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Yes, we seem to have the same kind of philosophy about it, Elaine.  I have had them taking notes in their other classes, which I want to see.  I do not care what format they use for notes.  However, when I have them prepare a study guide, where they need to memorize the material, drill themselves on it, then I am mandating the cornell method.  Well, mandating in that they get many more points on the assignment using it than not using it!  Thank you for your help!

I think that we do not do enough to teach students HOW to learn and HOW to study when we know ways that are much more effective than are others.

-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Elaine Richardson
Sent: Thursday, April 19, 2012 3:53 PM
To: [log in to unmask]
Subject: Re: Cornell Notes and/or other note-taking strategies for science and math?

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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