Summarization in any Subject

1. Summarization in any Subject Cyprus Fairbanks ISD 2013

2. For further conversation about any of these topics: Rick Wormeli rwormeli@cox.net 703-620-2447 Herndon, Virginia, USA (Eastern Standard Time Zone)

3. Six Word Memoirs Sample: “For sale: baby shoes, never worn.” - Ernest Hemingway Other Samples: Need more friends or more hobbies. Old age approaches. Better start now. My entourage asleep in his crib. Some shoes will take you anywhere. Life packed neatly away in boxes. My greatest ideas involve duct tape. Two eyes open, but still nearsighted. Hobby became job. Seeking new hobby.

4. Descriptions With and Without Metaphors Friendship Family Infinity Imperialism Solving for a variable Trust Euphoria Mercy Worry Trouble Obstructionist Judiciary Honor Immigration Homeostasis Balance Temporal Rifts Economic Principles Religious fervor Poetic License Semantics Heuristics Tautology Embarrassment Knowledge

5. Same Concept, Multiple Domains The Italian Renaissance: Symbolize curiosity, technological advancement, and cultural shifts through mindmaps, collages, graphic organizers, paintings, sculptures, comic strips, political cartoons, music videos, websites, computer screensavers, CD covers, or advertisements displayed in the city subway system. The economic principle of supply and demand: What would it look like as a floral arrangement, in the music world, in fashion, or dance? Add some complexity: How would each of these expressions change if were focusing on a bull market or the economy during a recession?

6. Finger Plays and Body Movements Mitosis: Prophase – Hold your hands chest high. Let your fingers play over and around each other like kids swimming in a pool. Have your fingers intermingle, mixing, tangling, and untangling. They’re getting ready to separate. Metaphase -- The lifeguard blows the whistle for rest period, and everyone lines up along the median (central axis). For this, have the hands turned so the fingertips of one hand are touching the fingertips of the other, palms facing your chest. Slide those fingertips an inch inward, overlapping with the other fingers for effect.

7. Anaphase -- The lifeguard asks everyone to leave the pool -- it's the end of the swimming day. Slowly pull hands away from each other, bent wrists first. While pulling apart, one hand (Ana) says, "Goodbye, Gene," (Chromosome pun intended) and the other hand (Gene) says in a deep male voice, "Goodbye, Ana." You can do a lot with the puns here, such as saying Ana and Gene are swimming in the gene pool. Separate hands until they are a little past shoulder-width apart. Telophase -- Have the Ana hand talk to the Gene hand saying, "I'll call you on the telophase-phone." Fingers and hands have pulled almost completely into separate entities, as in real mitosis. They are farther away from one another, arms almost completely outstretched. The next step in mitosis is the formation of two new daughter cells, but that would require a parent permission slip for most grade levels, so we won’t go there.

8. Body Analogies • Fingers and hands can be associated with dexterity, omnidirectional aspects, working in unison and individually, flexibility, or artwork. • Feet can relate to things requiring “footwork” or journey. • Anything that expresses passion, feeling, pumping, supplying, forcing, life, or rhythm could be analogous to the heart. • Those concepts that provide structure and/or support for other things are analogous to the spinal column.

9. Body Analogies • Those things that protect are similar to the rib cage and cranium. • The pancreas and stomach provide enzymes that break things down, the liver filters things, the peristalsis of the esophagus pushes things along in a wave-like muscle action. • Skin’s habit of regularly releasing old, used cells and replacing them with new cells from underneath keeps it healthy, flexible, and able to function.

10. Body Analogies Ask students to gather in groups and identify four ways in which the lesson’s subject is analogous to four parts of the human body, minus the genitalia, for obvious reasons. Invite them to list the critical attributes of the concept they’re trying to connect to the body first, then look for items on the body that might best represent that. Some groups may find it easier, however, to reverse that direction – first identify unique characteristics of specific parts of the body, then see how those characteristics fit with the concepts being learned. Once student groups have drawn their body outlines (stick figures are fine), ask them to write a small paragraph somewhere on the paper that explains the analogy, and to draw a line from the paragraph to analogous body part.

11. Today’s students require ample opportunities to wrestle with ideas, not have those ideas spoon fed to them. They should feel safe and invited to experiment and fail in class or at home as they learn new material. Unfortunately, many students consider academic struggle as being weak when it could be used as a launching pad for more effective learning instead. Let’s make it okay to fail in the pursuit of learning, and let’s model it. Set up real situations in which we do not know answers or how to solve problems, then find the answer or solve the problem constructively so students see what it looks like to not know something yet remain a respected individual in the community. Many students do not push themselves to explore different talents or new thinking because they are focused on protecting their reputations as the persons who always get the right answers. What potential is lost because a student needs to protect his personal status quo?

