Note taking helps students focus on and remember lecture information. Good notes help students organize, process, and review information. There are various note taking methods, but the Cornell method is widely used. The Cornell method involves taking notes on one side of the page and leaving space on the other side for questions and key terms. It also utilizes a summary section to reinforce learning. Regular review of notes within 24 hours and creating practice test questions from notes further enhances information retention.

2. • Note taking helps students to
focus on and better remember
what is said in class.
• Good notes help students organize
and process data and information.
• College professors often test
students on how well they captured
information from lectures

3. Reduce the amount of words you write!
For example ex…
Speaker says: “Hippocrates, a
Greek who is considered to be the
Father of modern medicine, was
Born on the island of Cos in
460 B.C.”
Notes say: “Hippocrates (Gr.)
Father of med. B. Cos 460BC”

4. • We lose 80% of what we hear if it is not
reviewed within a few hours
• Identify any questions for peers, the next
class, or to ask the professor
• There is not enough time to absorb all the
information given in class if it’s not
reviewed on a regular basis
• Think: “If I were tested on this lecture
tomorrow, would I ace it?” Make it so!
TAKE TIME EVERY DAY TO REVIEW NOTES

5. • Frees you up to write in quick, shorthand during
class
• An excellent test-prep strategy for reinforcing
information
• Better than re-copying, this
time you’re digesting & rephrasing
– Great for Kinesthetic learners
– Can catch ??s, gaps, look-up words
– Prompts higher-level questions
– Saves hours of studying and review the
days before test

6. There are numerous methods. The most
widely acclaimed technique is “CORNELL”
• Can be a variety of formats: e.g.
outline, narrative, concept maps
For all, be sure to have one notebook for each
class. Binders are ideal for inserting handouts, and
combing class notes with textbook notes
•Leave spaces for relevant doodles
•Paraphrase
•Capture anything on the board
•Note anything the prof emphasizes as important

7. • Cornell note-taking stimulates critical
thinking skills.
• Helps test-preparedness & recall by
having you engage with the
captured information and
review and process it 3 times.
• Writing helps solidify info retention

8. • Developed at Cornell University in
response to frustration over student
test scores.
• Meant to be easily used
as a test study guide.
• Adopted by most major law schools
as the preferred note taking method.

9. First & Last Name
Class Title
Period
Date
Topic
Questions,
Subtitles,
Headings,
Etc.
Class Notes
2 1/2”
3 to 4 sentence summary across
the bottom of the last page of the
day’s notes

10. Subject: Why take Cornell notes? Date: 11/20/14
PPRROOCCEESSSS
((oouuttppuutt))
MMaaiinn IIddeeaass ((iinnppuutt))
How can
Cornell notes
help me
organize my
ideas?
When write
key questions?
~Can provide an outline of chapter or lecture.
~Can be as detailed as necessary.
~Useful when information is presented linearly
~After reviewing notes, write questions that are
the question “What is/are…(Subject)?”.
~Creates a useful study guide
CORNELL NOTES
~After writing questions, write a summary of what
answered by the information in your notes
you learned in three to four sentences that answers,
…summary?

11. Subject: Why Use Concept Maps? Date: 11/20/11
PPRROOCCEESSSS
((oouuttppuutt))
MMaaiinn IIddeeaass ((iinnppuutt))
Why use
concept maps?
What are the
pros & cons?
~Can be used to provide a "big picture" of the chapter
or lecture.
~Organized by main ideas and sub-topics
~Limited in how much detail you can represent.
~Simultaneous —you can use this method for
instructors who jump around from topic to topic.
~After class, add keywords & questions to the side
~Can be usedto get a quick overview of important info
& to determine whether you need more information or
need to concentrate your study on specific topics.
CONCEPT MAPS

12. (Diagram copied
during lecture)
(Questions
about it )
• How do the
ticks find the
cattle?
• Why don’t the
ticks usually
kill their host?
• How could
tick
infestations in
cattle impact
humans?

13. Recall Clue Column Record Column
Propaganda Techniques in Advertising
Define "Propaganda"
Intro
Propaganda used by politicians, writers.
Also by advertisers.
Def: Messages intended to persuade audiences to adopt a certain opinion.
List 4 common tech. used by
advertisers
Advertisers use propaganda. 4 techniques common.
1. Testimonial
Def: Celebrities used to pitch idea, sell product;
Audience associate star qualities of celebrity w/ product.
Define & explain
"testimonial" technique
Ex. Michael Jordan sells Nike shoes
2. Bandwagon
Def: Encourages people to buy b/c e'one is doing it.
Ads urge you to get on board; don't get left out.
Define & explain
"bandwagon" technique
Ex. "All over America, people are switching to...."
3. Plain Folks
Def: Product associated with ordinary folks like you & me.
Ads use "regular", next-door-neighbor types to sell product.
Define & explain "plain folks"
technique
Ex. New mother in hospital uses Tylenol.
4. Transfer
Product associated with s'thing that is attractive or respectable.
Car ads show gorgeous model - audience transfer feelings about model to car.
Ads use patriotic symbols like bald eagle - audience transfers patriotic feelings
to product, company.
Define & explain "transfer"
technique
Ex. Wal-Mart claims to sell only made-in-USA products.
SUMMARY:
Advertisers use propaganda.
Propaganda = Messages intended to persuade audiences to adopt a certain opinion.
4 common propaganda techniques used by advertisers:
1. Testimonial: celebrity endorses product.
2. Bandwagon: everybody is buying product.
3. Plain Folks: ordinary, non-glamorous people like us use it.
4. Transfer: transfer feelings of admiration to product.

