IMPORTANT: Give each individual course their own Cornell notes binder each class. Keep one Cornell notes binder per group course, and decide with your students how to share these after each class.

Keep the pages in the binder so they don’t get lost!


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5. Provide a real-time syllabus for you and your student.

Use the syllabus provided by Dynamic English as a guide for each course, but use Cornell notes to make it your own. Keep a record of topics and grammar points discussed as well as homework assigned and ideas for the next class. Share the responsibility of learning with your student. Make a deal that you’ll document their progress clearly and concisely, but they need to bring the binder to class each time and use it to review outside of class time. After all, practice makes progress.

**If you want to keep your own set of teachers notes, this is totally fine as long as the student gets Cornell notes. Use the libro de control de clase (i.e. the attendance & course summary book)or take a scanned picture of the notes to keep track of the class on your end.**

4. Organize and personalize each class.

In the left column, keep a running list of each topic or activity covered each class. Jot down what you have planned for class at the top to help keep you on task during class. If you don’t get through the whole plan, use it to plan the next class and save yourself prep time.

As you get to know your student,  keep tabs on what sort of activities and topics interests them as well as what their strengths and weaknesses are in English. Use this “data” to plan interactive and dynamic classes with clear objectives. You and your students will feel more confident with a base plan, even if it changes from time to time.

3. Boost your student’s comprehension and retention.

Cornell notes has been proven to increase memory retention and breaks down the information covered in class into smaller pieces that are easier for the student to digest. The notes hold the bullet point keys of progress for your student. Don’t write a novel, keep it brief and to the point. Provide enough information for the student to recall the objectives of each class as well as what common errors made and/or what they can improve.

Encourage the student to review outside of class, and model this for them in class. Refer back to vocabulary, grammar, or topics previously covered in the first 5-10 minutes of class to see if this material was simply learned (once, but forgotten) or actually acquired (learned and retained). Teacher vocab alert: this technique is called spiral review.

2. Give valuable feedback to your student.

Do your students often ask for specific feedback? Do they want more error correction? Cornell notes to the rescue. Along with a brief outline of objectives and topics covered in each class, use Cornell notes to keep a record of errors as they occur. Focus on errors that impact communication, occur frequently, or are especially pertinent to your student’s language goals.

Write down the error as your student says it, and then at the end of class or during a natural lull, review the error with your student and guide them in correcting it themselves. Once the error is corrected, give a few more examples to see if the student can produce it correctly. Refer back to past Cornell notes pages if you hear an error come up again in future classes. Alternatively, use the Cornell notes to show progress of what the student has improved.

1.  Be a pioneer of a modern methodology.

As a Dynamic English teacher, you are part of a team of 50+ teachers that strives to be the best in Chile and believe this to be a possible feat. We encourage modern, personalized, and flexible classes, but we also share the same goals and methods. Although Cornell notes may seem simple, they help set us apart from other institutes.

Our students are able to focus on producing language as much as possible while at the same time allows for flexibility throughout the scope of the course. There’s no doubt about it, learning a language is complex and challenging. Cornell notes foster an organic language acquisition approach where teachers and students are empowered to take charge of learning in ways that are meaningful and purposeful to the student.