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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
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-----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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