How do two-column notes help with certification exam study?
Two-column notes separate concept labels or questions (left column) from explanations and details (right column). During review, you cover the right column and use the left column as a recall cue, turning your notes into a self-testing tool. This is the core mechanism of the Cornell Notes system and converts passive note review into active retrieval practice without creating separate flashcards.
The two-column note-taking format is a simple structural modification to standard note-taking that creates a built-in self-testing mechanism. By separating cues (left column) from content (right column), you produce notes that work as a study tool for active recall -- covering the content column and attempting to recall from the cue alone is an effective retrieval practice exercise.
This guide covers two-column note formats for certification study, including the Cornell Notes system, Q&A format, and comparison tables, with guidance on how to use them most effectively.
The Cornell Notes System
Developed at Cornell University in the 1950s by Walter Pauk, the Cornell Notes system uses a structured two-column layout:
- Right column (notes area, ~6 inches wide): The main notes, taken during study in the candidate's own words
- Left column (cue column, ~2.5 inches wide): Key terms, questions, or cues added after taking the main notes
- Bottom section (summary, ~2 inches): A brief summary of the page's content, written after studying
The review protocol:
- Cover the right column
- Use the left column cues to attempt recall
- Reveal and check
- Mark cues where recall was incomplete
The left column cues transform the notes from a passive document into an active self-testing tool. The process of creating the cues -- deciding what terms or questions capture each concept -- is itself a valuable active processing exercise.
Adapting Cornell Notes for Certification Content
Standard Cornell Notes work best for conceptual content. For different types of certification content, adapt the column structure:
| Content Type | Left Column | Right Column |
|---|---|---|
| Framework components | Component name | Purpose + key facts |
| Process steps | Step name/number | What happens + why |
| Definitions | Term | Definition in own words + example |
| Comparison content | Criterion | Which option and why |
| Security controls | Threat type | Control mechanism |
For comparison content (comparing protocols, algorithms, or approaches), a three-column format may be more useful: Criterion | Option A | Option B.
Q&A Two-Column Format
The Q&A format is a direct exam simulation tool: the left column contains a question in the format the exam might ask it; the right column contains the answer.
Creating Q&A notes forces you to think from the test-maker's perspective: what would an exam question about this concept look like? This double-encoding -- both understanding the concept and framing it as a question -- produces deeper retention than either activity alone.
Q&A examples for security domains:
| Left Column (Question) | Right Column (Answer) |
|---|---|
| A company needs to verify that a file has not been modified. What should they implement? | Hashing (creates a fixed-length fingerprint; any modification changes the hash) |
| What is the difference between authentication and authorization? | Authentication = verifying identity; Authorization = determining what the authenticated identity is allowed to do |
| Why does asymmetric encryption use different keys for encryption and decryption? | One key encrypts, only the paired key can decrypt; allows secure key distribution without sharing a secret |
Comparison Tables as Two-Column Variants
Certification exams frequently require distinguishing between similar concepts. Comparison tables are a specialized two-column (or multi-column) format that encodes these distinctions explicitly.
Comparison table for encryption types:
| Property | Symmetric | Asymmetric |
|---|---|---|
| Key structure | Same key for encrypt/decrypt | Different keys: public/private |
| Speed | Fast | Slow |
| Key distribution | Difficult at scale | Easier (public key shareable) |
| Primary use | Bulk data encryption | Key exchange, digital signatures |
| Examples | AES, DES, 3DES | RSA, ECC, Diffie-Hellman |
Creating this table requires comparing symmetric and asymmetric encryption across multiple criteria simultaneously -- which is exactly the cognitive demand of certification scenario questions that ask "which type of encryption is most appropriate for X?"
Review Protocol for Two-Column Notes
The correct review protocol for two-column notes:
- Cover the right column completely (blank sheet of paper works well)
- Read the left column cue -- this is your retrieval prompt
- Attempt full recall of the right column content before revealing
- Rate your recall: completely correct, partially correct, or incorrect
- Reveal and compare
- Return to incorrect items before moving to the next page
For items rated incorrect or partially correct, create a specific flashcard or flag for additional study.
Frequently Asked Questions
Should I create the left column cues during study or after? After. Create your right-column notes during initial study, focusing on capturing content accurately. Return to create the left-column cues and bottom summary during a subsequent review session. Creating cues after initial study forces you to review and synthesize the notes, which is itself a learning event.
How is this different from just creating flashcards? Two-column notes preserve context that flashcards lose. A flashcard isolates one concept per card; a Cornell Notes page shows multiple related concepts together, which supports relational encoding. Both are valuable -- use two-column notes for conceptual frameworks and processes; use flashcards for isolated definitions, acronyms, and specific facts.
What is the optimal size for a two-column note page? Standard 8.5x11 paper (Cornell Notes proportions: 2.5-inch cue column, 6-inch notes column, 2-inch summary) is well-tested. Smaller pages (A5, index cards) work for individual concepts but cannot accommodate the summary section. Digital implementations (split-column documents, Notion toggle lists) also work well.
References
- Pauk, W. (1962). How to study in college. Houghton Mifflin.
- Kiewra, K.A., Benton, S.L., Kim, S., Risch, N., & Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20(2), 172-187.
- Wrisley, R.E., & Lindsey, S. (2009). The Cornell Notes system in secondary education. Journal of College Reading and Learning, 39(2).
- Roediger, H.L., & Karpicke, J.D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
- Bretzing, B.H., & Kulhavy, R.W. (1979). Notetaking and depth of processing. Contemporary Educational Psychology, 4(2), 145-153.
- Craik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.