AVID Note Taking

Note-Taking Formats

Why Note-Taking?

"Note-taking and repeated interactions with notes are the foundation for student success in academic classes and study groups for content that is difficult or rigorous."

Note-Taking Formats:

• 2 Column Notes
• 3 Column Notes
• Cornell Notes

Before & After: Cornell Notes

STAR Note-Taking = Set up notes, Take notes, Add to notes, and Review notes

Cornell Notes & STAR Note-Taking Correlation:

STAR Notes: Cornell Notes:

*Set-Up=Name, Title, Date, Essential Questions *Create Format

*Take Notes= Facts, Visuals, Abbreviations, Information *Organize

*Add to Notes= Highlight, Circle, Add Info/symbols, Clarifications *Review Notes & Note Key Ideas & Exchange Information

*Review Notes= Study Before Test, Reflect, Summarize, Re-Write *Link to Learning & Learning tools

Task 2: Note-Taking

Setting Up and Taking Notes

C-Create format and heading

*Write in Essential Question

O-Organize notes on the right hand side of the paper while taking notes during lecture

*Formal Outline *Mind Maps

*Informal Outline *Graphic Organizers

Teacher Modeling: CRUCIAL!!!!!

What do you model?

• Knowing when to skip lines between pieces of information
• Abbreviations for the content area
• Paraphrasing {when & How}
• Using bullets, symbols, indentations

Looking Ahead: Questions to Consider

• What would it look like in your class?
• Notes over a video, a presentation, a lab demo, etc.
• How will you teach students to derive the essential Question{s}?
• When/How do you share note-taking conventions with students?
• When/How do you teach them common abbreviations for your content?

Task 2: Note-Making

Adding

to the Notes

R-Review and Revise notes

*Underline key information in the notes.

*Look for “chunks” of notes= Main Idea/Paraphrase

N-Note Key Ideas

*Write corresponding questions.

(create questions on the left side of the paper that

connect to main ideas on the right)

E-Exchange ideas and help each other fill in gaps

*Fill in gaps with a partner.

Four Layers

of

Exchanging of Information

Teacher tips:

After you are finished with the lecture, consider modeling these steps by:

• Giving them 15-30 seconds to skim over their notes, underline, clarify parts, add symbols or visuals, complete thoughts.
• Encourage them to use a different colored pen so additions stand out.

Modeling Steps:

• Identifying big “chunks” of notes.
• Using key ideas to create questions about the main idea of each chuck on the LEFT.
• Encouraging students to use higher-level questions; where appropriate.
• Have them consider, “How might this be asked on the test?” (think like the teacher)

Task 3: Note-Interacting

Reviewing the

Notes

L-Link Learning by summarizing notes at the bottom of the paper

*Answer each question you’ve written to compose a summary.

L-Use notes as a Learning Tool by reviewing what was learned

*Use the completed notes as a learning tool

• (e.g. fold-over method).

*Study Buddy Review and Preparations for Exams

Tips:

L – Link Learning

• Create a summary, which goes at the END of the notes (not one for each page of notes)
• Model how to summarize everything within the notes into a few sentences

L – Learning Tool: Reviewing and Studying notes

• Fold the notes over and quiz over the questions on the left while hiding the material on the right.
• Have one volunteer quiz another volunteer from one of the questions generated.
• Find a partner from another table and ask each other the questions from the left column.
• Discuss with your partner ways to incorporate Note-Interacting into class. Example: “The day before a test, I can pull out the notes during the last ten minutes of class, fold over the side, and pair up to quiz myself and my partner"

Task 4: Note-Reflecting {Optional}

*Using the resources and rubrics, give Written Feedback on each other’s notes

*Address feedback by Reviewing partner’s feedback.

• Address the feedback on your notes from the teacher or a peer:
• Creating a goal on how to improve skills
• Reflect on how your notes have prepared you for tests
• Teacher provides written feedback or students may use rubrics to support each other.
• rubrics provided allow assessment of the notes one step at a time.
• You can even provide students a simple checklist to assess themselves.
• Showcase to students how to improve

Let's Practice!

#1: Form a Dyad

• Forming Dyads:
• At your tables, sound off: A, B, A, B, A, B, A, B.
• Write your letter on a sticky note.
• Organize your table and prepare to move.
• Find someone who is not at your table and form a dyad. The dyad should have one “A” and one “B.”
• Hold up your sticky note to identify a partner.
• Introduce yourself.
• Find a place to sit with your dyad partner.

Step 1

Set-Up and Take Notes = Create Format and Organize Notes

Directions: The First 5 Minutes

• You will read the entire article; graphic and chart
• Independently take notes
• Take notes, recording:
• The main ideas, topics in the first column
• The details and facts in the second column

Step 2

Add to Notes = Review, Note Key Ideas, & Exchange Information

Directions: The Next 5 Minutes

• Work with a Partner and Discuss:
• What connections and additions did you add to your notes?
• Write classroom connections in your notes.

