Speaker
Description
Note-taking skills are a vital component in education and student learning; however, explicit note-taking skills in English are often overlooked when teaching EFL learners. There are many available note-taking styles, such as outlining, charting, boxing, and mapping, but these alone lack clear sections and purpose. This session explores the versatility of the Cornell Note-taking System in the EFL classroom for speaking and reading tasks. Participants learn how to modify the original layout and view examples.
Abstract section 3: Content/method
I will demonstrate how the original Cornell Notes 3-section layout of notes, keywords/ questions, and summary can be modified to fit the needs of the students and learning outcomes of the task. The emphasis will be on how the note-taking system can be used as a research tool or scaffolding step with its contents applicable to debate classes and a variety of essays in academic writing courses.
Abstract section 4: Outcomes/results
Participants will learn the history of the Cornell Note-taking system; the original design and concept; how to modify the system for EFL learners; how to adapt the system for different language skill-based tasks; and how the Cornell System feels in practice from a learner's perspective.
Abstract section 2: Contribution/research questions
To demonstrate the versatility of the Cornell Note-taking System and how it can be applied to a variety of speaking and reading tasks in the EFL classroom.
Abstract section 1: Relevance
EFL students are expected to take notes during lectures, listening tasks, or for reading assignments; however, many students struggle with it due inadequate English note-taking skills. Most students capture only a fraction of important information from a lecture or reading which results in studying from an incomplete record of the material (Katayama & Robinson, 2000). A solution to this issue is the Cornell Note-taking System, which has been applied to multiple disciplines with high school and university students (Pauk & Owens, 2011; Wilensky, 2022). The method is relevant to EFL learners for improving note-taking, critical thinking, and writing skills.
Abstract section 5: References
Katayama, A. D., & Robinson, D. H. (2000). Getting Students “Partially” Involved in Note-Taking Using Graphic Organizers. The Journal of Experimental Education, 68(2), 119–133. https://doi.org/10.1080/00220970009598498
Pauk, W., & Owens, R. J. Q. (2011). The Cornell System: Take Effective Notes. In How to Study in College (pp. 235–277). Wadsworth Cengage Learning. https://pelgulinna.weebly.com/uploads/5/1/6/7/5167346/how_to_study_in_college_10th.pdf
Wilensky, J. (2022, July 29). Take Note: Popular Study Method has “Cornell” Written All Over It. Cornellians | Cornell University. https://alumni.cornell.edu/cornellians/cornell-notes/
| Title | The Versatility of Cornell Notes in the EFL Classroom |
|---|---|
| Teaching Context | College and university education |