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ERIC Number: EJ904565
Record Type: Journal
Publication Date: 2010-Nov
Pages: 4
Abstractor: As Provided
Reference Count: 2
ISSN: ISSN-1081-3004
Learning How to Learn: Cornell Notes as an Example
Donohoo, Jenni
Journal of Adolescent & Adult Literacy, v54 n3 p224-227 Nov 2010
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. (Contains 2 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A