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The CORNELL WAY and Utilizing
“Focused Note-Taking”
AVID’s mission is to close the achievement gap by preparing
all students for college readiness and success in a global society.
Presented by:
Kelly Smith - Instructional Specialist, GEAR UP
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ksmith2@philasd.org
Norms
Ask questions.
Engage fully.
Integrate new information.
Open your mind to diverse views.
Utilize what you learn.
Used with permission of Learning Forward, www.learningforward.org.
All rights reserved.
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Objectives
Each teacher will be able to:
• Support students with the foundational steps
of the CORNELL WAY to promote effective
note-taking skills.
• Differentiate the difference between
summary and reflection in the CORNELL
note taking strategy.
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Schoolwide AVID OVERVIEW
AVID is schoolwide when a strong AVID
implementation transforms a school’s
LEADERSHIP,
SYSTEMS,
INSTRUCTION,
and CULTURE,
ensuring college readiness for all
students.
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Agenda
Modeling CORNELL WAY:
–Note-Taking
–Note-Making
–Note-Interacting
–Note-Reflecting
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Cornell
Notes
Quickwrite:
• Note-Taking When and how did you
• Note-Making
learn
to take effective notes?
• Note-Interacting
• Note-Reflecting
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Essential Question
How can all teachers support the
use of Cornell note-taking and
teach the Cornell note-taking
process to our students?
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Focused Note-Taking
CORNELL NOTE-TAKING SYSTEM
NOTE-TAKING
STEP 1
Create Format
STEP 2
Organize Notes
NOTE-MAKING
NOTEINTERACTING
STEP 3
Review & Revise
Notes
STEP 6
Link Learning to
Create a
Synthesized
Summary
STEP 4
Note Key Ideas to
Create Questions
STEP 7
Use Completed
Cornell Notes as a
Learning Tool
STEP 5
Exchange Ideas by
Collaboration
NOTEREFLECTING
STEP 8
Written Feedback
Walk through steps
in the folder
STEP 9
Address Written
Feedback
STEP 10
Your Reflection
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There are many ways to take notes. You should learn
several strategies. Different learning situations may call
for different strategies.
• Sometimes you take notes while listening to
your teacher in class.
• Sometimes you take notes while you read (a
textbook, a novel, an article, a poem, etc.)
• Sometimes you take notes when watching a
film, TV, or a PowerPoint presentation.
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Overview of Cornell Notes:
• http://www.youtube.com/watch?v=8t
_Vzeq5L3g
Walk through steps
in the folder
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Cornell Notes Template:
Walk through steps
in the folder
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The Cornell Way – Steps 1-6
Walk through steps
in the folder
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Explanation of How to Use:
• http://www.youtube.com/watch?v=W
tW9IyE04OQ
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7 – Learning Tool
What can we do to
ensure students use
their notes as a
learning tool?
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Revisiting the Essential Question
How can all teachers support the
use of Cornell note-taking and
teach the Cornell note-taking
process to our students?
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Rigorous Summaries
AVID’s mission is to close the achievement gap by preparing
all students for college readiness and success in a global society.
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Objective
• Differentiate between the characteristics of
summaries and reflections
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Essential Question
On your Cornell Note Paper:
What strategies are available to
teach students summarization,
and how will you use them in your
lessons?
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Define Summary
Define
“Summary” as
Individuals
Share Your
“Summary
Definition”
with Your Table
Group
The Table –
Share Out!
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Define Reflection
Create a
Definition for
“Reflection” as
an Individual
Share your
“Reflection”
Definition
with Your
Table Group
As A Table
Group,
SHARE OUT
Consensus on
the Definition
of
“Reflection”
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Summary
• “Identifying and
accounting for essential
information
• Short descriptions of
something said or done
• Used to demonstrate
comprehension of
something written or
spoken.”
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Reflection
Using Personal Connections to Improving the
Understanding of:
• Information
• Ideas and Stories
• Growth of the Learner
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Venn Diagram
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Summary v. Reflection
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Cornell Note Summary Template
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Let’s Review:
Reflection – On Your Cornell Notes – Share Out
3 - Things you learned 2 - pieces of insight, 1 – questions you still have
AVID’s mission is to close the achievement gap by preparing
all students for college readiness and success in a global society.
