Bloom’s Correlated Objectives: The Cornell Note Taking process takes into account all 6 levels of the Bloom’s Taxonomy – Remember, Understand, Apply, Analyze, Evaluate and Create
What Marzano strategies will you use to help students process information? Building vocabulary, Cues and Questions, Note Taking, Summarizing
In class the previous day:
I would plan to take just a few moments to explain to the students what a flipped lesson looks like and what will be expected from them. I want them to experience this lesson in an authentic way so I do not want to give them a ton of details or information other than what they need to know in order to complete the first step of the lesson so that we can build on it on the designated class discussion/activity day.
At home:
I will assign the Sketchcast that I created on Cornell Notes.
http://www.youtube.com/watch?v=fyhmn6MN9H4
Students will be reminded to take out a scratch sheet of paper in order to take down any notes or questions they may have as they are watching the video since this will be many of their first time to hear about the process.
Each student will be required to bring the notes to class on the assigned day.
In class:
What will your students do together now to process their learning?
Engagement: Students will participate in a Memory Quiz -
Students will all get out a sheet of paper and I will divide the class in half, down the middle. The only direction is that the students on the right hand side of the class cannot write anything down and the students on the left hand side can be writing down the list. I will show a PPT slide that has a list of 10 items and tell the whole class that they have one minute to memorize the list.
Exploration: I will give a quick lesson the Curve of Retention that shows how our retention of material (academic material, athletic skills, etc.) decreases over time if we don’t get multiple exposures to the content.
I will then explain that this shows how our retention increases according to the more times we are exposed to a topic, especially if we get multiple exposures over time. This shows how taking notes, and then studying multiple times, increases the amount of knowledge we retain.
Explanation: I will now go back to the memory quiz and have students write down as many things as they can from the list of 10 items.
Have students share out with one another at their tables to see if there was a relationship between how much they remembered – Compare to those that wrote down the list and those that did not write down the list.
Elaboration: I will then assign another video for the students to watch on Explain Anything ... This will be on the AVID Focused Note-Taking DVD and the video reinforces what these steps look like in an actual class setting. They will also be able to watch a video on You Tube that shows more information about the actual Cornell Note Taking process - http://www.youtube.com/watch?v=Lu7WM_fmR1k
Evaluation: Students will practice their new skill of Cornell note-taking in one core class.
Not only will we practice taking Cornell Notes in the AVID classroom but they will begin taking them in their core classes and then we will collaborate together to refine and make their notes more usable in hands on practice sessions.