This self-test, truly helps your memory and understanding of the notes you have taken.
After you have the self-test, review your notes and compare your answers to your original notes. Then use the questions or terms in the Cue Column to test your recall by writing down what you remember. Cover your notes from the day before without reviewing them first. The next step in Cornell Notetaking reinforces what you learned from the late notetaking during session and shows what you still need to study to create lasting knowledge and understanding. The fifteen to twenty minutes you spend reviewing, commenting on, and summarizing your notes right after class will help you learn and remember ideas later on.
In this way, you’ll be both answering potential exam questions and reviewing and organizing ideas for yourself. Then summarize the main points in one or two sentences in the Summary section. By responding to your notes in the Cue Column, you’ll be be generating potential test questions, identifying definitions or key terms, and creating key points for later study. The Cue Column at the left is for key questions or comments about the main points from the notes you have taken. Shortly after class, fill in the Cue Column and the Summary Statement areas. You can use verbatim notes or informal outline notes for the note taking itself. The Cornell Method does not involve anything more complex at this point than constructing the lines, so it can be easily adapted without complication if you are new to the format. Use the larger, right hand section of the page to take your notes in whatever way works best for that class. Draw another line across the page at that point, dividing the blank sheet of paper in to three parts. The Cornell Method Step 1īefore the notetaking session, draw a line down the left side of the page approximately 2 1/2″ from the edge of the paper and stopping about 2″ from the bottom of the page. In discussion classes, question and answer sessions, or lectures that are not clearly organized, outline notetaking may be more difficult to use. Such notes are easiest when a class presentation is well organized and especially helpful when the instructor provides a preview such as a brief outline, a handout, or PowerPoint slides. Outline notes require active listening and thoughtful decision to determine and record important points, yet it allows you to record as much supporting detail as you need. Later on you can number or highlight points to identify relationships, but the key is to align information so that you establish organization of ideas as you write them down. You can indent related supporting points to form an outline format on the page. Place main points at the left margin of the page and indent supporting points below them. Instead of including all of the numerals, and letters, informal outlines mean placing notes on the page to indicate links between main points, supporting ideas, and specific examples. This notetaking method builds on outlining, but with more flexibility and less detail. Most students are familiar with outlining by the time they reach college. Verbatim notes are more helpful than no notes at all, but there are more efficient approaches. As a result, verbatim notes require attention and reorganization to be useful for study. Such notes are often hard to decipher and are usually incomplete because an instructor may be speaking more rapidly than students can write. When students take verbatim notes, they write down everything that the instructor says (or as much of it as they can) as they hear it and in no particular format. The following notetaking systems will give you ways to record notes and choices of the system most effective for you to use. Many students take notes writing down whatever they consider useful in no particular format.
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