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Focused Note Taking
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Level 1

Start

Focused Note Taking

O-Organization in WicOr

WicOr

Phase 4
Phase 5
Extras
Phase 3
Phase 2
Intro
Phase 1

A Process Overview

Focused Note Taking

Two Column

Three Column

Cornell Notes

Essential Question: How can WICOR create rigorous learning experiences for students?

cHOOSE A TEMPLATE TO USE:

  • Teachers should support students intially in choosing the template that best connects with the learning purpose of the activity
  • Set up your notebook for notes with the EQ

Components of Effective Collaboration

ACTION VERB: THINKING about the NotesThink and Revise notes....Underlining HighlightingCircling QuestioningChunking AddingDeletingIn Order To: identify, select, sort, organize, and classify main ideas from details...........Evaluate the relative importance of info and ideas in notes

Phase 2: Processing notes2 min. on own

ACTION: Thinking BEYOND the NotesWith your partner share your:-Most important information-Questions that you have currently-A Point of Confusion (P.O.C.)-Connections to what you already know/do

Phase 3: Connecting notes2 min. w/ partner

ACTION: Connecting your thinkingAdd to and adjust your notes after conversing with your partnerTHIS is REALLY important for this step.

Phase 3: Connecting notes1 min. on own

ACTION: Clarifying your thinkingSummarize your thinking: -what do you want to remember?-what is important to you about FNT?Reflect: -Answer the EQ

Phase 4: Summarizing and REflecting2 min. on own

ACTION: Using your thinking/notesHow will you incorporate Focused Notes and other organizational tools into your routine?

Phase 5: Summarizing and REflectingRemainder of time

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Phase 5: Applying Learning

Use the notes for their intended purpose.

Authentic Student Examples

10-2-2 Method

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Because forgetting begins immediately after learning, revising should take place as soon as possible after the notes are taken.The review-and-revision process must be intentionally taught.Provides students with opportunities to collaborate to fill in missing information or provide clarification.Students work on specific elements to include in revision process.

Phase 2: Processing Notes

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Reflect

Phase 4:

Summarizing & Reflecting

Summarize

Students think about their notes as a whole.

  • Establish a purpose & objective for note-taking.
  • Create or share an Essential Question to guide the note-taking.
  • Select the best format for the notes.
  • Learn to use a variety of formats for different purposes.
  • Write notes based on your sources.
  • Select, paraphrase, and arrange the information thoughtfully.
Phase 1: Taking Notes

Educators and note-takers should consider the purpose for note-taking to determine which format will be most conducive to their objective.

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Guiding Principles

The focused note-taking process must be explicitly taught!For learning to occur most effectively, learners must revisit their notes multiple times in a variety of ways.Every phase of focused note-taking involves inquiry. Learners must constantly ask questions of themselves, their notes, and the content.

Think Beyond the Notes.......

Phase 3: Connecting Thinking

Return to the Notes with an Eye for Inquiry....

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