Beyond Lecture: Innovative Strategies for Incorporating Note-Taking

AVID® Professional Learning

AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

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Agenda

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• Jigsaw: Nuts and Bolts of WICOR, Notes and Costa’s Levels

• Vocabulary Development using Notes

• Subject-Specific Activities using Notes

• Debrief and Reflection

Performance Objectives

• Participants will incorporate parts of the Elementary STAR Note-Taking process and/or the Secondary Focused Note-Taking system (or 2- or 3-column notes) into their daily lessons using a variety of WICOR methods in order to increase student engagement, comprehension, and retention of content.

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Norms

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Ask questions.

Engage fully.

Integrate new information.

Open your mind to diverse views.

Utilize what you learn.Used with permission of Learning Forward, www.learningforward.org. All rights reserved.

Essentials Addressed

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Essential Question

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CORNELL NOTES TOPIC/OBJECTIVE: NAME:

CLASS/PERIOD:

DATE:

ESSENTIAL QUESTION:

How can incorporating specific note-taking formats into daily lessons, using a variety of WICOR methods, increase student engagement, comprehension, and retention of content?

Jigsaw Activity

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CORNELL NOTES TOPIC/OBJECTIVE: NAME:

CLASS/PERIOD:

DATE:

ESSENTIAL QUESTION:

Explain how the use of WICOR, Note-Taking, and Costa’s Levels of Thinking support an increase in student achievement.

EQ:Date

Summarize:

Jigsaw

1. WICOR Basics

2. Focused Note-Taking

3. Costa’s Levels of Thinking

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Jigsaw Groups

1. Assign a number (1-3) to each person at your home group table.

2. The assigned letter represents your expert group.

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Jigsaw Groups: Experts Read your selection, and together, discuss and take notes on how it connects to the EQ. Be prepared to share this information with your home group.

Group Selection

1 WICOR Basics

2 10 Steps of the Cornell Way

3 Costa’s Levels of Thinking

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Return to Home Groups

2. Focused Note-TakingAs a group, share out the portions the expert groups took notes on. Add to your notes as each expert presents.

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Costa’s Levels of Thinking

Applying(off the page)

evaluate generalize imagine judgepredict speculate if/then hypothesize

Processing(between the lines)

compare contrast classify sortdistinguish explain why infer analyze

Gathering(on the page)

complete define describe identifylist observe recite select16

Write a summary on the bottom of your notes.

Components of a quality summary:

• Essential Question is addressed or answered.

• Answer questions in the left column.

• The content of the notes is briefly reviewed.

• Key terms are included in the summary.Try to use all: WICOR, Cornell Notes (or 2- or 3-column notes), Costa’s Levels

• Sentence frames/starters can be used.“Note taking supports student achievement when having students read because…”

Notes Summary

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Pyramid ChallengeCORNELL NOTES TOPIC/OBJECTIVE: NAME:

CLASS/PERIOD:

DATE:

ESSENTIAL QUESTION:

How do we support students in connecting vocabulary terms to construct a bigger picture?

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Pyramid Challenge Rules

Explanation of organization

Sketch

EQ:Date

Summary:

Pyramid Challenge

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Pyramid Challenge Rules• Final product: looks like a sun

with “sunrays” (strings).• Use string and rubber band

assembly to build a cup pyramid. Four cups comprise the base, three cups the next level, two cups the next and one cup at the apex. Stack cups in order of importance.

• No talking. Touch only your string. Each person must command a string. All strings are manned at all times.

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Pyramid Challenge Rules

Explanation of organization

Sketch

EQ:Date

Summary:

Pyramid Challenge

Questions

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Costa’s Levels of Thinking

Applying(off the page)

evaluate generalize imagine judgepredict speculate if/then hypothesize

Processing(between the lines)

compare contrast classify sortdistinguish explain why infer analyze

Gathering(on the page)

complete define describe identifylist observe recite select22

Debrief

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• How does the Pyramid Challenge include WICOR?

• How does the Pyramid Challenge raise the rigor of developing memory of and fluency using vocabulary terms?

• How might you modify this activity?

Subject-Specific ActivitiesCORNELL NOTES TOPIC/OBJECTIVE: NAME:

CLASS/PERIOD:

DATE:

ESSENTIAL QUESTION:

How do we support students in analysis of subject-specific content pieces using specific note-taking formats?

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Subject-Specific Activities

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Break into core content areas. Please choose one of the following:• Math: Graph• Science: Graph• Social Studies: Primary historical

document• Language Arts: Argument piece

EQ:Date

Summarize:

Graphing: LENSES

Label/List:

Equation:

Notice:

Speculate:

Explain/Evaluate:

L

E

N

S

ES

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L = Label and List (title, IV, DV, pts. on graph)

E = Equation (relationship between variables)

N = Notice (trends, properties, slope)

S = Speculate (predict/extrapolate)

E = Explain/Evaluate (explain prediction)

S = Summary (content learned in graph analysis)

Math/Science – Processing Graphs

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S = Speaker (writer and what it reveals to know who the writer is)

O = Occasion (larger and immediate)

A = Audience (characteristics of reader)

P = Purpose (what the author hopes to accomplish)

S = Subject (what author is writing about)

Tone = Tone (author’s attitude toward the subject)

Social Studies – Processing Primary Historical Sources

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P = Persona (who the author wants the audience to see him/her as)

I = Intention (author’s purpose in guiding how the reader responds)

G = Genre (chosen form of delivery)S = Subject/Issue (focus of the piece, evidence)A = Audience (who the piece was written for)C = Context (factors influencing how or why the

author composed the piece)

Language Arts – Processing Argument Pieces

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Identify the level of thinking for each part of the acronym.

Costa’s Levels

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Costa’s Levels of Thinking

Applying(off the page)

evaluate generalize imagine judgepredict speculate if/then hypothesize

Processing(between the lines)

compare contrast classify sortdistinguish explain why infer analyze

Gathering(on the page)

complete define describe identifylist observe recite select31

EQ:Date

Summarize:

Graphing: LENSES

Label/List:

Equation:

Notice:

Speculate:

Explain/Evaluate:

L

E

N

S

ES

L1

L2

L2

L3

L2

L232

EQ:Date

Summary:

Argument Analysis: PIGSAC

Persona:

Intention:

Genre:

Subject:

Audience:

Context:

PI

G

S

A

C

L2

L1

L3

L2/3

L1/2

L2

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EQ:Date

Summary:

Declaration of Independence

Speaker:

Occasion:

Audience:

Purpose:

Subject:

Tone:

SO

A

P

STone

L1L1/2

L2

L3

L1

L2

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Debrief

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• How does this kind of activity include WICOR?

• How might you incorporate this kind of activity using specific note formats?

• How might you modify this activity?

Reflect

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New ways to use notes in daily lessons

Topics to add notes to in a current or future unit

Question to work through using notes

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Contact Information

Melissa Cole - AVID State Directormcole@avid.org

Terra Boyko - AVID Program Managertboyko@avid.org

Thank you!37

An Engaged Student is a Successful Student

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