Summarizing & Note Taking

1. Summarizing & Note Taking Research-Based Strategies for Increasing Student AchievementFromClassroom Instruction that WorksbyR. Marzano, D. Pickering, J. PollockCreated by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools

2. Participant Outcomes Participants will: • Understand the purpose and importance of summarizing and note taking • Identify ways to implement summarizing and note taking in the classroom • Review examples of summarizing and note taking activities

4. Summarizing Discussion question: How do you currently teach students in your classroom to summarize information to enhance student learning?

5. Research and Theory aboutSummarizing • Generalizations based on research: • Students must delete, substitute, and keep some information when summarizing. • Deep analysis is needed in order to do #1. • Must be aware of explicit structure of information.

6. Research and Theory aboutSummarizing Generalization #1: Students must delete, substitute, and keep some information when summarizing. • Condensing information • Looking for patterns • Distilling (extracting) and synthesizing information • Modeling by teachers Generalization #2: To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. • Seems simple but requires analyzing content • Students need practice to be good at analyzing information Generalization #3: Must be aware of explicit structure of information. • Most writers present information with an explicit structure or pattern. The more students understand these structures, the better they are able to summarize information.

7. Recommendations for Classroom Practice onSummarizing #1 Generalization Teach the “Rule-Based” Strategy • Follows a set of rules that produce a summary

8. Recommendations for Classroom Practice on Summarizing using Rule - Based Strategy

9. Rule-Based Strategy Example -Read the following excerpt from “A Terrible Worm In An Iron Cocoon.” -Edit the excerpt using the Rule-Based Summarizing Strategy. The threat of death in battle was bad enough, but the armor itself could also be fatal – causing death from suffocation, heart failure, even drowning. Battle during hot weather was particularly difficult. Since small slits in the helmet allowed only a limited line of vision and little ventilation, heat stroke – often deadly for the knight – was common. One anonymous poem describes the armored knight as “a terrible worm in an iron cocoon.” Let’s look at the next slide to see a possible summarization of the excerpt.

10. Remember summaries will vary. Note: Pink words have been deleted The threat of death in battle was bad enough, but the armor itself could also be fatal – causing death from suffocation, heart failure,even drowning. Battle during hot weather was particularly difficult. Since small slits in the helmet allowed only a limited line of vision and little ventilation, heat stroke – oftendeadly for the knight – was common. One anonymous poem describes the armored knight as “a terrible worm in an iron cocoon.” Final Summarization: Armor itself could be fatal –causing suffocation, heart failure, heat stroke or drowning. Hot weather was difficult, since small slits in the helmet allowed only a limited line of vision and little ventilation.

11. Recommendations for Classroom Practice onSummarizing #2 Generalization - Use Summary Frames • Choose frame to match information type • 6 different types of frames • Narrative • Topic-restriction-illustration • Definition • Argumentation • Problem/solution • conversation

12. Narrative Frame/Story Frame • The narrative frame is commonly found in fiction and contains specific elements noted in the frame. Guiding Questions • Who are the main characters? What distinguishes them from other characters? • When and where did the story take place? What were the circumstances? • What prompted the action in the story? • How did the characters express their feelings? • What did the main characters decide to do? Did they set a goal? What was it? • How did the main characters accomplish their goals? • What were the consequences?

13. Narrative Frame Example Imagine you are reading “Thank You Ma’m” by Langston Hughes. Introduce the frame questions. Tell students to think about the story as you read the story aloud. Reread the story, stopping occasionally to allow students to answer the narrative frame questions as a class. Have students use their answers to the narrative frame questions to write a summary. • Who are the main characters? What distinguishes them from other characters? Roger and Mrs. Jones • When and where did the story take place? What were the circumstances? 11:00 pm on the street Mrs. Jones is walking home, and Roger attempts to steal her purse. • What prompted the action in the story? Roger wanted to buy shoes. • How did the characters express their feelings? Mrs. Jones takes Roger home with her. Roger doesn’t run away. • What did the main characters decide to do? Did they set a goal? What was it? Mrs. Jones gives Roger money. Roger wishes he had said, “ Thank you, Ma’m.” • How did the main characters accomplish their goals? Mrs. Jones fed Roger and gave him money. • What were the consequences? Roger felt guilty.

14. Topic-Restriction-Illustration Frame This pattern is commonly found in expository materials. It includes three elements: Topic (T): general statement about the topic to be discussed Restriction (R): information that limits the topic in some way Illustration (I): examples of the topic or restriction Guiding Questions • Topic: What is the general statement or topic? • Restriction: What information does the author give that narrows or restricts the general statement or topic? • Illustration: What examples does the author give to illustrate the topic or restriction?

