Participant Handouts
Workshop 1
Focused Note-taking as a
Cognitive Process
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Participant Handouts
Mission Statements
Mesa Public Schools
The mission of Mesa Public Schools is to develop a highly educated
and productive community, one student at a time.
Advancement Via Individual Determination (AVID)
AVID’s mission is to close the achievement gap by preparing all
students for college readiness and success in a global society.
“Why” Statement
We engage in professional learning because our mission promises every student in MPS the
opportunity to be highly educated and productive citizens. Learning and utilizing best practices
is how we deliver on our promise.
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Participant Handouts
The Four Cognitive Stages of Note-taking
1
Creating
Notes
4
Applying
Learning
Cognitive
Stages
2
Making
Connections
Summarizing
Learning
3
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Participant Handouts
Cognitive Stages in Relation to Costa’s Levels of
Thinking
NOVICE
3
(off the page)
Applying Learning
RIGOR
SKILLED
Applying
Processing
2
(between the lines)
Making Connections
Summarizing Learning
Gathering
1
(on the page)
Creating Notes
Rigorous thinking occurs when students enter Costa’s levels two and three. Usually, novice
note-takers and teachers who are just beginning to implement note-taking remain in level
one of Costa’s progression. It is the goal of more skilled note -takers to spend time processing
and applying information at higher cognitive levels when truly using Focused Notes in the
way they were intended to be used .
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Participant Handouts
Cognitive Stages in Relation to STAR
Set up notes
Take notes
2
Add to notes
Review and Revise
1
Beyond STAR
4
Creating Notes
Making
Connections
3
Summarizing
Learning
Applying
Learning
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Participant Handouts
PLC Instructions
Purpose:

Meet with your grade-level/content teams to discuss how you will apply the topics from
today.
Guidelines:




Meet with your grade-level/content PLC team for 30 minutes.
Discuss the following:
o What “ah-ha” moments did you have regarding note-taking and cognitive
processes?
o What modifications or applications fit your teaching situation?
o What questions do you still have?
Create a plan for implementation.
o What will you try?
o Start small.
o Experiment.
o Reflect during your next PLC.
Complete the PLC reflection on the next page and turn it into your principal. One
reflection per PLC is adequate.
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Participant Handouts
PLC Reflection Workshop #1
1st Quarter
School:
Date:
PLC Members:
Directions: Be as verbose as necessary to have complete responses. When this is complete,
turn a copy into your principal, if requested.
1. How will this new content build on your previous learning about Focused Note-taking?
2. What is your plan for integrating this new content into your instruction?
3. What is some evidence you could use to show that you have integrated this new knowledge
into your instruction?
4. What other support can your site leaders provide in this area?
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