Study skills
How to take good notes in class, Cornell method and mind maps
Take class notes you will actually use for revision. Step-by-step guides to the Cornell method and mind maps, with examples and a simple after-class routine.
For students. By the Qlive team. . 5 min read.
Good notes do two jobs. In class, writing them keeps you listening and thinking. Later, they become the material you revise from. Many students do the first job reasonably well and fail at the second: their notes are long, messy and impossible to revise from in exam season.
This guide covers two proven methods, the Cornell method and mind maps, and a short routine that turns class notes into revision material.
What to write and what to skip
Before choosing a method, get clear on what is worth writing down.
Write:
- Key terms and their meanings
- Main ideas and how they connect
- Worked examples, especially the steps in maths and science
- Anything the teacher repeats, writes on the board or says “this is important” about
- Questions that come to mind
Skip:
- Full sentences when a short phrase will do
- Things already printed clearly in your textbook (write a page reference instead)
- Every word of the teacher’s explanation
Use abbreviations you will understand later: “eg”, “ie”, “∴” for therefore, “→” for leads to, “≈” for approximately, “def” for definition.
The Cornell method
The Cornell method divides each page into three parts. It was designed so that your notes become a self-test.
How to set up the page
Draw a vertical line about 6 to 7 cm from the left edge of the page. Leave about 5 cm at the bottom of the page and draw a horizontal line across.
| Left column (cues) | Right column (notes) |
|---|---|
| Questions and keywords, written after class | Notes written during class |
The bottom section is for a short summary.
During class
Write your notes in the right column only. Keep them short: phrases, lists, small diagrams and worked examples.
After class (the same day if possible)
- Fill in the cue column. Next to each section of notes, write a question or keyword that the notes answer. For example, next to notes on the causes of a war, write “What were the three main causes?”
- Write the summary. At the bottom, sum up the page in two or three sentences in your own words.
How to revise with it
Cover the right column. Read each question in the left column and answer it aloud or on paper. Then uncover and check. This is active recall, explained in our guide to active recall and flashcards, built straight into your notebook.
A Cornell example (Grade 8 science)
Cue column:
- What is friction?
- Two types?
- How can friction be reduced?
- Why is friction useful?
Notes column:
- Friction: force that opposes motion between two surfaces in contact
- Static friction (object at rest), sliding friction (object moving). Sliding < static
- Reduce: lubricants (oil, grease), ball bearings, smooth surfaces, streamlined shapes
- Useful: walking without slipping, brakes, writing with a pencil, holding objects
Summary: Friction is a force that opposes motion when surfaces touch. It can be reduced with lubricants and ball bearings, but we also depend on it for everyday actions like walking and braking.
Mind maps
A mind map puts the main topic in the centre of the page and branches out to subtopics and details. It is good for seeing the whole chapter at once and how ideas connect.
How to draw one
- Turn the page sideways (landscape). You will need the width.
- Write the main topic in the centre and circle it.
- Draw thick branches for the main subtopics. Use one colour per branch.
- Add thinner branches for details, examples and keywords.
- Use single words or short phrases, not sentences.
- Add small drawings or symbols where they help you remember.
A mind map example (Grade 9 geography: natural vegetation)
- Centre: Natural vegetation
- Branch 1: Tropical evergreen forests → heavy rainfall → ebony, mahogany
- Branch 2: Tropical deciduous forests → shed leaves in dry season → teak, sal
- Branch 3: Thorn forests → low rainfall → acacia, cactus
- Branch 4: Montane forests → change with altitude → pine, deodar
- Branch 5: Mangroves → coastal deltas → sundari
When to use which
| Situation | Better method |
|---|---|
| Taking notes while a teacher explains step by step | Cornell |
| Maths and science lessons with worked examples | Cornell (or linear notes) |
| Seeing a whole chapter on one page | Mind map |
| History, geography, biology topics with many connected ideas | Mind map |
| Planning an essay | Mind map |
| Quick revision the night before | A mind map you made earlier |
Many students take Cornell notes in class and then turn each chapter into a single mind map when they revise. That second step is itself a great revision activity.
The after-class routine (10 to 15 minutes)
Notes fade quickly if you leave them. A short routine on the same day makes a big difference.
- Read through your notes while the lesson is fresh.
- Fix anything unclear. Add missing steps, correct spellings of key terms, check with the textbook.
- Write cue questions and a summary if you used Cornell.
- Mark anything you did not understand with a “?” and ask your teacher next class.
- Make two or three flashcards for the most important facts.
Making your notebook easy to revise from
- Date and title every page. Add the chapter number.
- One subject per notebook or section. Loose pages get lost.
- Leave space. Cramped notes are hard to add to later.
- Use colour with purpose. For example, red for definitions, blue for examples. Do not highlight everything.
- Number your pages and keep a simple contents list at the front.
Notes checklist
- I write key ideas in my own words, not every word.
- I use a consistent method (Cornell, mind maps or both).
- I review my notes the same day.
- My cue questions let me test myself.
- Each chapter has a one-page summary or mind map for revision.
- Anything confusing is marked and asked about.
When your notes are fine but the topic is not
Sometimes your notes are neat and complete, but the topic still does not make sense when you read them back. That usually means a step in the explanation was missed, or something from an earlier chapter is not secure.
A one-to-one teacher can slow down at exactly that point. In Qlive classes you learn live with your teacher on Google Meet, with activities, practice and a board for your working in Qlive Space, and classes are recorded, so you can check a part you missed. If you want to know which topics need work first, the free assessment maps out your strong areas and specific gaps.