The Curve of Forgetting describes how we retain or get rid of information that we take in. It's based on a one-hour lecture

The Curve of Forgetting describes how we retain or get rid of information that we take in. It's based on a one-hour lecture.

• The Curve of Forgetting describes how we retain or get rid of information that we take in. It's based on a one-hour lecture.

• On Day 1, you go in knowing nothing, or 0%. At the end of the lecture you know 100% of what you know, however well you know it (where the curve rises to its highest point).

By Day 2, if you have done nothing with the information you learned in that lecture, didn't think about it again, read it again, etc. you will have lost 50%-80% of what you learned. Our brains are constantly recording information on a temporary basis. Because the information isn't necessary, and it doesn't come up again, our brains dump it all off, along with what was learned in the lecture that you actually do want to hold on to!

• By Day 2, if you have done nothing with the information you learned in that lecture, didn't think about it again, read it again, etc. you will have lost 50%-80% of what you learned. Our brains are constantly recording information on a temporary basis. Because the information isn't necessary, and it doesn't come up again, our brains dump it all off, along with what was learned in the lecture that you actually do want to hold on to!

By Day 7, we remember even less, and by Day 30 we retain only about 2%-3% of the original hour! This may account for feeling as if you've never seen this before in your life when you're studying for exams - you may need to actually re-learn it from scratch.

• By Day 7, we remember even less, and by Day 30 we retain only about 2%-3% of the original hour! This may account for feeling as if you've never seen this before in your life when you're studying for exams - you may need to actually re-learn it from scratch.

Good news - You can change the shape of the curve! A big signal to your brain to hold onto a specific chunk of information is if that information comes up again. When the same thing is repeated, your brain says, "Oh-there it is again, I better keep that." When you are exposed to the same information repeatedly, it takes less and less time to "activate" the information in your long term memory and it becomes easier for you to retrieve the information when you need it.

• Good news - You can change the shape of the curve! A big signal to your brain to hold onto a specific chunk of information is if that information comes up again. When the same thing is repeated, your brain says, "Oh-there it is again, I better keep that." When you are exposed to the same information repeatedly, it takes less and less time to "activate" the information in your long term memory and it becomes easier for you to retrieve the information when you need it.

Here's the case for making time to review material: Within 24 hours of getting the information - spend 10 minutes reviewing and you will raise the curve almost to 100% again. A week later (Day 7), it only takes 5 minutes to "reactivate" the same material, and again raise the curve. By Day 30, your brain will only need 24 minutes to give you the feedback, "Yup, I know that. Got it.”

• Here's the case for making time to review material: Within 24 hours of getting the information - spend 10 minutes reviewing and you will raise the curve almost to 100% again. A week later (Day 7), it only takes 5 minutes to "reactivate" the same material, and again raise the curve. By Day 30, your brain will only need 24 minutes to give you the feedback, "Yup, I know that. Got it.”

Often students feel they can't possibly make time for a review session every day in their schedules. However, this review is an excellent investment of time.

• Often students feel they can't possibly make time for a review session every day in their schedules. However, this review is an excellent investment of time.

• If they don't review, they will need to spend 40-50 minutes re-learning each hour of material later – do they have that kind of time?

• Cramming rarely plants the information into long term memory where they can access it to do assignments throughout the term as well as be ready for exams.

Depending on the course load, the general recommendation is to spend about 30 minutes every weekday, and 1.5 - 2 hours every weekend in review activity.

• Depending on the course load, the general recommendation is to spend about 30 minutes every weekday, and 1.5 - 2 hours every weekend in review activity.

• Perhaps you only have time to review 4 or 5 days of the week, and the curve stays at about the mid range. That's OK, it's a lot better than the 2%-3% you would have retained if you hadn’t reviewed at all.

• Many students are amazed at the difference reviewing regularly makes in how much they understand and how well they retain material. It's worth experimenting for a couple weeks, just to see what a difference it makes!

Cornell Notes are an excellent tool to take focused notes, use inquiry to highlight the main ideas, and to summarize knowledge learned.

• Cornell Notes are an excellent tool to take focused notes, use inquiry to highlight the main ideas, and to summarize knowledge learned.

• The idea is to emphasize not just taking notes, but also the importance of refining and using the notes as a study aid.

• They were developed at Cornell University in the 1950s by a frustrated professor who wanted to help his students learn to retain information better.

• They have become a cornerstone of the AVID program because of their usefulness in all content areas and for all students.

• Three advantages of CN:

• It is a method for mastering information, not just recording facts.
• It is efficient.
• Each step prepares the way for the next part of the learning process.