12. The Gettysburg Address Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract…

13. With hocked gems financing him, Our hero bravely defied all scornful laughter That tried to prevent his scheme. Your eyes deceive, he had said; An egg, not a table Correctly typifies this unexplored planet. Now three sturdy sisters sought proof, Forging along sometimes through calm vastness Yet more often over turbulent peaks and valleys. Days became weeks, As many doubters spread Fearful rumors about the edge. At last from nowhere Welcome winged creatures appeared Signifying momentous success. -- Dooling and Lachman (1971) pp. 216-222

14. The way the brain learns How many teachers sequence their lessons for learning Learning Potential Beginning Middle EndLesson Sequence The Primacy-Recency Effect

15. Definition: Summarization is restating the essence of text or an experience in as few words as possible or in a new yet efficient, manner.

16. Remember Who’s Doing the Learning: • Whoever responds to students/classmates is doing the learning. Make sure the majority of the time it’s the students responding and summarizing, not the teacher. • Teachers ask 80 questions each hour on average, while students ask only two during that same hour. (Hollas) Students learn more when they ask the questions. Find ways to make question-asking so compelling and habitual they can’t escape it.

17. Prime the brain prior to asking students to do any learning experience. • Priming means we show students: • What they will get out of the experience (the objectives) • What they will encounter as they go through the experience (itinerary, structure)

18. Avoid Confabulation The brain seeks wholeness. It will fill in the holes in partial learning with made-up learning and experiences, and it will convince itself that this was the original learning all along. To prevent this: Deal with Misconceptions! Students should summarize material they already understand, not material they are coming to know.

19. Recall Success with Individual, Unrelated Items

20. Summarization Tips • Create or activate personal background. • Prime the brain. • Plan according to the Primacy-Recency Effect. • Use varied summary formats – written, artistic, oral, physical, musical. • Use summary experiences before, during, and after lessons. • Teach students to recognize familiar text structures . • Teach students to recognize familiar writing structures. • Use analogies. • Chunk text and experiences.

21. V i v i d n e s s

22. Provide Models Begin with the end in mind. Students will outgrow their models.

23. Chronological Order Definition and Key words: This involves putting facts, events, a concepts into sequence using time references to order them. Signal words include on (date), now, before, since, when, not long after, and gradually. “Astronomy came a long way in the 1500s and 1600s. In 1531, Halley’s Comet appeared and caused great panic. Just twelve years later, however, Copernicus realized that the sun was the center of the solar system, not the Earth, and astronomy became a way to understand the natural world, not something to fear. In the early part of the next century, Galileo made the first observations with a new instrument – the telescope. A generation later, Sir Issac Newton invented the reflecting telescope, a close cousin to what we use today. Halley’s Comet returned in 1682 and it was treated as a scientific wonder, studied by Edmund Halley.”

24. Compare and Contrast Defintion and Key words: Explains similarities and differences. Signal words include however, as well as, not only, but, while, unless, yet, on the other hand, either/or, although, similarly, and unlike. “Middle school gives students more autonomy than elementary school. While students are asked to be responsible for their learning in both levels, middle school students have more pressure to follow through on assignments on their own, rather than rely on adults. In addition, narrative forms are used to teach most literacy skills in elementary school. On the other hand, expository writing is the way most information is given in middle school.”

25. Cause and Effect Definition and Key words: Shows how something happens through the impact of something else. Signal words include because, therefore, as a result, so that, accordingly, thus, consequently, this led to, and nevertheless. “Drug abusers often start in upper elementary school. They experiment with a parent’s beer and hard liquor and they enjoy the buzz they receive. They keep doing this and it starts taking more and more of the alcohol to get the same level of buzz. As a result, the child turns to other forms of stimulation including marijuana. Since these are the initial steps that usually lead to more hardcore drugs such as Angel Dust (PCP), heroin, and crack cocaine, marijuana and alcohol are known as “gateway drugs.” Because of their addictive nature, these gateway drugs lead many youngsters who use them to the world of hardcore drugs.”