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10 Minutes
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Presented by:
Kelly Ann Smith - Instructional Specialist GEAR Up,
Ksmith2@philasd.org
School District of Philadelphia
Objectives:
• Teachers will have clarity about the key components
of the RtII Process.
• Participants will leave this session with specific tools
and where to find documents that are necessary to
help RtII implementation.
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RtII Overview
• Proactive Student Support Process for General
Education Students
– Identify
– Address
– Monitor
– Revisit
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RtII & Effectiveness
Principal Effectiveness
Domain 1: Strategic/Cultural Leadership
– 1c: Builds a Collaborative & Empowering Work
Environment
– 1d: Leads Change Efforts for Continuous Improvement
Domain 2: Systems Leadership
– 2d: Establishes and Implements Expectations for
Students & Staff
– 2e: Communicates Effectively and Strategically
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RtII & Effectiveness
Teacher Effectiveness
Domain 1: Planning and Preparation
– 1b: Demonstrating Knowledge of Students
– 1c: Setting Instructional Outcomes
– 1d: Demonstrating Knowledge of Resources
Domain 2: The Classroom Environment
– 2b: Establishing a Culture for Learning
Domain 4: Professional Responsibilities
– 4d: Participating in a Professional Community
– 4f: Showing Professionalism
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RtII: What’s New 2013-2014
•Math will be added
•BHS will include the following:
–Attendance (Days Absent)
–Behavioral/Mental Health / SAP (BHS)
–Student Discipline (Suspension)
–Interventions address Root Cause
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SY 2012 VS. SY 2013
BHS
Literacy
• BHS
• Attendance
• Student
Discipline
Math
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RtII Academic Levels
Level 1:
Classroom Instruction / Effective Teaching
(All Students)
Level 2:
Additional Intervention (~15% of Students)
Level 3:
Intensive Intervention (~5% of Students)
Levels 2 and 3 are in conjunction with Level 1
instruction.
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RTII
Intensive
Targeted
Universal
Few
Continuum of
Support for ALL
Some
All
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Designing School-Wide Strategies
Non-Instructional Support
Framework
Intensive, Individual Interventions
Level 3
•Individual Students
•Assessment-based
•Intense durable procedures
≈5%
Targeted Group Interventions
Level 2
•Some students (at-risk)
•High efficiency
•Rapid response
≈15%
≈85%
Universal Interventions
Level 1
•All settings, all students
•Preventive, proactive
The School District of Philadelphia
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Where can you find Resources?
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• Prevention: How can we avoid the problem?
• Teaching: How can we define, teach, and
monitor what we want?
• Recognition: How can we build in systematic
rewards for desired behavior?
• Consequences: What are efficient, consistent
hierarchal consequences for problem behavior?
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• Office disciplinary referrals/pink slips
• Suspensions
• Serious incidents
Let’s Look at
Some
Handouts!
• Attendance
– Average Daily Attendance (ADA)
– Lateness
– Class cuts
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Data Gathering
• Examine EWI report
–
–
–
–
–
Report card grades
Attendance
Keystone Exam results
Suspensions
SPED / ELLs
• Identify / Create a preliminary list of student
to monitor closely during the beginning of the
school year for remediation and enrichment
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Record Data:
• Paper Documents
• Online – Schoolnet -STEPPER(Donna Sharer)
• Log In -
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Tier 1 Intervention Monitoring
Form:
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Possible Interventions/Strategies:
• Philasd.org - Toolkit – Curriculum Resources
• Holt Online Resources
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Vocabulary Strategies:
•
•
•
•
Frayer – model
S.T.A.R.
Scattergories
Pictionary
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Reading Comprehension
Strategies
• Read and Think Alouds
• Graphic Organizers
• Cornell Note Taking
• Reciprocal Teaching
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Math Strategies
• CRA:
Concrete – Representational - Abstract
• Math Manipulatives
• Acronyms
• Language Rich Classroom
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Writing Strategies
• Show Don’t Tell
• Sentence Starters
• Guided Writing
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What are some strategies and
Interventions you are already using?
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Thank You for Being an Amazing
Audience!!!
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