Learning How to Learn: Cornell Notes as an Example

Abstract

A literacy coach collaborates with a new teacher to incorporate structured note‐taking and summarizing into a science class. Many students struggle with these skills and require explicit instruction before they are able to work independently. Using the gradual release of responsibility framework, the literacy coach begins by modeling how to choose key words, paraphrase main ideas, and summarize information. Teachers continue to scaffold students' learning by involving them in making decisions about the least and most important information to include in their notes. By guiding students through this process, the teachers are providing the scaffolds necessary for students to become more independent.