26. Problem and Solution Definition and Key words: Explains how a difficult situation, puzzle, or conflict develops, then what was done to solve it. Signal words are the same as Cause and Effect above. “The carrying capacity of a habitat refers to the amount of plant and animal life its resources can hold. For example, if there are only 80 pounds of food available and there are animals that together need more than 80 pounds of food to survive, one or more animals will die – the habitat can’t “carry” them. Humans have reduced many habitats’ carrying capacity by imposing limiting factors that reduce its carrying capacity such as housing developments, road construction, dams, pollution, fires, and acid rain. So that they can maintain full carrying capacity in forest habitats, Congress has enacted legislation that protects endangered habitats from human development or impact. As a result, these areas have high carrying capacities and an abundance of plant and animal life.”

27. Proposition and Support Defintion and Key words: The author makes a general statement followed by two or more supporting details. Key words include: In addition, also, as well as, first, second, finally, in sum, in support of, therefore, in conclusion. “There are several reasons that teachers should create prior knowledge in students before teaching important concepts. First, very little goes into long-term memory unless it’s attached to something already in storage. Second, new learning doesn’t have the meaning necessary for long-term retention unless the student can see the context in which it fits. Finally, the brain likes familiarity. It finds concepts with which it is familiar compelling. In sum, students learn better when the teacher helps students to create personal backgrounds with new topics prior to learning about them.

28. Claim and Evidence Defintion and Key words: The author makes a general statement followed by two or more supporting details. Key words include: In addition, also, as well as, first, second, finally, in sum, in support of, therefore, in conclusion. “There are several reasons that teachers should create prior knowledge in students before teaching important concepts. First, very little goes into long-term memory unless it’s attached to something already in storage. Second, new learning doesn’t have the meaning necessary for long-term retention unless the student can see the context in which it fits. Finally, the brain likes familiarity. It finds concepts with which it is familiar compelling. In sum, students learn better when the teacher helps students to create personal backgrounds with new topics prior to learning about them.

29. Enumeration Definition and Key words: Focuses on listing facts, characteristics, or features. Signal words include to begin with, secondly, then, most important, in fact, for example, several, numerous, first, next finally, also, for instance, and in addition. “The moon is our closest neighbor. It’s 250,000 miles away. It’s gravity is only 1/6 that of Earth. This means a boy weighing 120 pounds in Virginia would weigh only 20 pounds on the moon. In addition, there is no atmosphere on the moon. The footprints left by astronauts back in 1969 are still there, as crisply formed as they were on the day they were made. The lack of atmosphere also means there is no water on the moon, an important problem when traveling there.”

30. Text Structures[Taking Notes with Compare/Contrast] Concept 1 Concept 2

31. T-List or T-Chart: Wilson’s 14 Points Main Ideas Details/Examples 1. 2. 3. 1. 2. 3. 1. 2. 3 Reasons President Wilson Designed the Plan for Peace Three Immediate Effects on U.S. Allies Three Structures/Protocols created by the Plans

32. Somebody Wanted But So[Fiction] Somebody (characters)… wanted (plot-motivation)…, but (conflict)…, so (resolution)… .

33. Something HappenedAnd Then[Non-fiction] Something (independent variable)… happened (change in that independent variable)…, and (effect on the dependent variable)…, then (conclusion)… .

34. When we summarize, we: • Delete some elements • Keep some elements • Substitute for some elements. “DKS” Ask students to memorize these three actions.

35. TaRGeTS (Based on Rules-Based Summaries, 1968) T -Trivia (Remove trivial material) R - Redundancies (Remove redundant information) G - Generalize (Replace specifics/lists with general terms and phrases) TS - Determine the Topic Sentence

36. Topic Sentence TS = subject + author’s claim about subject Subject: Dogs Claim: Make great pets TS: “Dogs make great pets.”

37. Cornell Note-Taking Format ReduceRecord [Summarize in short phrases or essential questions next to each block of notes.] Review-- Summarize (paragraph-style) your points or responses to the questions. Reflect and comment on what you learned. [Write your notes on this side.]

38. Evaluating our Summaries • Does it convey the information accurately? • Is it too narrow or too broad? Does it convey all of the important elements? Does it convey too much? • Are the ideas in the right sequence? • Would someone else using this summary gain all they needed to know to understand the subject? • Did I leave out my opinion and just report an undistorted essence of the original content? • Did I use my own words and style?

39. Help with Paraphrasing • Build students’ vocabulary and verbal dexterity. Post word banks. Use vocabulary immersion. • Provide repeated experiences with varied sentence combinations and word play. • Use repeated think-alouds of a paraphraser at work from both teacher and students. • Provide ample opportunities to assess paraphrasings of original text or experience. • Allow students to copy models -- They’ll outgrow them. • Take a page from the active listening lessons -- “So what you’re saying is…” • Provide repeated experiences with encapsulation such as creating newspaper headlines. • Play renaming and clue games such as Password, Taboo, and $25,000 Pyramid.

