Welcome to Teacher Resources...
CORNELL NOTES
Intro to Cornell Style Note-Taking Basics - STAR
Why take C-Notes?
S.T.A.R.
1. SET UP YOUR PAPER
Divide the paper into two sections.
S.T.A.R.
1. SET UP YOUR PAPER
Divide the paper into two sections.
- Draw a vertical line from top to bottom that is a few inches from the left margin.
- Write your name, course, and date at the top of each page
- Write a general title for the lecture
- Write all main ideas/concepts on the right side of the page
- Be sure to skip one line between ideas and several lines between topics
- Mark ideas that go together with an asterisk *
- Review the notes soon after the lecture
- Make sure your notes are clear; that the information makes sense
- Create questions and key words on the left side that correspond to the notes
- Pull out main ideas, topics, terms, places, dates, etc.
- Write the main ideas in the left column, matching it with the details
- Write a summary at the bottom of your page
- Highlight and study your notes
- Quiz yourself
Advanced Cornell Style Note-Taking - CORNELL WAY
NOTE - TAKING
C 1. Create Format: set up notes and complete heading
O 2. Organize Notes: right side
NOTE - MAKING
R 3. Review and Revise: use the Revision Checklist to edit notes
N 4. Note Key Ideas: create questions on the left side
E 5. Exchange Ideas: collaborate on notes
NOTE - INTERACTING
L 6. Link Learning: synthesize a summary
L 7. Learning Tool: use notes to study, review, create tutorial questions, etc.
NOTE - REFLECTING
W 8. Written Feedback: teacher, tutor, or student provide feedback on notes
A 9. Address Feedback: use feedback to create a goal for future note-taking
Y 10. Your Reflection: develop a learning log
C 1. Create Format: set up notes and complete heading
O 2. Organize Notes: right side
NOTE - MAKING
R 3. Review and Revise: use the Revision Checklist to edit notes
N 4. Note Key Ideas: create questions on the left side
E 5. Exchange Ideas: collaborate on notes
NOTE - INTERACTING
L 6. Link Learning: synthesize a summary
L 7. Learning Tool: use notes to study, review, create tutorial questions, etc.
NOTE - REFLECTING
W 8. Written Feedback: teacher, tutor, or student provide feedback on notes
A 9. Address Feedback: use feedback to create a goal for future note-taking
Y 10. Your Reflection: develop a learning log
Taking, Editing & Using Cornell Notes
TUTORIALS
AVID Tutorials
Tutorials take place twice a week, either on Mondays & Wednesdays, or Tuesdays & Thursdays. The AVID tutorial process is divided into three parts---before the tutorial, during the tutorial, and after the tutorial. These three parts provide a framework for the 10 steps that need to take place to create effective and collaborative tutorials.
Trained tutors come into the classroom and help guide student-centered groups answer their own questions about assignments, schoolwork, and much more. Tutorials are when we help students learn how to develop and answer higher level thinking questions. Just as Binder Checks are the organizational cornerstone of AVID, Tutorials are the inquiry cornerstone of AVID.
Tutorial Process
*The night before tutorials, each student will develop two questions they have for classes they may be struggling in.
*Students will be divided into groups upon entry into the classroom.
*Students lead one another with collaborative group discussions and questioning to determine the answers to the presenter's question. Tutors and the AVID teacher are merely guides in this student-centered activity.
*NOTE: Collaborative discussions and the inquiry process are the keys to tutorials, not necessarily coming up with the exact answers. There will be times students might leave tutorials with their questions unanswered and this is okay. If a student comes to the conclusion that they cannot answer their question, it leads them to realize they must seek further help from their teachers, parents, etc.
Trained tutors come into the classroom and help guide student-centered groups answer their own questions about assignments, schoolwork, and much more. Tutorials are when we help students learn how to develop and answer higher level thinking questions. Just as Binder Checks are the organizational cornerstone of AVID, Tutorials are the inquiry cornerstone of AVID.
Tutorial Process
*The night before tutorials, each student will develop two questions they have for classes they may be struggling in.
*Students will be divided into groups upon entry into the classroom.
*Students lead one another with collaborative group discussions and questioning to determine the answers to the presenter's question. Tutors and the AVID teacher are merely guides in this student-centered activity.