Long story short:

• Long story short:

• When you write down even brief notes about what you are hearing/ experiencing, you keep 60% of what you hear/learn.
• When you take thorough, organized notes and review them, you keep 90-100% of what you hear/learn.

• Cornell Notes is a process to cover all of these steps.

There are four parts to the CORNELL WAY:

• There are four parts to the CORNELL WAY:

• Note-taking: capturing complete notes in any situation

• Note-making: creating meaning and revising the notes taken

• Note-interacting: using the notes as a learning tool to increase achievement

• Note-reflecting: reflecting on learning and utilizing feedback to improve future note-taking effort

C – Create Format

• C – Create Format

• Complete heading

• This includes the day’s objective or essential question

All you have to do is add lines!

• All you have to do is add lines!

O - Organize Notes

• O - Organize Notes

• Right side

• See your packet for student tips on HOW to take notes.

• This is also a skill they need to be taught.

R – Review & Revise

• R – Review & Revise

• Tip – ask students to use a different colored pen

N – Note Key Ideas

• N – Note Key Ideas

• Use key ideas to create questions (see your packet)

• Encourage students to use higher-level questions

• Consider, “How might this be asked on the test?” (think like the teacher)

E – Exchange Ideas

• E – Exchange Ideas

• Collaborate with others

• This can be done periodically throughout your delivery of material, at the end of class, or at the beginning if they took notes for HW.

• Encourage use of a different colored pen

• List key vocab from lesson

• The idea is for them to begin taking ownership of the content in their notes, both what is there and what is not there (until a partner helps them).

L – Link Learning

• L – Link Learning

• Create a summary

• Goes at the END of the notes (not one for each page of notes)

• See your packet for a summary-writing template to help teach this skill.

L – Learning Tool

• L – Learning Tool

• Study from notes

• Fold the notes over and quiz over the questions on the left while hiding the material on the right

• See your packet for more ways to help students study from their notes.

W – Written Feedback

• W – Written Feedback

• Teacher provides written feedback

• It takes time to assess notes, but the rubrics provided allow you to assess one step at a time. You can even provide students a simple checklist to assess themselves.

• Otherwise, how will students know how to improve?

A – Address Feedback

• A – Address Feedback

• Make goals for improvement

Y – Your Reflection

• Y – Your Reflection

• Reflect on the learning by looking at all notes taken over a topic.

Notes on Fancy Paper Cornell Notes

• Notes on Fancy Paper Cornell Notes

Cornell Notes work for ANY content.

• Cornell Notes work for ANY content.

• Think about it: If it’s content worth writing down, isn’t it also worth processing, critical thinking, and reflecting?

Start by training students one piece of the process at a time (learning to take good notes is a marathon, not a sprint)

• Start by training students one piece of the process at a time (learning to take good notes is a marathon, not a sprint)

• Practice the format
• Take existing notes and draw in the lines of the CN format

• Move onto what is written down

• Teach students common abbreviations for your content area or academic abbreviations (expl, comp/cont, etc)

• Use the templates, checklists, and rubrics to help

• Post relevant aids in your classroom

• Discuss with your grade level/department ways to scaffold expectations appropriately for your students.

When you create student notes or handouts, format them as CN

• When you create student notes or handouts, format them as CN

• Can scaffold by providing some of the pieces and having students do the rest
• Give students partial notes and help them with the gaps
• Have students generate the questions and write a summary over the notes provided

• Model the process

• Write questions and summaries as a class first after providing examples and explaining the process

Turn chapter questions into CN, put dates in the left-hand column, or elements such as plot, setting, conflict for students to keep track of during note-taking

• Turn chapter questions into CN, put dates in the left-hand column, or elements such as plot, setting, conflict for students to keep track of during note-taking

• Draw Thinking Maps on the right and generate critical thinking questions on the left. Summarize the learning at the bottom.

• Connect what is in the notes to what was on the test as a reflection over the efficiency of students’ notes

• Encourage review of notes, questions, and summaries

Assess the notes

• Assess the notes

• You may use the rubrics or grading slips provided
• Have students attach them to their test or turn them in at the end of a unit
• You might let them use their notes for a portion of the test once in a while (that’s up to you!)
• Give extra credit for good student-generated questions that you use on the test

We hope this session will inspire you to begin using Cornell Notes with your classes!

• We hope this session will inspire you to begin using Cornell Notes with your classes!

• If you have any questions or would like more content-specific information, please feel free to ask any member of the AVID Site Team here on campus.