Cornell Notes

ANDREW BAIZA GARCIA | #12
Cornell Notes / Guided Notes

DESCRTIPTION
OF THE STRATEGY
by [Article Author]
Cornell note-taking is a method of note-taking
PROCEDURES FOR IMPLEMENTATION
arranged in a way that allows you to take notes
The first step is to introduce the new format of
in a quick and organized way. You can use
note taking. Seeing a visual as you explain the
them in lecture or while reading a chapter from
process will help make your descriptions and
a textbook by writing keywords, main ideas,
explanations much more clear.
and summarizing what you have learned.
Modeling
HOW TO USE CORNELL NOTES
Introduction
Having a template ready and printed for the

WHAT CHARACTERISITICS IT WILL HELP
class, as well as yourself, allows you to model
THE STUDENT OVERCOME?
how to correctly take notes using this method.
Students with disabilities often have difficulties
As you read the information you can discuss
taking notes during lectures and studying.
with the class where the main ideas, keywords,
Students with disabilities have problems with
and questions are and where they should go.
recording notes during lectures such as; writing
This will give insight to the students about the
fast enough to keep up with the pace of the
decisions that help determine how to condense
lecture, paying attention during the lecture,
the main body into a few sentences.
making sense out of their notes after class
Guided instruction
(legibility), and deciding what was important to
As you read the information you can have a
record during the lecture. Many of these note-
think-aloud about how students selected
taking difficulties often result in notes with
keywords and paraphrased main ideas from
either partial or incomplete lecture points.
the first paragraph. Then have them look
Implementation of Cornell note-taking
ahead and a think-aloud about keywords and
addresses all these issues by creating a note-
paraphrased main ideas for the second
taking style that is quick, clear, and structured
paragraph.
Collaboration
STURUCTURE
A paper is divided into 3 parts
1. A left side column that is designated for given
cues and keywords
2. The right side column which is larger than the left
is designated for general notes that go with the cues
and keywords
3. Lastly at the bottom of the page is a section for
summarization of what was learned
DURING LECTURE
In the left column you could write important
vocabulary words, dates, people or ideas.
While in the right you would write notes that go
along with those topics.
Could this strategy be used for everyone in
To encourage independence allow the
the inclusion classroom?
students to take notes on their own.
Lecture in the classroom is continuous, class
Strategically place students in groups of two
after class, and students are constantly taking
pairing those who were experiencing more
in information and updating their preexisting
success with others who needed additional
knowledge. Younger and less skilled students,
support.
record notes to help them look back at what
Have each student in the group take turns
was presented in lectures and build on their
writing notes and summarizing the information
knowledge. The more efficient that a student
to their partner
can build on this information leads to
Have groups collaborate with another team to
subsequent gains on recalling and
share summaries and determine if important
comprehension. This allows all students using
information needed to be added or irrelevant
the Cornell note-taking style to benefit from its
details needed to be removed.
AFTER LECTURE
use.
Independent Practice
As soon as possible while the information is clear in

your head review your notes and revise what is
necessary. This could mean adding in notes,
removing notes or simply making your own notes
more legible. Once youve review you could write a
summary about your notes and the lecture.
Once the students need less support have

each student write their own notes. Provide
student who still need support a template with
keywords, some may need a blank template
while other prefer creating their own.
ANDREW BAIZA GARCIA | #12
References
Boyle, J. R. (2010). Note-taking skills of
middle school students with and
without learning disabilities. Journal Of
Learning Disabilities, 43(6), 530-540.
doi:10.1177/0022219410371679
Boyle, J. R. (2013). Strategic notetaking for inclusive middle school

science classrooms. Remedial And
Special Education, 34(2), 78-90.
doi:10.1177/0741932511410862
Forchelli, G. A. (2014). Differences in

the note-taking skills of students with
high achievement, average
achievement, and learning
disabilities. Learning & Individual
Differences, 359-14.
Donohoo, J. (2010). Learning How to

Learn: Cornell Notes as an
Example. Journal Of Adolescent &
Adult Literacy, 54(3), 224-227.

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ANDREW BAIZA GARCIA | #12

Cornell Notes / Guided Notes

PROCEDURES FOR IMPLEMENTATION

arranged in a way that allows you to take notes

The first step is to introduce the new format of

in a quick and organized way. You can use

note taking. Seeing a visual as you explain the

them in lecture or while reading a chapter from

process will help make your descriptions and

a textbook by writing keywords, main ideas,

explanations much more clear.

and summarizing what you have learned.

HOW TO USE CORNELL NOTES

Having a template ready and printed for the

class, as well as yourself, allows you to model

THE STUDENT OVERCOME?

how to correctly take notes using this method.

Students with disabilities often have difficulties

As you read the information you can discuss

taking notes during lectures and studying.

with the class where the main ideas, keywords,

Students with disabilities have problems with

and questions are and where they should go.

recording notes during lectures such as; writing

This will give insight to the students about the

fast enough to keep up with the pace of the

decisions that help determine how to condense

lecture, paying attention during the lecture,

the main body into a few sentences.

making sense out of their notes after class

(legibility), and deciding what was important to

As you read the information you can have a

record during the lecture. Many of these note-

think-aloud about how students selected

taking difficulties often result in notes with

keywords and paraphrased main ideas from

either partial or incomplete lecture points.

the first paragraph. Then have them look

Implementation of Cornell note-taking

ahead and a think-aloud about keywords and

addresses all these issues by creating a note-

paraphrased main ideas for the second

taking style that is quick, clear, and structured

Could this strategy be used for everyone in

To encourage independence allow the

the inclusion classroom?

students to take notes on their own.

Lecture in the classroom is continuous, class

Strategically place students in groups of two

after class, and students are constantly taking

pairing those who were experiencing more

in information and updating their preexisting

success with others who needed additional

knowledge. Younger and less skilled students,

record notes to help them look back at what

Have each student in the group take turns

was presented in lectures and build on their

writing notes and summarizing the information

knowledge. The more efficient that a student