15. Topic-Restriction-Illustration Example This example could be used with the following article from the June 14, 2005, News-Press, B2, by Kendra Hume. “What Are ‘No-See-Ums’?” “No-See-Ums,” or biting midges, are smaller than 1/8 of an inch. Like mosquitoes, they feed on blood. They are sometimes incorrectly called sand flies, a different insect. Those who have little exposure to “no-see-ums” can have reactions to bites, causing discomfort. Applying R-326, a fly repellent, is recommended for those with reactions to “no-see-um” bites Check to see if R-326 is included in the ingredients; it is also called di-n-propyl Isocinchomeronate. • Topic: What is the general statement or topic? “No-See-Ums” • Restriction: What information does the author give that narrows or restricts the general statement or topic? She eliminates misnomers. • Illustration: What examples does the author give to illustrate the topic or restriction? Incorrectly called sand flies. After answering the frame questions students will write a summary of the article.

16. Definition Frame The purpose of a definition frame is to describe a particular concept and to identify other concepts related to that. You can find four elements in a definition frame: • Term: the subject being defined • Set: the general category to which the term belongs • Gross characteristics: those characteristics that separate the term from other elements in the set. • Minute differences: those different classes of objects that fall directly beneath the term. Guiding Questions • What is being defined? • To which general category does the item belong? • What characteristics separate the item from the other items in the general category? • What are some types of classes of the item being defined?

17. Definition Frame Example Haiku Haiku poems can describe almost anything, but you seldom find themes which are too complicated for normal people’s recognition and understanding. Some of the most thrilling haiku poems describe daily situations in a way that gives the reader a brand new experience of a well-known situation. Some of the best haikus are extended metaphors for emotions. • What is being defined? Haiku • To what general category do haikus belong? Poetry • What general characteristics separate haikus from other things in the general category? 5-7-5 syllable pattern • What are some different types of haikus? Rhyming, non-rhyming, sensory, seasonal, two-line or three-lined, and themed

18. Argumentation Frame The argumentation frame contains information designed to support a claim. You can find the following four elements in an argumentation frame: • Evidence: information that leads to a claim • Claim: the assertion that something is true • Support: examples that support the claim or explanation that support the claim • Qualifier: a restriction on the claim or evidence for the claim Guiding Questions • Evidence: What information does the author present that leads to a claim? • Claim: What does the author assert is true? What basic statement or claim is the focus of the information? • Support: What examples or explanations support the claim? • Qualifier: What restrictions on the claim, or evidence counter to the claim, are presented?

19. Argumentation Frame Example Mrs. Wildenburg uses the argumentation frame as a way to help students summarize an article they are assigned to read about Mark Twain. She first presents the argumentation questions and then asks students to answer them in writing as she reads the article. When all students have answered the questions, Mrs. Wildenburg organizes the students into groups where they compare their answers and construct a group summary. 1. What information is presented that leads to a claim? The author says that a true American author should exhibit the key characteristics of the American culture. These include: pioneering, rebelliousness, humor, and casualness. 2. What is the basic claim or focus of the information? The author of the article chose Mark Twain as the “quintessential American” author. 3. What examples or explanations are presented to support this claim? Mark Twain’s various works along with literary criticisms of his work are presented. 4. What concessions are made about the claim? The author also mentions other authors’ works. After answering the questions have students get into groups where they will compare their answers and construct a group summary.

20. Problem/Solution Frame The problem/solution frame introduces a problem and then asks students to identify one or more solutions to that problem. After students have identified the problem and noted solutions, they need to identify the solution that has the greatest chance of success. Guiding Questions • What is the problem? • What is a possible solution? • What is another possible solution? • What is another possible solution? • Which solution has the best chance of succeeding?

21. Problem/Solution Example Imagine you are teaching “Cold Equations” by Tom Godwin. Throughout the story have students answer the problem/solution frame questions. What is the problem? There isn’t room on the ship for the stow-away girl. What is a possible solution? The ship’s captain could transfer the girl to another vessel. What is another possible solution? The captain could jettison himself into outer space. Which solution has the best chance of succeeding? The girl is jettisoned into outer space to save the lives of others.

22. Conversation Frame A conversation frame is a verbal interchange between two or more people. Guiding Questions • How did the members of the conversation greet each other? • What question or topic was insinuated, revealed, or referred to? • How did their discussion progress? • Did either person state facts? • Did either person make a request of the other? • Did either person make a promise to perform a certain action? • Did either person demand a specific action of the other? • Did either person threaten specific consequences if a demand was not met? • Did either person indicate that he values something the other did? • How did the conversation conclude?

