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Those interested in the Cornell Notetaking System can see an 8-page
description of it written by Walter Pauk and edited by Frank Christ at:

    www.hhpublishing.com

Bob


On 4/19/12 3:53 PM, "Elaine Richardson" <[log in to unmask]> wrote:

> When I introduce the Cornell system to students, I tell them that I am not
> necessarily asking them to change the way they take notes in class (they
> may choose to use a formal outline, informal outline, paragraph, etc).  It
> is what they do with the notes afterwards that makes the Cornell system so
> helpful.  So I see those as two different things.  Here is my perspective
> on the format....  Students take notes in whatever format they like on the
> right side of the page.  The left side (often called the cue column)
> should be used when they are reviewing their notes -  there are many
> suggestions on how to use the left side, including recording questions,
> key words, main ideas, etc.  I tell my students the bottom section is
> optional - at least for every page.  They may be taking notes on mitosis,
> for example, that span several pages, and may not want to add a summary
> for only part of the information.
> Just my thoughts..
> Elaine
> 
> M. Elaine Richardson, PhD
> Director, Academic Success Center
> Immediate Past President, NCLCA
> Clemson University
> Clemson, SC 29634
> (864) 656-6212
> [log in to unmask]
> 
> 
> 
> 
> 
> On 4/19/12 3:29 PM, "Worden, Elizabeth" <[log in to unmask]> wrote:
> 
>> Thank you for letting me know, Howard.  I am teaching a study skills
>> course this semester to high risk students - ie taking developmental math
>> and developmental writing, and have been pushing what I think are
>> practical things a student can do that will be effective in making them a
>> better student.
>> 
>> Elizabeth Worden, Ph.D., Assistant Dean of Academic Support Services
>> Academic Support Center (ASC)
>> Eastern Maine Community College
>> 354 Hogan Road
>> Bangor, ME  04401
>> phone:  207 974 4658
>> fax:  207 974 4888
>> website:  http://www.emcc.edu/Academics/SupportCenter/Pages/default.aspx
>> 
>> 
>> 
>> 
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>> [mailto:[log in to unmask]] On Behalf Of Masuda, Howard
>> Sent: Thursday, April 19, 2012 12:55 PM
>> To: [log in to unmask]
>> Subject: Re: Cornell Notes and/or other note-taking strategies for
>> science and math?
>> 
>> Hi Elizabeth,
>>        I am not teaching a course but the Center student staff and I do
>> in-Center and classroom presentations on note-taking that revolves around
>> the Cornell method.
>> Howard
>> 
>> 
>> Howard Masuda, Ph.D.
>> Director
>> University Tutorial Center
>> John F. Kennedy Library, Palmer Wing 1062A
>> California State University, Los Angeles
>> 5151 State University Drive
>> Los Angeles, CA 90032
>> (323) 343-3972
>> [log in to unmask]
>> 
>> 
>> 
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>> [mailto:[log in to unmask]] On Behalf Of Worden, Elizabeth
>> Sent: Thursday, April 19, 2012 9:22 AM
>> To: [log in to unmask]
>> Subject: Re: Cornell Notes and/or other note-taking strategies for
>> science and math?
>> 
>> Very helpful, Howard!  Thank you!  Are you teaching a course on
>> notetaking/study skills and including Cornell method?
>> 
>> Elizabeth Worden, Ph.D., Assistant Dean of Academic Support Services
>> Academic Support Center (ASC) Eastern Maine Community College
>> 354 Hogan Road
>> Bangor, ME  04401
>> phone:  207 974 4658
>> fax:  207 974 4888
>> website:  http://www.emcc.edu/Academics/SupportCenter/Pages/default.aspx
>> 
>> 
>> 
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>> [mailto:[log in to unmask]] On Behalf Of Masuda, Howard
>> Sent: Thursday, April 19, 2012 12:10 PM
>> To: [log in to unmask]
>> Subject: Re: Cornell Notes and/or other note-taking strategies for
>> science and math?
>> 
>> Hi Elizabeth,
>>        Take a look at these two PowerPoint slides using the Cornell
>> method for math to see if they help.
>> Good luck,
>> Howard
>> 
>> Howard Masuda, Ph.D.
>> Director
>> University Tutorial Center
>> John F. Kennedy Library, Palmer Wing 1062A
>> California State University, Los Angeles
>> 5151 State University Drive
>> Los Angeles, CA 90032
>> (323) 343-3972
>> [log in to unmask]
>> 
>> 
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>> [mailto:[log in to unmask]] On Behalf Of Worden, Elizabeth
>> Sent: Thursday, April 19, 2012 8:36 AM
