Lesson Plan - Cornell Notes

Note taking is essential for learning and recall – but how to do it without stress and frustration?

Sometimes we need children to see and internalise new content to base later learning upon. This might be as background or to inform later writing or other work. This learning might be from a PowerPoint, a video or researching on a website – and that means note taking. But how do we help children to craft notes that are purposeful, logically structured, and easily interrogated at a later date? At my school, we have successfully implemented using Cornell Notes – developed at Cornell University – to support children in making notes.

What will children learn?

·        Independence and confidence in making notes.

·        That learning is a process, not achieved in a single lesson.

·        How to identify relevant information

·        Why summarising – rather than copying – helps learning.

·        That quantity doesn’t equally quality in our learning!

---

Note taking is a vital skill for learning and a great skill for children to learn for later life. Yet how do we teach and support it? This was the question answered by Walter Paul at Cornell University in the 1940s. His “two column” system is based upon synthesis and summarising of content in one column that is then indexed and summarised as key words in the second column. This double summarising means students spend learning time reading or watching and thinking about the content and less time writing. And – most importantly – it stops children blindly copying out a text!

The Lesson

Why should you use Cornell Notes in your lessons?

Regardless or age or ability, Cornell Notes aid children in recording the key learning from knowledge rich content. This reduces teacher workload, and less time is taken in a lesson explaining the activity as the format can be repeated with different content. As a Generative Learning activity, Cornell Notes keeps children thinking (and therefore engaged) for all the lesson. The new learning is broken into small pieces and students do not become overwhelmed by the new learning.

How do Cornell Notes work?

Children read or view a portion of content and then summarise it into a couple of sentences in the bigger column. Then these are summarised into one or two key words in the smaller column. The process takes 2-3mins which is then repeated as needed until all the content has been reviewed. Some of the writing could also be achieved through drawing pictures.

How much content to summarise? One paragraph or a few minutes of video. Each note should contain one key idea that students have spent a few minutes focussing upon before moving onto the next one. The purpose of the exercise is that children spend 80% of the lesson thinking about the content and 20% of the time writing or drawing. Once the main notes have been recorded it is time for the indexing note. This is a key word or small picture that aids in navigation of the notes later. The process of writing the key words gives time for children to review their notes and think afresh about the content. The process of listening, thinking and then recording keeps the lesson moving at pace.

When it comes to writing, give children a line or word count. Aim for a word count that is about 10% of the original content. This is where modelling at the start of the lesson is vital: “What is the key point?”, “What is the most important thing to remember from this?”. You could also record the key points using pictures. This is great for younger children or reluctant writers – just be mindful that pictures are kept simple, and effort is put into their meaning rather than format.

At the end of each page of note taking, children should do some form of summarising. This is where they re-read their notes and pick out the key take-away points. This gives a third time for children to engage with the content and generate more learning. This is best done after the lesson and makes great early morning work or a starter for the follow-on lesson.

Questions to ask during the lesson

·        What is the key point here?

·        What is the most important thing to remember from this?

·        What is the most important idea to recall from this part of the lesson?

How do I differentiate?

With the help of teachers at my school, I developed 6 formats for Cornell Notes that progress from mostly pictures; to structured notes with given key words; and free note taking. They are designed to be used in tandem, with two or three templates being deployed in a lesson. For instance, you may use Template 4 (with lots of given key words and structured) for most children, with a few more able students given Template 6 (no scaffold at all). SEN could be given Template 3 to reduce the writing or Template 2 where notes are mostly done through pictures. The numbering is not linked to year group, just stage in the progression.

---

Extension Ideas

·        Mix and match Templates, giving students the option to choose which one they want to use as they become more confident with the process.

·        Suggest children use the margin in their exercise books for indexing learning. This is great for maths where key methods are recorded or in English to bookmark parts of their story writing.

·        Limit the writing for speedier writers. Limit them to just one line for each paragraph.

·        Note take as you watch. Usually, you may have children watch a video through once and then a second paused viewing for note taking. Instead, challenge children to record their notes in the first viewing which they can then refine and edit in the second viewing. The faster pace will reduce their writing time.