Engage Students using a Structured Record of Learning

Cornell Notes. DOTS Chart. Graphic Organizers. Sketch Notes.

What do they all have in common? These instructional tools would all be considered structured records of learning. Not only do these tools provide an intentional framework to engage students in their thinking process,  but they also provide a visible record of the learning as it occurs. You may consider these the same as note-taking strategies, and they are, but the key difference is that teachers must embed processing time into the lesson delivery and set the expectation for students to revisit and interact with their initial notes multiple times. These multiple interactions could include annotation, revision, summarization and reflection.  See below for a short summary of 4 popular "structured records of learning." 

After reading the blog, please comment in the space provided. Let us know your favorite "record of learning" techniques, plus we want your feedback for future blogs!

Cornell Notes

The key behind Cornell note taking for middle school students is to understand they will need scaffolds in place and direct instruction on how to complete the notes. Generally, students set up their paper as shown (digital versions work well, too). Notes are taken in the large section, with big ideas, key vocabulary terms, etc., recorded on the left. The bottom portion of the notes page is reserved for an overall summary or paraphrasing of the learning in those notes. Ultimately, the goal is to give students the tools necessary to process information on their own, identify key points, and summarize learning for reference at a later time. Empowered with the skill to take quality notes, students can successfully dive into more complex text or topics on their own.  Older students may be able to recognize main ideas and topic headings independently, but others may need the teacher to provide the topic headings in the left column. Students will also benefit from working together with teacher and peers to internalize the process before being expected to take notes without support (Gradual Release of Responsibility).

DOTS Chart

Determine, Observe, Talk, Summarize. Teachers engage students in thinking at varying stages of the learning process, beginning with what they Determine they already know about the topic. After filling in as many words, concepts, associations as they can based on the letters of the alphabet, the learner will then Observe new information presented and add to the DOTS chart appropriately, using lines, arrows, and other annotations to make connections. The learning continues as students Talk about the topic (using academic vocabulary, of course!) in order to deepen understanding and take further notes on the chart. Finally, students will Summarize key concepts and their understanding of the intended learning. This usually happens on the back or bottom of the form. Using a DOTS chart is an ongoing process throughout an instructional unit and serves as a record of students' learning and how they processed information over the course of time. 

Click here for a downloadable DOTS chart.

Graphic Organizers

Graphic organizers are by far the most recognizable of note-taking strategies and continue to offer a lot of bang for the buck. No matter what type of graphic organizer you may provide as a template for students to take notes, keep in mind that the core concepts include directly teaching the procedures for note taking and embedding instructional time for students to process and discuss. Adhering to those guidelines promotes comprehension and retention of information. 

Sketch Notes

Sketch notes are visual notes created from a mix of handwriting, drawings, shapes, and visual images like arrows, boxes, squiggly lines, etc. This tool and many variations have gained popularity as a way to differentiate and allow students an alternative way to capture learning. Sketch notes can be scaffolded by providing a template as a guideline with lots of blank space for students to get creative. As with the other tools included in this week's blog, the commitment to ongoing reflection and interaction with the notes is critical in promoting comprehension and sustained learning. The link shared below is just to another blog, but it includes a variety of examples of actual student work using sketch notes.  

Redefining Note Taking with Visual Strategies

Thanks for reading the blog this week! As always, join us for follow up during Weekly Wednesday Professional Learning, comment below, or contact Kristin or Hayden any time for individual support or implementation ideas.