Embed Size (px)
Citation preview
“The way to foster excellence in students is to foster excellence in
teachers.
For some low-achieving students, teachers are the one plausible role model for a life of literacy and reflection, a life in which intellect matters.” R.M. Cohen, “Schools our Teachers Deserve,” Phi Delta Kappan, March 2002.
Thought for today…
Less than 5% of high school students have the necessary literacy skills to examine, question, challenge, extend, and elaborate on what they’ve read.
:
Approximately 60% of secondary students in your classrooms have basic reading skills (enough to “get by.”)
A Crisis Exists in Secondary Reading
•However, many people are satisfied with the status quo because they feel that students enter high school and middle school with reading and writing skills that enable them to at least “get by.”
• Many students aren’t reading at grade
level, and if they are, they won’t read the class assignments anyway. Consequently, teachers avoid getting students involved
in reading. They teach around reading in order to make sure students understand what they are teaching them.
Teachers’ Reading Nightmares
Students who do read but fail to comprehend the most important information
Teachers’ Reading Nightmares
•Students who experience daily difficulties learning from text materials
Teachers’ Reading Nightmares
•Students who regularly refuse to do required reading out of class
Teachers’ Reading Nightmares
Students who arebored or uninterested in much of what they read
Overheard in Secondary Schools
“I don’t teach reading. I teach ________________.”
“If only they had taught them to read in the elementary schools…”
“I don’t have the training to teach reading.”
“Because I can’t rely on students to read, I feel like I’m constantly summarizing the history textbook so kids don’t miss the main points. I wish I didn’t have to assume that role so much.”
Reported in Schoenbach, et al (1999)
Overheard in a secondary school…
No national outcry…No national outcry…There is no national outcry that secondary schools include teaching reading strategies as part of the everyday curriculumThis is a tragedy.
We are at a crossroads in We are at a crossroads in Secondary EducationSecondary Education
• We can continue the traditional approach to literacy instruction in high schools and middle schools.
• Or we can institute direct, comprehensive approaches to
literacy instruction.
Which road will we take atWhich road will we take atBarry Goldwater High School?Barry Goldwater High School?
THE ROAD TO SUCCESS!THE ROAD TO SUCCESS!
How did you learn the skill of note taking?How did this skillcontribute to your success?
Quick Questions:
• Good notes allow students to help each other problem solve.• Good notes help students organize and process data and information.
• Writing is a great tool for learning.
• Good notes help students recall by getting them to process their notes 3 times!
• Cornell note-taking stimulates critical thinking skills.
• Note-taking helps students remember what is said in class.
• A good set of notes can help students work on assignments and prepare for tests outside of the classroom.
How do I know what I learn until I see what
I write?
• Developed in 1949 at Cornell University by Walter Pauk.
• Is the most preferred note-taking system in the U.S.A.
• Designed in response to frustration over student test scores. Meant to be easily used as a test study guide.
• Originally intended to be one- sided so a student could lay an entire semester’s notes out on a table and see the semester in one snapshot.• Imagine the possibilities for all BGHS students & TEACHERS!
Note-taking improves both listening and comprehension.
QuickTime™ and aGIF decompressor
are needed to see this picture.
Research shows that…
Students who recite their notes remember 1 1/2 times more after 6 weeks than those who do not recite.
Students who take NO NOTES forget approximately 80% of the material by the end of 2 weeks.
•
QuickTime™ and aGIF decompressor
are needed to see this picture.
• a consistent format for notes is BEST.
• teacher modeling of correct note-taking format is ESSENTIAL.
• teacher-prepared notes are a good way to BEGIN…
Research shows that...
•Taking more notes is better than fewer notes, though verbatim note-taking is INEFFECTIVE because it does not allow time to process the information.
• Note-taking skills promote greater comprehension by asking students to…
Analyze a subject to expose What’s ESSENTIAL and
then put it in their OWN WORDS.
• When students use their OWN WORDS in note-taking, they use the skills of…
SubstitutingDeleting & Keeping
• This gives them an awareness of the basic structure of the information they have heard or read.
First & Last NameClass Title
PeriodDate
Topic
Questions,Subtitles,Headings,Etc.
Class Notes
A 3 to 4 sentence summary across the bottom, in the Summary section.
2 1/2”
Let’s get out asheet of Cornell note paper and getready to practice the skill.
BGHSBGHS
In the large, right-hand column, take notes like you normally would. You may use any style of note-taking you wish: outline format, narrative format, symbols, shorthand, etc.
• Compare notes with a partner. • Talk about what you wrote and why. Look for gaps & missed info. • Both partners should feel free to add to their notes.
With your partner(s), create questions in the left hand column. These questions should elicit critical thinking skills. Levels 2 through 6 in Bloom’s Taxonomy.
(Comprehension,Application, Analysis,Synthesis, Evaluation)
Your questions should reflect:
• Info you don’t understand or want to discuss with your teacher/tutor.
