Cornell Note Taking System page 5


Lecture and demonstrate the Cornell method of note taking using some textbook sample that is least familiar to your audience.
Then break the class into groups, each student taking along a pencil and the article.  In each group, members quickly choose 1) a reader, 2) a recorder (to whom I give an overhead transparency and marker), and 3) a reporter. The groups are then given this task:  The reader is to read the article aloud while the rest of the group members follow along, highlighting or underlining key words.  Group members are then invited to make their own Cornell notes about the article, paragraph by paragraph, while the recorder puts them on the transparency.  Next, the group constructs questions based on the notes, while the recorder notes them in the recall section of the transparency.  The reader is then asked to read the questions to his group members until all feel that they thoroughly know the material. 
The graph above is from Doug Reeves’ research. The database is comprised of a sample size of at least 100000 students from across the country. In schools where Cornell notes are used by over 90 % of the faculty science achievement is 79 %, while in schools where this type of note taking is not very popular ( 10 % of the faculty uses it ) the mean score for science achievement is about 25 % .