Beyond Cornell: Rethinking How We Teach Note-Taking
If I had a dollar for every time a student groaned when I mentioned Cornell Notes, I could probably fund the Department of Education! (Seriously, it could use our help right now, but that’s another story.)
I get it—Cornell Notes, as they're usually taught, can be so boring. Students tell me their brains tune out as they follow instructions that feel mindless and needlessly detailed, nothing more than “busy work.”
When taught well, though, note-taking helps students make sense of complex ideas, retain information, and—get this—make learning more engaging.
So if note-taking is such an important academic skill, why do so many educators struggle to teach it effectively?
I’ve been pondering this for over ten years, as I’ve worked with both students and academic coaches, tutors, and teachers. I’ve seen what works to inspire students’ willingness to take notes, and their ability to take them effectively.
The answer is NOT “teach them to take Cornell notes.” But what else is there? Let’s find out.
Common Pitfalls in Teaching Note-Taking
The problem with students and note-taking starts with the way we introduce it to students in the first place. There are a few common teaching pitfalls that can inadvertently make note-taking more of a chore for students, rather than a tool for thinking.
If we want students to take notes that actually help them learn, we need to avoid these traps:
Assuming Students Already Know How to Take Notes – Just because students have notebooks doesn’t mean they know what to do with them. Many have never been explicitly taught how to identify key ideas, organize their thoughts, or review their notes effectively.
Encouraging Transcription Instead of Thinking – When students try to write down every word a teacher says (or every word on a slide), they miss the bigger picture. Instead of processing information, they’re just acting as human copy machines.
Not Teaching How to Review and Revise Notes – Notes aren’t meant to be taken once and forgotten. If students don’t learn how to refine, summarize, and quiz themselves using their notes, they won’t get much benefit from them.
Overloading Students with Too Much Structure – Cornell Notes, outlines, graphic organizers—all of these can be useful, but they can also become a burden if students feel trapped by rigid formats that don’t match how they think.
Ignoring the Cognitive Load of Note-Taking – Taking notes while listening and processing information is hard. If we don’t give students strategies to manage that mental juggling act, they’ll either fall behind or disengage entirely.
Not Teaching Students How to Personalize Their Notes – Some students thrive with doodles and color coding. Others prefer bullet points and summaries. If we don’t encourage them to experiment with different styles, they may never find a system that actually works for them.
Forcing a One-Size-Fits-All Approach – Not every student needs to take notes the same way. Insisting on a single method without flexibility can make note-taking feel like busywork rather than a meaningful learning tool.
By recognizing these pitfalls, educators can teach note-taking in a way that truly supports learning—helping students capture, process, and retain information more effectively.
Later, I’ll share how we, inside the Anti-Boring Learning Lab, teach coaches, tutors, and teachers how to teach note-taking.
But first, as I was writing this, I got curious about the famous Cornell note-taking system. Where did it come from, and does it actually live up to the hype? Please indulge me as we briefly side-step to explore this classic approach.
The Birth of Cornell Notes
The Cornell Note-Taking System was created in the 1950s by Walter Pauk, a professor at Cornell University. In 1962, he introduced the method in his book How to Study in College, and it quickly became popular (Cornellians). Apparently, even in the ‘50s, Cornell University wasn't the only school facing incoming students who lacked basic academic survival skills.
The method’s structure is simple: divide your paper into three sections—
one for main notes,
one for cues or questions, and
one for a summary.
The idea is to help students review and reflect on what they’ve learned, encouraging active engagement with the material.
If you’ve never seen what that looks like before, here’s a picture taken from Stanford’s online guide for their students about Cornell notes:
The Cornell system took off because it was based on sound educational principles, focusing on how to engage with information rather than just record it. I also think it became popular because it was a clear, step-by-step approach that wasn’t too detailed.
In theory, it’s a great way to help students review and retain what they’ve learned—but does it live up to its reputation?
The Science (and Mixed Results) of Cornell Notes
I did some research on studies about the efficacy of Cornell Notes, and the results are... mixed. Compared to no note-taking method at all, Cornell is a winner! But when stacked up against other explicitly taught note-taking methods? Not necessarily the top contender.
In case you’re curious about what I found, here are a few of many studies on the subject:
This study (2023) found that the Cornell Note-Taking method significantly improved both the quality of note production and learning performance among nursing students.
This study (2024) conducted at Albaha University revealed that first-year students trained in Cornell note-taking strategies showed significant improvement in listening comprehension compared to a control group.
This study (2019) comparing Cornell Notes to the REAP strategy for EFL secondary school students did not conclusively prove Cornell Notes to be superior, suggesting that alternative methods may be equally or more effective in certain contexts.
This study on 8th grade students (2019) demonstrates that using the Cornell note-taking method, or any structured note-taking system, significantly improves middle school students' reading comprehension, confidence, and ability to manage distractions compared to not taking notes at all.
So, what’s the deal? Cornell Notes can boost grades, comprehension, and confidence—especially compared to no notes at all. They’re great for organizing info, staying focused, and prepping for tests.
But here’s the catch: they’re not a one-size-fits-all fix. Some subjects (like ones packed with terminology or data) don’t mesh as well, and that whole “summarize right away” thing? Tough for some students.
Bottom line? Cornell Notes can be a solid tool, but they’re not the only tool. The best note-taking method is the one that actually works for the student.
The Science Behind Why Note-Taking Is Harder Than We Think
In order to help students figure out which methods might work for them, and in which contexts, we need to take a step back and look at the brain science behind note-taking.
