Learning How to Learn: Cornell Notes as an Example

Donohoo, Jenni

doi:10.1598/jaal.54.3.9

Cited by 16 publications

(18 citation statements)

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“…The Cornell Method of note taking was the preferred method by the researchers as the note pages were divided before the interview into three sections: (a) questions, (b) ideas, and (c) quotes. 21 Time was given to the transcriber to catch up if needed. Upon the completion of each interview, the researchers collectively reviewed the notes to ensure everything was captured correctly and that no important information was missed.…”

Section: Methodsmentioning

confidence: 99%

State-of-the-art review of athletic wearable technology: What 113 strength and conditioning coaches and athletic trainers from the USA said about technology in sports

Luczak

Burch

Lewis

et al. 2019

International Journal of Sports Science & Coaching

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Wearables are a multi-billion-dollar business with more growth expected. Wearable technology is fully entrenched at multiple levels of athletic competition, especially at the National Collegiate Athletic Association (NCAA) and professional levels where these solutions are used to gain competitive advantages by assessing health and performance of elite athletes. However, through the National Science Foundation (NSF) Innovation Corps (I-Corps) training experience, a different story emerged based on pilot interviews from coaches and trainers regarding the lack of trust in wearables, and how the technology falls short of measuring what practitioners need. An NSF I-Corps project was funded to interview over 100 strength and conditioning coaches (S&CCs) and athletic trainers (ATs) regarding the current state of wearables at the NCAA and professional levels. Through 113 unstructured interviews, a conceptual map of relationships amongst themes and sub-themes regarding wearable technology emerged through the grouping of responses into meaning units (MUs). Interview findings revealed that discussions by S&CCs and ATs regarding wearables could be grouped into themes tied to (a) the organizational environment, (b) the athlete, and (c) the analyst or data scientist. Through this project, key findings and lessons learned were aggregated into sub-themes including: the sports ecosystem and organizational structure, brand development, recruiting, compliance and gamification of athletes, baselining movement and injury mitigation, internal and external loads, “return tos,” and quantifying performance. These findings can be used by practitioners to understand general technology practices and where to close the gap between what is available versus what is needed.

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Section: Methodsmentioning

confidence: 99%

State-of-the-art review of athletic wearable technology: What 113 strength and conditioning coaches and athletic trainers from the USA said about technology in sports

Luczak

Burch

Lewis

et al. 2019

International Journal of Sports Science & Coaching

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show abstract

“…Relevant to learning processes, many secondary school classrooms embed the use of Cornell Notes as a learning routine to access academic content (Donohoo, 2010). This learning strategy might be taught and used with all students in an academic class.…”

Section: Embedding Three Tiers Of Support For Learning Processesmentioning

confidence: 99%

Including College and Career Readiness Within a Multitiered Systems of Support Framework

Morningstar

Lombardi²,

Test

2018

AERA Open

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Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions-positive behavioral interventions and supports (PBIS) andresponse to interventions (RTI)-were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.

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“…While much research exists in the area of secondary students without LD and note‐taking, to date there are only a few studies that have examined how students with LD learn during lectures while they record notes. Hence, while authors of educational articles have advocated for using note‐taking interventions such as Cornell/split page notes (Bernie‐Smith, 1989; Donohoo, 2010, Pauk, 1984), nonlinear notes (e.g., cognitive maps or visual displays) (Mankany, Kemp, & Dror, 2009), or matrix notes (Risch & Kiewra, 1990), these specific note‐taking interventions have yet to be assessed for students with LD. In addition, there presently are no comparison studies that show the effects of providing secondary students with LD with lecture notes (or notes from a scribe) versus having the students record their own notes.…”

Section: Solutions To Help Students Become Better Note‐takersmentioning

confidence: 99%

Note‐Taking and Secondary Students with Learning Disabilities: Challenges and Solutions

Boyle

2012

Learn Disabil Res Pract

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As more secondary students with learning disabilities (LD) enroll in advanced content‐area classes and are expected to pass state exams, they are faced with the challenge of mastering difficult concepts and abstract vocabulary while learning content. Once in these classes, students must learn from lectures that move at a quick pace, record accurate and complete notes, and then demonstrate their mastery of the content on tests. This article provides an overview of the challenges faced by students with LD in content‐area classes and discusses the problems that students have learning from lectures and recording notes. Further, the article discusses theory and research related to note‐taking and presents note‐taking interventions that teachers can use to help students improve their note‐taking skills, and ultimately, improve their achievement in these classes.

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Learning How to Learn: Cornell Notes as an Example

Cited by 16 publications

References 0 publications

State-of-the-art review of athletic wearable technology: What 113 strength and conditioning coaches and athletic trainers from the USA said about technology in sports

State-of-the-art review of athletic wearable technology: What 113 strength and conditioning coaches and athletic trainers from the USA said about technology in sports

Including College and Career Readiness Within a Multitiered Systems of Support Framework

Note‐Taking and Secondary Students with Learning Disabilities: Challenges and Solutions

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