15. Anthropods

16. 5  Proper set-up and heading
 Notes are selectively and accurately paraphrased
 Use of logical abbreviations
 Notes have been edited, highlighted, and underlined
 Questions check for understanding and reflect higher levels of inquiry
 Summary shows learning by effectively summarizing and reflecting on
 Information and/or asking questions to clarify or further the thinking
4  Proper set-up and heading
 Notes are selectively and accurately paraphrased
 Use of logical abbreviations
 Questions check for understanding and reflect higher levels of inquiry
 Has a summary
3  Proper set-up and heading
 Notes may/may not be accurate; information not always paraphrased
 Some use of abbreviations
 Questions check for understanding
 May/may not have a summary
2  Proper set-up
 Has some notes
 Has questions
 May/may not have summary
1  Proper set-up
 Has notes
 Questions on left non-existent
 No summary
0  Improper set-up; not Cornell notes

19. 2. Review & Assess Your Notes
• Create test questions from the notes you took
• Gaps in your notes? Note what’s missing
(and who to ask for it or whether look it up
in the textbook)
• Info you don’t understand or
want to discuss with your teacher/tutor.
• Fodder for a paper you need to write
3. Note Any Follow-up Needed
1. Take Notes
• Use one side of your notebook; leave spaces

20. • Compare notes with a
partner.
• Talk about what you
wrote and why. Look
for gaps & missed info.
• Create “Assessment”
Questions and Follow-ups

21. • (Overview: quickly scan)
• (Establish a purpose)
• (to answer questions)
• (Take notes!)
• (at short intervals)
• (answers to questions
with the book closed)

22. • Skim the book and chapter 1st.
• Look for the pattern in elements like
chapter /subsection headings,
summary points, graphics
• Determine if there is an index, a
glossary, and/or a summary
• at the end of the chapter
Be Aware of Textbook Organization

23. Be an Active Reader
• Increase how well your brain retains
– If there’s a summary at the end of
the chapter, start there first to clue
your brain to what’s important.
– Turn headings into questions
– Try to answer them mentally, then
find the answers and add
put them in your notes

24. Be an Active Reader
• Think about the reading
– Consider how the parts relate to the
whole; how the text relates to
previous ideas
– Create questions about new words/
terms, why emphasized points are
important
– Examine what you have
learned from visuals

25. • Become familiar with the font, symbols,
borders, graphics, colors, and layout
that highlight main ideas or terms
• Be alert to the writer's goal: highlight
ideas/ references /opinions that seem
significant to their
point of view
Use the text style to identify important points

26. • Include headings, key terms, & graphics
• Take down only the important ideas: brief, but clear
• Write potential test questions
• Summarize in your own words
• Use symbols for visual reminders and emphasis
• Vary use of highlighing colors
(Diff. color for examples, vocab…)
• Use textbook review study questions
Take notes while reading

27. Review textbook notes
• Identify main ideas
• Supplement with details for better understanding
• Identify unclear information and/or questions -
collaborate for answers
• Write a summary

28. • Use discussion topics/questions organize your
notes
• Use symbols for important ideas
• Pay attn. to what remarks the
professor clearly approves of (even
your own) and write those down
• Develop questions to review later
• Add references to text examples as presented
• Jot ideas you want to share as they come to mind

29. • Look over notes for at least 10 minutes
within 24 hours of taking them.
• Go back over notes regularly to
keep information and questions
still unanswered fresh in mind
• Recite information from
notes (as you’re walking around)
Review

30. • Cover the right side of your notes;
review and answer study questions
• Write out answers for added
reinforcement
• Quiz yourself out loud
Make use of the Study Guides
You’ve Made

31. • Write summaries of the most important
material—esp. if you expect to have essay
questions
• Write anticipated test questions beyond
those already written (and then write out
answers)
• Write a quiz for others using
• notes; exchange and correct
Write!

32. • Exchange notes with others to flesh
out information and understanding
• Use notes in study groups to provide a
common ground of material for
reference and review
• Rewrite notes if necessary
Study in a Group

33. Presentation originally designed by
Paul Bullock, Senior Program Specialist &
Anne Maben, AP Science Coach
Revised and Adapted for Dickinson College by
Marni Jones
Dean and Director of
Strategies, Organization and Achievement Resources (SOAR) and
Access and Disability Services (ADS)