Prompted Cornell Notes

Prompted Cornell NotesWith Detailed InstructionsBlack Antique Gilded BookSections encourage students to engage in the discussion of the classroom to gain these crucial factors.

• Key Instructional Elements
• Discussion Concept
• Primary Question or Hypothesis
• Keywords or Phrases
• Primary Conclusions

The Discussion Concept, Primary Question or Hypothesis, Keywords or Phrases, and Primary Conclusions sections encourage students to engage at the beginning of the session to gain the overall primary topic of the class.The Primary Notes section is set aside for free thought but still small enough to prevent verbatim note-taking. Research has shown, students who write down or type everything they see and hear during a lecture have trouble recalling all the key elements during follow-up reviews or testing. Watching a teacher/professor allow students to learn crucial cues from teachers as they present data. This system encourages interaction and observation.In addition to those crucial data points, this system encourages students to consider other factors they may not think or believe they need.Reviewing the class notes is standard practice before testing. The Critical Review area provides a number for students to circle, highlighting, or cross out each time they review that one page of notes. It may not take five review sessions for a student to achieve Concept Memorized. But they can make a physical note each time they have reviewed their notes, simply by highlight, crossing out, or circling a number. This page can then be set aside, allowing a student to focus on other topics. This also allows teachers and parents to see where a student may be struggling and require additional help.Current education models encourage students to work together in teams or with partners. We live in a fast-paced society, with large class sizes, over-population of schools, and most of the time, electronic devices are not allowed in the classroom. Students partnered or teamed together may not know each other. Sometimes there is no time for the exchange of details between students. With that in mind, this system adds the visual cue of Study Partner/Team for students to exchange information.Today, students have distractions and countless stimuli throughout their day. Each student will individualize the Primary Mental Recall section to meet their own needs. Anything from weather events, emotions, even conversations with friends can trigger their memories. Small mental cues allow a student to remember what they were hearing, feeling, or sensing during class.We highly encourage students to use highlighters, assorted colors of pens, and pencils. Strong memory processes can be created with color and help a student micro-organize their memory structure. We have created a blank Legend at the beginning of the book for students to create their own customized system.Please note, if students learn they will examine two different concepts in one class period, instead of fitting the key elements of both concepts on one page they should use two pages one for each concept. The concepts are micro-organized on each page to prevent confusion and allow for better recall in the future.This system specifically uses faint lines and prompts. Prompted Cornell Notes are meant to be a micro-organized format of the Cornell system not to create boundaries.We have added a lined page opposite of the primary page to allow students to write more notes if needed. But we encourage them to only use the lined side if the subject matter is extensive.