To makes notes by students in class is a very important step. Here are some tips on how to achieve them. The questions based on LOTS and HOTS should also be marked with different colours. Using this shall surely enable students do well in class.
It explains how to take notes, what to do on right column or left column. and summary at the bottom. Along with it I am posting level of questing handout. Use different highlighter colors to different levels. Study shows using colors help students to retain information better. Handouts are self explanatory.
What are Cornell
Notes used for?
How do students set up Cornell Notes?
How are Cornell Notes used as a study tool?
What else can be in the left margin or notes section?
· Can be used to take notes from the text or as they are given by the instructor
· Can provide an outline for the lecture for students to fill
· Can be a place to record movie notes or group discussions
· Can identify the concept or term in the left margin based on its definition in the notes section
· Can organize main ideas and sub-topics
· Set up page with a margin and summary section
· Write topic, date and information in notes section
· Improve notes and left margin information by coloring or highlighting
· After class, students formulate questions in the margin that correspond to information found in notes section
· Students write a summary of what they learned to clarify and reinforce learning and to assist retention
· Students review notes by covering notes column and answering questions in question column from memory
· Can be used to get a quick overview and to determine whether students need more information or need to concentrate their study on specific topics
· Diagrams, pictures, activities, problems, and concept map reviews
Cornell notes provide a way for students to record important information and reflect on that information multiple times. By writing questions, summarizing, coloring and highlighting, and reviewing the notes after class, students revisit key concepts several ways to better understand and internalize new material.
Level 1: Basic Input/Gathering Information
Count Complete Match Name Define Observe
Scan List Describe Select Recite Identify
– What is…? – How is…?
– Where is…? – How would you explain…?
– Why did….? – How would you describe…?
– How would you show…? – Can you recall…?
– Can you select…? – Can you list …?
– Can you describe…?
Level 2: Processing Information
Compare Contrast Sort Distinguish Explain Why
Sequence Infer Analyze Synthesize Make Analogies
– How would you classify …? – What inference can you make?
– How would you compare…? Contrast…? – Interpret in your own words….?
– Which statements support…?
– Can you explain what is happening..? what is meant…?
– How would you summarize…? – How would you rephrase the meaning?
– What facts or ideas show…? – What is the relationship between…?
Level 3: Creating Your Own Ideas
Evaluate Generalize Imagine Predict If/Then
Speculate Hypothesize Forecast Idealize Apply the Principle
– What would happen if…? – Can you think of an original way for the…?
– What way would you design…? – What facts can you compile…?
– Can you predict the outcome if…?
– What facts can you compile…?
– Can you construct a model that would change…?
– Can you think of an original way for the…?
– Can you construct a model that would …?
Modified and created by Anu Pande