23. Conversation Frame Example Imagine you are teaching Hamlet. During Act 4 Scene7, have students focus on the conversation between Laertes and King, and answer the following questions. • How did the members of the conversation greet each other? King asks Laertes to open his heart and listen to what he has to say. • What questions or topic was insinuated, revealed or referred to?The killing of Hamlet. • How did their discussion progress? King carefully manipulates Laertes. • Did either person state facts? yes • Did either person make a request of the other? yes • Did either person make a promise to perform a certain action? yes • Did either person demand a specific action of the other? yes • Did either person threaten specific consequences if a demand was not met? no • Did either person indicate that he values something the other did? yes • What was the conclusion? Laertes promises to anoint his sword with poison, and King promises to poison a chalice of wine. Have students use the answers to the questions to write a summary of the scene.

24. Review of Generalization #2 #2 Generalization - Use Summary Frames • Choose frame to match information type • 6 different types of frames • Narrative • Topic-restriction-illustration • Definition • Argumentation • Problem/solution • conversation

25. Recommendations for Classroom Practice onSummarizing #3 Generalization - Teach Students Reciprocal Teaching • 4 step process • Summarizing • Questioning • Clarifying • Predicting

26. 4 Steps to follow in Reciprocal Teaching • When summarizing, students read a short section of a passage. One student leader summarizes what has been read, heard, or seen. Others may add additional information. • Next, the student leader asks some questions that are designed to help students identify important information. The rest of the group responds to the questions based on what they learned. • Then the student leader clarifies any points that may be confusing. Others can add in, as well. • Finally, before the group moves forward with the section, the student leader asks for predictions about what will happen in the next short passage. The student leader can write these out on chart paper or notebook paper. Each student can also write them in their notebooks.

27. Reciprocal Teaching Example Collin was selected to be the leader in his reciprocal teaching group. After the students in Collin’s group read the first few paragraphs in the passage the teacher had taken from the Internet, “Sounds is Energy” (http://tqjunior:advanced.org/5116/), Collin explained the terms tone and harmonics. He also did a nice job summarizing the information about sound waves. The questions he asked the class about frequency and hertz indicated that most students understood that part of the passage. The “clarifying” part of reciprocal teaching was difficult for him because he couldn’t understand the statement that “even if pitch and volume change, the shape of the sound wave stays the same.” Other students agreed that the information about pitch and volume was particularly difficult to understand, but some of them tried to help clarify it. Collin began to understand the concept a little better; but he admitted it was still fuzzy in his mind. Finally, Collin examined the list of topics along the side of the page from the Web site, and predicted that they were now going to learn about tone, harmonics, sound waves, and frequencies as they are applied to the brass, string, percussion, and woodwind instruments. Teaching Suggestion: This strategy might be useful to use as students start to gather information for a research project.

28. Research and Theory aboutNote Taking • Generalizations based on research: • Verbatim note taking is least effective. • Should be a work in progress. • Should be used as study guides for tests. • The more notes taken, the better.

29. Research and Theory aboutNote Taking Generalization #1: Verbatim note taking is least effective. • Not engaged in synthesis • Only recording, not analyzing Generalization #2: Should be a work in progress. • Continually add to notes • Revise notes • Time to review notes

30. Research and Theory aboutNote Taking Generalization #3: Should be used as study guides for tests. • If well-done, this is a powerful study guide. Generalization #4: The more notes taken, the better. • There is a strong correlation between the amount of notes and achievement on exams.

31. Recommendations for Classroom Practice onNote Taking • Give/Model Teacher-Prepared Notes Notes for “Sailing to Byzantium” by William Butler Yeats Art vs. Life An old man journeys to a mystical place where he can be immortalized in gold. How old was Yeats when he wrote the poem? How does Yeats feel about art? Characteristics Art and Life What are some of the images Yeats uses about death? What are some of the images he uses about immortality through art? The poem reveals what Yeats feels about growing old and the impact of his art after his death.

32. Recommendations for Classroom Practice onNote Taking • Teach Multiple Formats Plot Line Graphic Combination Organizer Notes

33. Recommendations for Classroom Practice onNote Taking • Use Combination Notes Uses 3 parts: • Informal outlining • Graphic representation • Summary

34. Combination Notes Regular notes Symbol, picture or graphic Summary

35. Combination Notes Example Imagine you are teaching Light In the Forest by Conrad Richter chapter 14. • Notes • True Son returned home to his Indian parents. Celebration followed. • After Thitpan, cousin of Little Crane, talked of war and recruited True Son and Half Arrow. A child was scalped. • True Son was bait but revealed the ambush. The whites escaped. Graphic Representation of Feelings Summary True Son is torn between feeling loyal to the Lenape tribe and realizing the injustice of the tribe’s vengeance for Little Crane. His inner conflict leads him to betray the tribe in order to save the innocent whites on the river.

36. What thoughts, questions, challenges, or ideas do you have?