC 1903, Harrisonburg, VA 22807.
Cornell Notes Sites
Informational:
http://www.youtube.com/watch?v=JPSmXRIlyS8
Templates:
http://www.cornell-notes.com
Algebra:
http://et.nwresd.org/node/258
5
- Proper set-up and heading
- Notes are selectively and accurately paraphrased
- Use of logical abbreviations
- Notes have been edited, highlighted, and underlined
- Questions check for understanding and reflect higher levels of inquiry
- Summary shows learning by effectively summarizing and reflecting on
- Information and/or asking questions to clarify or further the thinking
4
- Proper set-up and heading
- Notes are selectively and accurately paraphrased
- Use of logical abbreviations
- Questions check for understanding and reflect higher levels of inquiry
- Has a summary
3
- Proper set-up and heading
- Notes may/may not be accurate; information not always paraphrased
- Some use of abbreviations
- Questions check for understanding
- May/may not have a summary
2
- Proper set-up
- Has some notes
- Has questions
- May/may not have summary
1
- Proper set-up
- Has notes
- Questions on left non-existent
- No summary
0
- Improper set-up; not Cornell notes
Common Core Connections:
 Common Core Standards:
▪ Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
▪Determine a central idea of a text and analyze its
development over the course of the text, including how it
emerges and is shaped and refined by specific details;
provide an objective summary of the text.
▪Read and comprehend nonfiction texts, with
scaffolding as needed.