Taking notes is a fundamental skill all students need to be able to succeed in their education. The Cornell Note-taking System is an effective learning strategy because it helps students organize their notes in a way that is successful in retaining information by having recoding built in. This system allows the students to ask themselves questions about the text to make connections better understand the material by active learning. The Cornell Note-taking System is an effective learning strategy because it helps students organize their notes in a way that is successful in retaining information by recoding. In this system, the page is broken up into three sections, the note-taking, the cue, and a space for summary each with a specific role that helps keep notes organized (O’Brien Moran & Crook, 2018). While writing the lecture notes in the note-taking column, students listen for concepts that are important and tying together the new information with things that are already known (O’Brien Moran & Crook, 2018). With a short summary at the bottom where students can ask themselves questions about the text and where the information connects to past notes (O’Brien Moran & Crook, 2018). O’Brien Moran & Crook (2018) stated that “summarizing requires you to organize ideas into meaningful units and create links between individual ideas” (p. 12) this is known as recoding; this way learning is during the note-taking process. The ability to make connections to past learning is essential for being able to commit the information to memory and have a better understanding of the text, thus it makes it easier to be able to recover the subject later (O’Brien Moran & Crook, 2018). The Cornell Note-taking System gets the students to ask themselves questions about the text to better understand the material by active learning. Active learning is the process of taking the information that is given and interacting with it in a meaningful way (O’Brien Moran & Crook, 2018). With Cornell note-taking, active learning occurs when the students organize their notes and combine the past with present information as well as using the notes to create sample questions they might be tested on and why those concepts are important. When student ask themselves what kind of questions they think would be on a test it “requires a student to practice metacognition” stated O’Brien Moran and Crook (2018). Asking themselves question encourages students to think about how they might be asked to interpret the lecture and understand their thought process, as a result, are integrating the information into long-term memory. While note taking is an important part of one’s education, knowing how to take proper notes is the basis for processing the information to memory. The Cornell Note-taking System ensures that students are not just memorizing their notes, but instead understand and interact with the material. This learning strategy is effective by integrating recoding while taking notes allowing students to better retain the information, in addition to asking themselves questions making, connections and understand the material by active learning.