• Info you think would go good on an essay test.
•Gaps in your notes.
On your own, in the space provided at the bottom of the page, complete a 3 or 4+ sentence summary ofwhat you wrote in your notes. Useyour own words.
Notes go here, in the large right hand column.
Questions, subtitles,etc., go here,in the left hand column.Remember,we wanthigher levelcritical thinkingquestions.
A 3 to 4 sentence summary down there on the bottom.
Don’t forget the heading:Name, Class, Period, Date, Topic
THE NUTS AND BOLTS ofCORNELL NOTES…
Putting it all together for you…
•To help me take organized notes
•To help me identify key words and concepts
•To help me skim my notes to locate important information
DIVIDE the paper into three sections.
Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic marker to draw the line so that it is clear.
Draw a dark vertical line about 2 inches from the left side of the paper from the top to the horizontal line.
DOCUMENT
Write course name, date, and topic at the top of each page.
Write a general title for the lecture or the chapter.
Topic
RECORD notes.
The large box to the right is for writing notes.
Skip a line between ideas and topics.
Mark ideas that go together with with an asterisk *
Don't use complete sentences. Use abbreviations, whenever possible. Develop a shorthand of your own, such as using "&" for the word "and".
NOTES
ABOUT
KEY
POINTS
Topic
REDUCE and Question. Reduce important facts and ideas to key words and phrases.
Formulate questions based on the ideas.
Make sure your notes are clear and that the information makes sense.
Write these on the left side.
NOTES
ABOUT
KEY
POINTS
KEY
POINTS
Topic
RECITE Cover up the notes in the right column.
Leave cue column uncovered.
Read each key word or question OUT LOUD.
State the answer OUT LOUD.
Check for correctness before continuing.
NOTES
ABOUT
KEY
POINTS
KEY
POINTS
Topic
RECITE Cover up the notes in the right column.
Leave cue column uncovered.
Read each key word or question OUT LOUD.
State the answer OUT LOUD.
Check for correctness before continuing.
NOTES
ABOUT
KEY
POINTS
KEY
POINTS
Topic
REFLECT THINK ABOUT IT.
How does this fit into what I already know?
How can I apply it?
How is knowing this important?
What is the significance of these facts and ideas?
NOTES
ABOUT
KEY
POINTS
KEY
POINTS
Topic
REVIEW Review and recite frequently.
Nightly is best…
RECITE; don’t reread.
Study with a buddy.
Study with a buddy before a big test.
NOTES
ABOUT
KEY
POINTS
KEY
POINTS
Topic
RECAPITULATE This is a SUMMARY.
Write it on the bottom.
Summarize each main idea.
Use complete sentences.
Study with a buddy before a big test.
ONE TIP:ADD A
“DOODLEBOX.”
Students may doodle here ONLY.
JUST FOR YOU…
JUST FOR YOU…
FREEFREE
SAMPLES and RUBRICS,
SAMPLES and RUBRICS,
TOOTOO
VISIT THE INTERNET FOR THOUSANDS OF
EXAMPLES OF CORNELL NOTES. YOU WILL BE
AMAZED!
NOTE -TAKINGNote taking (strategies/accommodations) - General Guidelines
Students who are low-achieving or learning disabled frequently arepoor spellers, slow writers and poor listeners. Note taking can bebeneficial but difficult. Here are some helpful ideas:
Write key words and ideas on chalkboard, or overhead
Pause after above to give students a change to copy and catch up
Use prepared lecture outline where student fills in importantinformation as teacher or another students uses overhead
After several important ideas have been presented, brieflysummarize or give an overview
Instead of asking if there are any questions, ask questions to test forunderstanding
Circulate around room to survey note taking skills and offersuggestions for better notes
Allow time in class for students to use notes for review before teststo observe their study skills and notes
Only the student has to read the notes, so teach or encourage someforms of abbreviationThis helps poor spellers and those with visual-motor difficulties.
For students who are significantly disabled in writing skills butstrong in listening (auditory learner), have them buddy up with amore capable student for study time and have each one shareinformation they learned
TAKING NOTESCORNELL METHOD
This side is used forkey questions and/orstatements that refer tothe notes on the right-hand side.
When studying, theright side of the pagecan be covered up o rfolded back andstudents can ask theleft side questions orexplain the keystatements. If they getstuck they can alwaysgo to the right side forhelp.
This side is larger (about 2/3 of the page) andis used for regular notes. We teach studentsto take notes by paying attention toinformation presented and looking for:
Key words/ideas Important dates/people/places Repeated or stressed information Ideas written on the board or
overhead Ways to abbreviate (don’t write every
word!) Diagrams and pictures that explain Formulas
Notes can be used for:
collaborative study sessionsindependent study sessionsin-class reviewtest-takingother creative ideas?
* The left side is usually completed at the end ofclass and acts as a review session.
AnthropodsARTHROPODS
This rubric is missing a statement about summary.
Fix before using.
Missing statement about summary…
