{"id":1236,"date":"2025-01-20T12:34:16","date_gmt":"2025-01-20T12:34:16","guid":{"rendered":"https:\/\/pennstudiostaging.co.uk\/craig-n-dave\/?page_id=1236"},"modified":"2025-02-26T20:20:10","modified_gmt":"2025-02-26T20:20:10","slug":"cornell-note-taking","status":"publish","type":"page","link":"https:\/\/pennstudiostaging.co.uk\/craig-n-dave\/cornell-note-taking\/","title":{"rendered":"Cornell note-taking"},"content":{"rendered":"
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How Cornell note-taking works with secondary school students <\/span><\/h2>\n<\/div>\n<\/div>\n<\/div>\n
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We recommend students at both GCSE and A level use the Cornell method of note taking when watching our videos.\u00a0They can do this either in a regular exercise book, using our Word template or our Cornell notebooks.\u00a0Our custom Cornell notebooks are pre-formatted for students, but if they use a regular exercise book instead, they should use a ruler to divide the page as shown below.<\/div>\n
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Download the Cornell template<\/a><\/div>\n
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The title of the video and the topic it relates to are written in the top section. In the main \u201cNotes\u201d section, students write notes from the video. If this is a GCSE video, they can pause the video when they see the notes icon and copy down what is on the screen into their notes. This provides scaffolding so that students begin to learn how to take notes, and understand what is important to note down and what isn\u2019t.<\/div>\n<\/div>\n
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Notes icon<\/em><\/div>\n<\/div>\n
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We shouldn’t assume students will know how to take notes without ever being formally taught how. They tend to copy everything or write very little.\u00a0This scaffolded approach prepares them for A level and beyond where this scaffolding is removed.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Having recorded the notes, students should then review them.\u00a0This is where the challenge in the homework begins that Ofsted look for in outstanding practice.\u00a0Students should read their notes and turn each part into a question in the section on the left.\u00a0For example, the notes may say, \u201cThe value of the program counter is passed to the memory address register\u201d.\u00a0The question then becomes, \u201cwhich register is the value of the program counter passed to?\u201d\u00a0Sometimes these questions are easy, and at times they are more difficult to write.\u00a0There may also be more than one valid question, and students will need to decide for themselves which are the most appropriate questions for revision given the limited space.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Encourage students to group knowledge so that a question relates to a small set of notes rather than a question for each line!\u00a0For example, a suitable question may be, \u201cwhat are the differences between RISC and CISC architectures?\u201d<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Finally students should identify a maximum of eight significant key words from the notes and list them in the bottom section.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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If your students are following the flipped classroom approach, they create these notes\u00a0AHEAD of the lesson so that they can use them\u00a0in\u00a0the lesson to complete classwork.\u00a0By taking this approach the teacher does not need to teach in the traditional sense from the front of the classroom. Students become more independent learners.\u00a0They have listened to the knowledge in the video, passed it through their brains to their hands to record it.\u00a0In lessons they read the knowledge from their book, pass it through their brains to their hands to complete the activities.\u00a0This double knowledge recall approach is far more effective than teaching it once from the front of the class.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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We suggest that students start a new page in their books for every video.\u00a0This makes it easy to check if they have done the homework, easy to mark, and quick to evaluate the depth.\u00a0It will mean there is some white\/empty space in their books, but it is better to have orderly, neat notes.<\/span><\/p>\n<\/div>\n

The advantages of a Cornell approach to note taking include:<\/h3>\n