Today, we’re starting a new series, about note taking methods. And which better to start off with than the Cornell system?
Image copyright Lifehacker
If you haven’t heard of Cornell before, then you’re probably wondering why we should start with it. It’s because the Cornell system has a do-it-right-the-first-time attitude. Very fitting for the first post in the series, don’t you think? This is a very short series, so in the following weeks, we’re going to talk about mind mapping, and outlining for note taking. We’ve already discussed these in terms of brainstorming, but I think that they are slightly different when the content’s being spouted at you like a sprinkler: you don’t know where it’s all going.
I just told you that it works with a do-it-right-the-first-time mindset, but what does this really mean? Well, a lot of other methods require you to rewrite your notes afterwards, because they’re messy, unorganised, or hard to study with. The Cornell system thinks this is wrong, and offers you a way to fix it.
Setting up your page to take Cornell-style notes is as simple as one-two-three.
- Title. How are you going to know what the notes are about without a title? You might also want to put the date, in case your notes get scrambled.
- Cue Column. Set aside about 1/4 of your page, on either side, for your cues. I’ll explain these in a second.
- Summary Box. Mark out a couple of inches at the bottom of your page, and at the end of class, write a summary.
You should now have a blank section in the middle. This is for your actual notes. You didn’t think I’d miss that out did you? Just take notes like you normally would, using different coloured pens, sticky notes, diagrams, whatever you please.
After class, you can fill in the remaining two boxes.
In the cue column, write phrases, ask questions and draw pictures to help you remember the corresponding notes. When you come to study these later, just cover the notes section, and see if you can remember what was there by looking in the cue column.
The summary box does just what you think. It’s really just a simple way to find the notes you’re looking for, and study the right page. Make sure you’re concise, because there really isn’t a lot of room in there.
If you’re looking for more, be sure to check out LifeHacker’s in-depth article.
BASIX: This section is designed for the study newbie. Sure, you’ve been at school for years, but that doesn’t mean you’ve been doing it properly. Get up to scratch here.
Last week, we discussed attending school. This week, we’ll extend on this topic, and talk about getting to school on time. The reasons for not doing this are probably the same as those for not turning up, so to get yourself up to speed, you might want to check out that post. Read More…
- in Applying Past Knowledge to New Situations, Basix, Finding Humour, Gathering Data through all the Senses, Listening with Understanding and Empathy, Managing Impulsivity, Persisting, Questioning and Posing Problems, Remaining Open to Continuous Learning, Responding with Wonderment and Awe, Striving for Accuracy, Taking Responsible Risks, Thinking about Thinking, Thinking Interdependently
- 1 Comment
I first came across the Habits of Mind when I began high
school. They are an integral part of our education, and I firmly
believe they help students reach their full potential, whether they
realize it or not. Although the Habits of Mind are mocked by
students, the teachers persist in using them in assignments and
lessons, and they eventually reach students. Habits of Mind are not
a quick-fix solution like dieting pills and any product you may see
on any current affairs program. They are meaningful tools that
require effort to make an impact. Like any worthwhile solution, you
should not approach the Habits of Mind as a simple get-smart-quick
scheme. You need to be prepared to put the effort into learning,
incorporating and noticing the Habits.
habits of mind
- Applying Past Knowledge to New Situations
- Creating, Imagining, and innovating
- Finding Humour
- Gathering Data through all the Senses
- Listening with Understanding and Empathy
- Managing Impulsivity
- Questioning and Posing Problems
- Remaining Open to Continuous Learning
- Responding with Wonderment and Awe
- Striving for Accuracy
- Taking Responsible Risks
- Thinking about Thinking
- Thinking and Communicating with Clarity and Precision
- Thinking Flexibly
- Thinking Interdependently