*NOTE: Collaborative discussions and the inquiry process are the keys to tutorials, not necessarily coming up with the exact answers. There will be times students might leave tutorials with their questions unanswered and this is okay. If a student comes to the conclusion that they cannot answer their question, it leads them to realize they must seek further help from their teachers, parents, etc.
What steps should be taken to complete a Tutorial Request Form (TRF)?
WICOR
WICOR (Writing, Inquiry, Collaboration, Organization & Reading)
AVID activities and curriculum are based on the premise of best teaching and learning practices. An AVID classroom revolves around the WICOR essentials and helps support student learning as displayed below (Posters displayed below can be purchased at https://www.avidonline.org/products/?ID=836):
SOCRATIC SEMINARS
Socratic Seminar
What is the GOAL of Socratic Seminars?
The goal of a Socratic Seminar is for students to help one another understand the ideas, issues, and values reflected in a specific text. Students are responsible for facilitating a discussion around ideas in the text rather than asserting opinions. Through a process of listening, making meaning, and finding common ground students work toward shared understanding rather than trying to prove a particular argument. A Socratic seminar is not used for the purpose of debate, persuasion, or personal reflection, as the focus is on developing shared meaning of a text. Additional Info
What do you do BEFORE a Socratic Seminar to get ready?
Socratic seminars are based on close textual analysis so it is important to select a text that provides ample avenues for interpretation and discussion. If you choose a simple text where the meaning of it is fairly straightforward, there won’t be much for students to discuss. Also, the text should not be too long to read closely in the allotted amount of time. Often teachers select a text ranging from one paragraph to one page. Before beginning the seminar, it is essential that students have time to prepare ideas. Students should annotate the text before the start of the class discussion. Socratic seminars have rules that may not apply to other forms of discussion, so before beginning the seminar, it is important that everyone is aware of the norms.
What do you do DURING a Socratic Seminar to make discussion worthwhile?
A Socratic seminar often begins with the discussion leader, a student or the teacher, asking an open-ended question. A typical Socratic seminar opening prompt is: What do you think this text means? Silence is fine. It may take a few minutes for students to warm-up. Sometimes teachers organize a Socratic seminar like a fishbowl, with some students participating in the discussion and the rest of the class having specific jobs as observers. Socratic seminars should be given at least fifteen minutes and can often last thirty minutes or more. As students become more familiar with Socratic seminars, they are able to discuss a text for longer periods of time without any teacher-intervention.
What do you do AFTER a Socratic Seminar to summarize and reflect?
After the Socratic seminar, give students the opportunity to evaluate the seminar in general and their own performance specifically. This can be an in-class or a homework assignment. You can create evaluation forms to help with this step. Students can also reflect on their comfort level during the seminar and high points of engagement and disengagement. Reflecting on the seminar process helps students improve their ability to participate in future discussions. Here are some questions you might discuss or write about when reflecting on the seminar:
- At any point did the seminar revert into a debate/discussion rather than dialogue? If so, how did the group handle this?
- What evidence did you see of people actively listening and building on others' ideas?
- How has your understanding of this text been affected by the ideas explored in this seminar?
- What would you like to do differently as a participant the next time you are in a seminar?
What does a Socratic Seminar look and sound like?
PHILOSOPHICAL CHAIRS
Philosophical Chairs
What is a Philosophical Chair?
Philosophical Chairs is similar to a debate. Students are given a central topic or question that they must choose to agree, disagree or be neutral regarding the answer. A great Philosophical Chairs discussion starts with a great topic or question. Topics that work best are ones that are important to students or that they feel strongly about.
How to do it...
There are lots of ways to do this debate/discussion technique. It’s quite scalable. P.Chairs can be done in 20 minutes with a topic that has not had any preparation. Or it could be the resulting exercise after a long unit of work. Either way, I use the same rules. And I always have the students pre-write, take notes, and write a reflection at the end. Their assessment is done, not on their participation in the event, but rather in their written understanding of it.
What could some rules be for Philosophical Chairs?
1. One minute in the hot seat.
2. Repeat or rephrase what the last person said.
3. Wait three seconds before responding; to be sure the last person is finished.
4. You can not talk until the discussion passes 4 times after you have spoken. Another way of saying it is that someone else on your side must talk before you can again.
5. MOVE. Philosophical Chairs is about movement. Use your 5 toes and get up and walk to show support for ideas expressed.
What things should you consider when preparing for a Philosophical Chairs?
