I like to showcase videos of award-winning marketing cases during class and in turn, ask the students to review, unpack, and build upon the campaigns. To my chagrin, I’m generally greeted by blank stares and faces after videos, especially if I start asking questions about the content. Guided by UDL principles, I went looking for a solution this week to help students make sense of video content.
- Help my students to more actively process video content.
- Help my students to create a reference collection of best-in-class digital cases.
Cornell Note taking Approach to the Rescue
The Cornell approach is well know to those who have had formal teaching training.
- The approach is broken into 3 parts: general notes, key points, and summary
- Watch this overview video and be sure to take notes 🙂
How I heard about the Cornell approach
- I am participating in Ontario Extend West cohort
- Find this approach in the Teaching for Learning module under Organize Knowledge
- Introduced the approach
- Guided students as they constructed the table
- Students took notes about the video
- Students watched the video twice
- In pairs, students compared and contrasted notes and in turn, filled in any gaps
- In pairs, students identified and wrote the key points
- Class shared and discussed the key points
- Students wrote a summary statement
Universal Design for Learning (UDL)
- Providing students a strategy for note taking falls within the Action and Expression principle
- Checkpoint 6.1 Facilitate managing information and resources