However, these studies were designed to evaluate note-taking in general. Boyle and Gina Forchelli found that the highest achieving students were efficient note-takers. Many studies have confirmed this finding, including this 2014 study, where researchers Joseph R. In general, effective note-taking has been proven by researchers to be helpful towards achieving student learning outcomes. Here are the most common words students use to describe what they do with their notes: You’ll notice some stark differences between the two answers. Also, h ere’s a short video about Cornell Notes from Cornell’s Learning Strategies Center (LSC) if you’d like to see some material straight from the source.īefore we get into the step-by-step process of the Cornell note-taking method, let’s examine some data from students enrolled in Cornell’s free “Note-Taking Strategies” course module.Īs part of the course module, students are asked how they use their notes post-lecture and how they wish they were using their notes.

The method is flexible enough to suit just about any context, as long as you follow the key principles highlighted in this article. Furthermore, the Cornell system can be used for nearly all mediums of instruction, including physical lectures, live online lectures, recorded online classes, and textbooks. The format of the Cornell Notes helps your brain better understand and retain information. Put simply, the Cornell method of note-taking involves dividing a note paper into three unequal sections: a cue/questions column, a note column, and a summary area. Walter Pauk started advocating for the Cornell note-taking system in his book “ How to Study in College” in 1962 (currently on its 11th edition), and since then, the technique has become a milestone in note-taking and extends far beyond the Cornell campus. The Cornell note-taking method was first developed by Walter Pauk, director of Cornell University’s Reading and Study Skills Center.

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