>> To: [log in to unmask]
>> Subject: Re: Cornell Notes and/or other note-taking strategies for
>> science and math?
>> 
>> Does anyone have an example of using Cornell method effectively for math,
>> an example that they could scan and send?  I have been pushing my class
>> to use it!
>> 
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>> [mailto:[log in to unmask]] On Behalf Of Craig, Alan
>> Sent: Thursday, April 19, 2012 11:06 AM
>> To: [log in to unmask]
>> Subject: Re: Cornell Notes and/or other note-taking strategies for
>> science and math?
>> 
>> Michele,
>> 
>> One variation on Cornell Notes for math that I have seen used
>> successfully is to place the vertical rule so that it divides the paper
>> in half.  The equation steps go on the left side and the explanation for
>> each step goes on the right side.
>> 
>> Collegially,
>> 
>> Alan Craig
>> Georgia Perimeter College
>> [log in to unmask]
>> 
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>> [mailto:[log in to unmask]] On Behalf Of Masuda, Howard
>> Sent: Wednesday, April 18, 2012 11:41 AM
>> To: [log in to unmask]
>> Subject: Re: Cornell Notes and/or other note-taking strategies for
>> science and math?
>> 
>> Hi Michelle,
>>        Adding on to what Vicki shared below, the recall or cue column
>> can also be used for students to write down the "what to do next" and the
>> "why" for each step in solving a problem written down from the lecture in
>> the notes column.  This is so students can think about the reasoning
>> process in moving from step to step in solving the problem.
>> In the summary section, the students can summarize the steps in the
>> process for solving these types of problems.
>> Howard
>> 
>> Howard Masuda, Ph.D.
>> Director
>> University Tutorial Center
>> John F. Kennedy Library, Palmer Wing 1062A
>> California State University, Los Angeles
>> 5151 State University Drive
>> Los Angeles, CA 90032
>> (323) 343-3972
>> 
>> 
>> 
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>> [mailto:[log in to unmask]] On Behalf Of Vicki Dominick
>> Sent: Tuesday, April 17, 2012 12:50 PM
>> To: [log in to unmask]
>> Subject: Re: Cornell Notes and/or other note-taking strategies for
>> science and math?
>> 
>> Michele,
>> 
>> I have had several clients and students in my UNIV 100 classes use
>> Cornell Notes successfully in their problem-based courses.
>> 
>> During lecture, they take notes and copy down the example problems the
>> professor writes on the board in the large "Notes" section. As soon as
>> class is over, they review these notes and then add key words or phrases
>> to the "Cue" column. At the bottom of the page they write a one sentence
>> summary of the notes.
>> 
>> Often students are so focused on copying down the example problems, they
>> do not pay attention to the name of the procedure they are learning.
>> Cornell notes provides students with an opportunity to reflect on this.
>> Also, it provides clear organization to the notes so that students can
>> skim for the sections they need to review when doing homework.
>> 
>> I hope this helps!
>> 
>> Vicki Dominick, MSEd
>> Learning Specialist
>> 
>> Learning Services
>> Counseling & Psychological Services
>> George Mason University
>> Student Union Building I, Room 3129
>> 4400 University Drive, MS 2A2
>> Fairfax, VA 22030
>> (703)993-2380
>> [log in to unmask]
>> 
>>> Date: Tue, 17 Apr 2012 19:00:45 +0000
>>> From: [log in to unmask]
>>> Subject: Cornell Notes and/or other note-taking strategies for science
>> and math?
>>> To: [log in to unmask]
>>> 
>>> Hi all,
>>> 
>>> I'm working on developing a training module for my tutors on
>> note-taking methods/strategies that they can share with students.  In my
>> research, I keep coming across Cornell Notes.  It seems like it would
>> work well for general biology, but less well for more quantitative,
>> problem-based courses.  Does anybody have any thoughts on teaching
>> effective note-taking for quantitative disciplines?  Any good resources
>> that you use to train your tutors in this topic?
>>> 
>>> Thanks!
>>> Michele
>>> 
>>> MICHELE COSTABILE DONEY
>>> DIRECTOR, MATH & SCIENCE RESOURCE CENTER NCLCA CERTIFIED LEARNING
>>> CENTER PROFESSIONAL - LEVEL ONE OFFICE OF UNDERGRADUATE STUDIES JOHN
>>> JAY COLLEGE OF CRIMINTAL JUSTICE
>>> [Description: cid:3396506604_282853]
>>> 524 W 59 ST
>>> NEW YORK, NY 10019
>>> T.646-557-4595
>>> F.212.237.8742
>>> 
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