How the teacher can roll out the technique:
A. Write the topic/question on the board.
B.The students write the topic/question down on their sheet of paper and next to their heading they will answer it in one word – yes, no, unsure. This gives the teacher a chance to walk around the room and find out how many students are on each side. The students quickwrite about why they chose the answer they did.
C. Tell the students which side of the room is “yes or no.” Students will then move to those sides. Middle seats are for the undecided. Use a "talking stick" of sorts, or koosh ball, etc. that allows only one person to speak at a time.
D. Begin with the side that has the least amount of support. This may cause people to change their mind. Allow each side to take turns rephrasing and stating their thoughts.
E. Call time out as the moderator to clarify inaccurate comments or falsehoods.
F. At the end of the discussion (they can last from 10 to 50 minutes in length), have the students write a reflection. For example, “Explain how your viewpoint was strengthened, weakened or changed altogether.” List the information and names of students who made great points.
G. Follow up the next class period with a ‘teacher’s reflection’ about the comments made by the students. Often students will not have an opportunity to voice their great ideas, but this is a chance to revisit the topic and share some great points of view.
Philosophical Chairs is similar to a debate. Students are given a central topic or question that they must choose to agree, disagree or be neutral regarding the answer. A great Philosophical Chairs discussion starts with a great topic or question. Topics that work best are ones that are important to students or that they feel strongly about.
How to do it...
There are lots of ways to do this debate/discussion technique. It’s quite scalable. P.Chairs can be done in 20 minutes with a topic that has not had any preparation. Or it could be the resulting exercise after a long unit of work. Either way, I use the same rules. And I always have the students pre-write, take notes, and write a reflection at the end. Their assessment is done, not on their participation in the event, but rather in their written understanding of it.
What could some rules be for Philosophical Chairs?
1. One minute in the hot seat.
2. Repeat or rephrase what the last person said.
3. Wait three seconds before responding; to be sure the last person is finished.
4. You can not talk until the discussion passes 4 times after you have spoken. Another way of saying it is that someone else on your side must talk before you can again.
5. MOVE. Philosophical Chairs is about movement. Use your 5 toes and get up and walk to show support for ideas expressed.
What things should you consider when preparing for a Philosophical Chairs?
How the teacher can roll out the technique:
A. Write the topic/question on the board.
B.The students write the topic/question down on their sheet of paper and next to their heading they will answer it in one word – yes, no, unsure. This gives the teacher a chance to walk around the room and find out how many students are on each side. The students quickwrite about why they chose the answer they did.
C. Tell the students which side of the room is “yes or no.” Students will then move to those sides. Middle seats are for the undecided. Use a "talking stick" of sorts, or koosh ball, etc. that allows only one person to speak at a time.
D. Begin with the side that has the least amount of support. This may cause people to change their mind. Allow each side to take turns rephrasing and stating their thoughts.
E. Call time out as the moderator to clarify inaccurate comments or falsehoods.
F. At the end of the discussion (they can last from 10 to 50 minutes in length), have the students write a reflection. For example, “Explain how your viewpoint was strengthened, weakened or changed altogether.” List the information and names of students who made great points.
G. Follow up the next class period with a ‘teacher’s reflection’ about the comments made by the students. Often students will not have an opportunity to voice their great ideas, but this is a chance to revisit the topic and share some great points of view.
What should Philosophical Chairs look and sound like?
Downloadable and Printable Resources
C-Note Resources
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Socratic Seminars
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What is Socratic Seminar? | |
File Size: | 310 kb |
File Type: |
SS Questions | |
File Size: | 88 kb |
File Type: |
SS Student Reading Aid | |
File Size: | 25 kb |
File Type: | doc |
Philosphical Chairs
(PC)
Philosophical Chairs PPT | |
File Size: | 1741 kb |
File Type: | ppt |
Philosophical Chairs Intro | |
File Size: | 209 kb |
File Type: |
PC Student Reflection | |
File Size: | 13 kb |
File Type: |
Tutorials (TRF)
TRF | |
File Size: | 30 kb |
File Type: | docx |
Tutorial ? Stems | |
File Size: | 66 kb |
File Type: |
Content Area ? Stems | |
File Size: | 68 kb |
File Type: | doc |
TAG (Grade Reflection) | |
File Size: | 31 kb |
File Type: | docx |
AVID Basics
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College Project(s)
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