by Lauren Vangieri
As a college prep school, The Concept School strives to be in the forefront of college readiness. Classes such as Mastering College Life and college-level seminars offer students the opportunity to try on college-level classes. They prepare to meet the demands of college with instruction on how to handle the contents, course-work load, and testing they will encounter. To further develop the ability to succeed in college, TCS offers instruction in note taking and the development of organizational skills through an adaptation of the Cornell note-taking method. Classes at all levels use this note-taking method to improve not only note-taking organization, but also concentration and focus before class through pre-class preparation and note formation.
The Cornell note-taking system offers many benefits. During class, students improve spelling because the system includes a term bank structure, and they develop accurate abbreviations, which speed up note taking while increasing accuracy. Students are taught to structure their notebook. Space is allotted for in-class discussions to be recorded and for questions and answers the student may have in post-class reading time. Student reading time is often cut in half while information retention is increased. Designated areas allow for drawings, charts, graphs, and personal notes to be added, further enhancing the overall retention of information. A final step in the note-taking system has the student highlighting key ideas and summarizing them in the margins. When this is added to other great study techniques, student grades and confidence soar.
Shannon Tilmon, an Upper School science teacher, says, “the Cornell note-taking system has been an excellent teaching method in my science classes. Students are more attuned to the topics which we discuss in class. They are also taking more responsibility for and ownership of their own learning. Their notebooks contain not only notes from class but also their own sketches and thoughts relating to the topic. Each student’s notebook has become a journal for their science class, whether it be biology, environmental science, or anatomy and physiology.” In speaking of Ms. Tilmon’s class, an Upper School junior observed, “It’s a little confusing at first, but after you get used to it, you remember stuff better.”
“Remembering stuff better” is one of the goals Mr. Symonds, an Upper School English and reading teacher, has set for his classes. He says of The Concept School’s renewed efforts to introduce study skills across the curriculum, “By emphasizing the connection between organizational, time-management, and goal-setting skills and improved performance on tests and in the classroom, students at TCS see the value of adapting study-skills strategies to fit their learning profiles. My English and reading classes place a strong emphasis on developing reading comprehension, writing, and research skills that closely tie in with the study skills they are learning in other classes such as science and math.”
Across the board, taking command of their study skills methods has been demonstrably helpful to students. Their attention in class and the quality of their work has improved. As one senior explained, “I’m glad we’re doing this because I know it will help me with college.” That, and preparation for life beyond college, is what it’s all about.