Layer 1: Connections and Additions

Purpose: To make connections and additions

• Add to your notes, using a different color of pen or pencil each time that you do so.
• Add any information that may have been missed or left out on the first attempt.
• Add vocabulary, ideas, or concepts.
• Highlight or underline important points.

Step 3

Add to Notes = Review, Note Key Ideas, & Exchange Information

Directions: The Next 2 Minutes

• Work with a New partner and Discuss:
• Elbow partner who is on the opposite side from your previous partner in order to gain additional clarifications or more information.
• Write classroom connections in your notes.

Layer 2: Clarification

Purpose: To provide information to clarify points, concepts, or ideas.

• Re-read your notes and add information to clarify points, concepts, or ideas. Ask yourself:
• Are there words, terms, or phrases that I don’t know or are unclear?
• Can I add definitions, examples, and synonyms or antonyms?
• Can I add symbols or pictures to make concepts clearer?
• Did I identify the main ideas?

Step 4

Add to Notes = Review, Note Key Ideas, & Exchange Information

Directions: The Next 2 Minutes

• Prepare to move and work with another colleague
• When the music plays, move around the room; When the music stops, form a triad with two participants near you.
• Specific examples, memory triggers, or visuals that came to mind and you added to your notes
• Add the information from triad members to your notes.
• Make classroom connections and add those to your notes.

Layer 3: Specific Examples

Purpose: To review concepts by adding to the notes.

• Textbook examples
• Examples provided by the teacher
• Examples that relate to your personal life and experiences
• What are some things that will help you remember these concepts?
• Do any memory triggers or visuals come to mind?

Step 5

Add to Notes = Review, Note Key Ideas, & Exchange Information

Directions: The Next 2 Minutes

• With Your Triad Group Discuss:
• Make classroom connections and add those in your notes.
• Questions that come to mind from the information you all read.

Layer 4: Levels of Thinking and Questioning

Purpose: Incorporate inquiry into the notes by completing the items below:

• Ask, “What questions come to mind?”
• Develop Level 2 and 3 questions from the notes to assist with the study process.
• Create leveled questions for major topics in your notes.
• Turn headings and section titles into questions.
• Write questions in the left-hand column next to the information that answers the question or prompt.
• Did I identify the main ideas?

Step 6

Review Notes = Link to Learning & Learning Tools

Directions: The Next 2 Minutes

• Complete the Summary at the Bottom of the Notes
• Make note of Other ways to Link the Learning:
• Have study buddies or study groups to ask each other self-generated questions.
• Have students challenge their knowledge by answering questions from the end of the unit/chapter/series.
• Link to both informal and formal assessments.
• Provide students with actual questions or model questions to incorporate into their notes

Review, Review, Review

Purpose: To review the content of notes in order to increase the retention in long-term memory.

• Check for the following:
• Is the information recorded similarly? Highlighting and Underlyning?
• Main ideas identified?
• Use of thinking maps, graphics, and symbols? Abbreviations?
• Questions/prompts created and the level of the question/prompt identified in the notes?
• SUMMARY OF INFORMATION at the bottom?

Step 1: Creating & Organizing {Set-Up & Take Notes}

#1: Select Content area & Source of Information {Lecture, Video, Article, etc.}

Generate 1-2 essential questions {Costa's Levels of Thinking Levels 2-3}

• …Moves students to deeper thinking and questioning
• …Guides and frames the note-taking and summarization
• …Provides the student with the purpose, what to read for, and what to listen for as the student is taking notes

#2: Select Organization option:

• Bullet points
• graphs
• visuals
• 2 or 3 Columns
• Outline Format

Step 1: Creating & Organizing {Set-Up & Take Notes}

#3: Model how students will set-up notes:

• name
• date
• title

#4: Model what students would be writing in their right column:

• What facts
• Any visuals
• Expected abbreviations
• where to skip lines

Step 2: Review, Note Key Ideas, & Exchange Information

{Add to Notes: Layering Process}

Which Collaborative Activities will they engage in?

#5: Identify what students should highlight, underline, and/or clarify within their notes

• Specific Colors to use
• Key Facts and Ideas
• Vocabulary Words

#6: Identify which symbols, visuals, and more information students will be expected to add into their notes

• Graphs, Charts, Thinking Maps, Visuals
• Which Layering Step{s} will they engage in?
• How will you determine the partners/groups?

Step 3: Linking & Learning Tools {Review Notes}

#7: Model how students will summarize their notes

• Write a "student Sample Response"
• Make note of key words and phrases you are expecting your students to use
• Highlight or Mark=pre-teaching/modeling/sentence Frames

#8: Identify how students will utilize their notes to study/review

• Study Buddies
• Quizzing {Self or with Partner}
• Re-writing

Resources:

Email:

luz.bastida@sausd.us

Google Team Drive: AVID-Wilson

• AVID Weekly Articles
• AVID eBook File
• Continuous Resources, Ideas, Lessons, etc.

AVID Website: http:www.avid.org

• videos, Lessons, Handouts, & More!

SAUSD Pinterest Page: "SAUSD AVID CLASSROOM"