Step three: Recite
1) Recitation means explaining the information in the notes out loud, in
your own words. The information should be triggered by the test
questions in the recall clues column.
2) Purposes of recitation:
a. Improves learning: Psychologists who study how the memory
works say that reciting aloud is a powerful technique for
anchoring information in the long-term memory.
b. Ensures understanding: Reciting requires you to think about
and understand the information you are committing to memory.
c. Facilitates retrieval: Understanding information improves your
ability to retrieve it from your memory. Studies show that
students who recite tend to do better on tests than students who
just read their notes silently to themselves.
3) Step in recitation:
a. Cover up the notes in the “record” column or fold notes back
along line separating the “clues” from the “record” column.
b. Use recall clues to stimulate your memory and recite the
relevant information.
c. Check your answers. This gives you immediate feedback on how
well you have learned and are able to retrieve the information. If
you have difficulty recalling the information or if your answers are
incorrect, learn and recite over again.
Step Four: Reflect
1) Reflection has to do with thinking about the information you are
learning.
2) One way to reflect is to look for connections with your own experiences
and observations and with other facts and ideas discussed in class.
3) Another way to reflect is to ask questions like: How do the main ideas fit
together into a “bigger picture”? How do these ideas fit in with what I
have already learned? What do I agree with? What do I disagree with?
Which ideas are clear? Which are confusing? What new questions do I
have?
Cornell Note Taking:
The Process