Cognitive Load Theory tells us that our brains can only handle so much at once before they hit overload. And note-taking? It’s a major juggling act, as students have to simultaneously:
Listen (or read) and process information in real-time
Decide what’s important (which is NOT always obvious)
Figure out how to organize it
Write it down while still keeping up with the lesson
That’s a LOT! Cognitive Load Theory tells us that when students are overloaded—when too much information is thrown at them at once—their working memory maxes out, and their ability to learn plummets. Working memory is like a mental scratchpad—it’s where the brain temporarily holds and processes information before deciding what to keep or toss. But it has limited capacity, and when it’s overwhelmed, learning suffers.
This is especially true for neurodiverse students, whose learning differences can make this cognitive load even heavier. As a result, many students either scribble everything down verbatim (overloading their working memory) or write practically nothing (because they’re too overwhelmed to know where to start).
If you want to dive deeper into Cognitive Load Theory (CLT), here are two helpful articles:
This blog post by Learning Scientist Carolina Kuepper-Tetzel explains how CLT applies to note-taking, focusing on how structured lectures and organizational tools can reduce cognitive load, helping students process information more effectively.
This Structural Learning (2022) article outlines CLT, explaining the types of cognitive load (intrinsic, extraneous, and germane) and how to manage them by simplifying material, reducing distractions, and engaging students with visual and auditory methods.
In sum: better note-taking starts with lightening the cognitive load, letting students focus on understanding instead of just writing. It’s all about intentional strategies and teaching students how to use their notes as learning superpowers!
How to Help Students Take and Use Notes More Effectively
Story time! Let me tell you about JP, a client of mine who came to me struggling with D’s in his classes.
JP had his sights set on getting into a military academy, but to achieve that dream, he needed to turn his grades around. I introduced him to the power of retrieval practice for studying (if you're curious about the exact strategies I taught him, check out the free training in our Visitor’s Center). That gave him some improvement, but only enough to raise his grades from D’s to C’s.
Then we shifted our focus to a process I call “honing notes.” I taught JP our Anti-Boring Mini-Lecture on powerful note-taking, and we practiced the strategies together.
After a month, JP’s grades jumped from C’s to B’s—just as he’d hoped. This was proof that a combination of strong encoding strategies (note-taking!) and retrieval strategies (creating quizzable study tools!) was the magic formula JP needed to improve his test grades.
So, what was it about the way I taught note-taking that made all the difference?
In the courses inside the Anti-Boring Learning Lab, we teach educators how to teach a two step system that guides students in developing their own effective note-taking systems.
Instead of focusing on mastering specific methods like Cornell Notes (which can feel exciting to some students, and like a straight jacket for others), we emphasize the science behind encoding and retrieval. We then present a two-step approach that allows students to create note-taking methods that work for their brains.
Here’s a quick rundown of some key strategies we cover in our Powerful Note-Taking Micro-Credential (we highly recommend taking the course yourself — we guide you through these processes with our instructional design, giving you double the value!):
1. The Two Step Note-Taking System
I love telling students—and definitely told JP—that there are two steps to effective note-taking. First, “Get it Down (GID) Notes”—write enough during class to capture key ideas. Then, transform those messy notes into “Honed Notes,” organizing them in a way that makes sense to you. When students learn strategies for both steps, they understand the material better and resist note-taking less.
2. Make Notes More Visual
Making Hone It Notes more visual is a game-changer. Many teachers give pre-made graphic organizers without teaching students to create their own. I love Thinking Maps and sketch-noting, as they help students organize ideas visually. Mind maps or diagrams show relationships, while doodles reinforce key concepts. Visuals are easier to remember than text, making notes more engaging and memorable!
3. Make Notes a Quizzable Learning Tool
A key shift is teaching students to use notes as an active learning tool. In the Anti-Boring Learning Lab, we use "Quizzability," where students create notes to quiz themselves. It's similar to Cornell Notes, but more flexible and personalized. They see the value of quizzability after learning the Study Cycle (which you can explore in the free course inside our Visitor’s Center).
4. Model and Experiment with Different Approaches
It’s crucial for educators to model note-taking. Show how you pull out key ideas and organize information visually, explaining your thought process. Encourage students to compare their notes to yours and each other’s, discuss what's missing, and explore different methods. This helps them see how each brain processes information uniquely and discover what works best for them.
5. Encourage Incrementality
A common question in our Powerful Note-Taking module is how to get students to practice these techniques. Note-taking can be overwhelming, so start with small "note-taking snacks"—bite-sized tasks that build confidence. Practice together in class before expecting independence. If students hesitate, make it even more incremental. This “coach approach” supports students in taking one tiny step at a time.
From Scribbles to Superpowers
Effective note-taking is more than just a student skill—it's a powerful learning tool when done right. By understanding the science behind note-taking, we can help students unlock its potential. What’s often seen as a tedious task can be transformed into an engaging process that supports learning and retention.
Whether you're teaching students to manage cognitive load, helping them find the method that works best for them, or encouraging them to make notes visual and quizzable, these strategies can transform their approach to learning.
If you want to dive deeper into teaching note-taking the anti-boring way, you’ve got three awesome options:
Check out our free course Unlock Student Learning. It doesn't focus solely on note-taking, but it covers essential brain science that I always teach students before we dive deeper into note-taking.
Join one of our free monthly office hours to share your “teaching note-taking” pet peeves and brainstorm alternatives. You can find more info about that in our Visitor’s Center.
Join the Anti-Boring Learning Lab and practice all these note-taking skills while learning the Anti-Boring Study Skills Toolkit.
Sign up now and start transforming your students' learning journey—because note-taking isn't just about writing things down, it’s about making the learning stick.