I've had this problem with every form of structured note-taking I've ever tried. My focus is redirected to writing everything down and ensuring I'm using the appropriate format like a stenographer, so badly that when the professor asks "Any questions? Does everyone understand this?" I don't know whether I understand - I haven't engaged my brain yet.
Even worse, I have to start wrestling with the format as soon as anything unusual happens. If I miss something, or the professor makes a mistake, or someone asks an important question clarifying that bit 10 lines ago, or the structure of the information isn't linear, I want to be able to bounce around my notes connecting and fixing things in a way that I'll understand later.
Structured systems like Cornell notes work well enough in a slow, perfectly sequential lecture, but everything works there. And I imagine they might probably be good for memorizing completely synthetic content like the rules of an unfamiliar game, where there's not much thought to apply. But for practical notetaking, I think their best use is after the lecture, as a way to convert "get the content down" notes into a study-friendly format.
Even worse, I have to start wrestling with the format as soon as anything unusual happens. If I miss something, or the professor makes a mistake, or someone asks an important question clarifying that bit 10 lines ago, or the structure of the information isn't linear, I want to be able to bounce around my notes connecting and fixing things in a way that I'll understand later.
Structured systems like Cornell notes work well enough in a slow, perfectly sequential lecture, but everything works there. And I imagine they might probably be good for memorizing completely synthetic content like the rules of an unfamiliar game, where there's not much thought to apply. But for practical notetaking, I think their best use is after the lecture, as a way to convert "get the content down" notes into a study-friendly format.