40. More Summarization Tips • Use reading notations. • Allow students to mark consumable and non-consumable text. • Emphasize opinion free summaries – no commentaries. • Teach students to evaluate their own summarizations. • Set length limit of 10 to 25% original text, < 1% for longer text. • Encourage two or more readings or exposures.

41. Reading Notations P I agree with this. X I disagree with this. ?? I don’t understand this. !! Wow! (‘Elicits a strong emotion) CL General Claim EV Evidence for the Claim (These can be numbered to indicate their sequence, too: EV1, EV2, EV3…)

42. Reading Math[Adapted from Literacy Strategies for Improving Mathematics Instruction, Joan M. Kenney, ASCD, 2005] • Math books have more concepts per sentence and paragraph than any other type of text. • There is little redundancy in math text. • Words as well as numbers and other symbols are used throughout text. • Eyes travel in different patterns than traditional left-to-right. • There are often have distracting sidebars.

43. Reading Math • In most text, there’s a topic sentence or key idea followed by detailed supports. In math, we get the details first, then the topic sentence -- the key idea is given in the form of a question or task at the end. Students have to read the text again after seeing this key idea and figure out what material in the text is important and unimportant.

44. Reading Math: the Little Words are Huge • Of/Off: Percent “of” something, the percent “off” something • The, is, a , are, can , sum, less, more, on , who, find, one, ones, tenths, and, or, number, numeral, how, many, how many, what, fewer, around, write, it , each, which, do all, same, different, exercise, here there, has, have, of, at…

45. Word Morphology:Teach Prefixes, Roots, and Suffixes! Mal – badly, poor Meta – beyond, after, change Mis – incorrect, bad Mono – one Multi – many Neo – new Non – not Ob, of, op, oc – toward, against Oct – eight Paleo – ancient Para – beside, almost   Penta – five   Per – throughout, completely   Peri – around   Poly – many   Post – after   Pre – before   Pseudo – false

46. Writing Concisely Avoid Redundancies and Saying the Same thing in different ways:  more additions, absolutely certain/essential/necessary, advance forward, 2:00 a.m. in the morning, baby puppy/kitten, blended together, brief moment, deliberate lie, foreign imports, necessary requirement, old antique, orbiting satellite, preliminary draft, proceed ahead, raise up, refer back, repeat over, tiny particle, true facts, unexpected surprise, violent explosion, visible to the eye, while at the same time. Cut to the Chase: “A small number of people” – “three people” “His whole speech bothered me.” – “His speech bothered me.” -- William Brohaugh’s book, Write Tight, 1993, Writer’s Digest Books

47. 3-2-1 3 –Identify three characteristics of Renaissance art that differed from art of the Middle Ages 2 – List two important scientific debates that occurred during the Renaissance 1 – Provide one good reason why “rebirth” is an appropriate term to describe the Renaissance 3 – List three applications for slope, y-intercept knowledge in the professional world 2 – Identify two skills students must have in order to determine slope and y-intercept from a set of points on a plane 1 – If (x1, y1) are the coordinates of a point W in a plane, and (x2, y2) are the coordinates of a different point Y, then the slope of line WY is what?

48. 3-2-1 3 – Identify at least three differences between acids and bases 2 – List two uses of acids and two uses of bases 1 – State one reason why knowledge of acids and bases is important to citizens in our community

49. Unique Summarization Formats/Products • A soap opera about valence among chemical elements • A “Wanted: Dead or Alive” poster about Preposition Pete (“He was last seen in the OverHill’n’Dale Saloon, at the table, in the dark, under close scrutiny of other scalawags…”) • Compose a ballad about the cautious Massasoit tribe coming to dinner with Governor Bradford and his colony in 1621. • Interpret the Internet for Amazonian inhabitants that have never lived with electricity, let alone a computer. • Argue for and against Democracy as a healthy way to build a country – Provide at least two arguments for each position. • Classify the Greek gods and goddesses according to three different criteria. • Predict the limiting factors for this habitat twenty-five years from now. • Retell a fairytale of your choosing with one of the following concepts as its central theme: • “Courage is not the absence of fear, but the judgment that something else is more important than that fear.” -- Ambrose Redmoon • “A setback is preparation for a comeback.” • “The one who never makes mistakes takes his orders from one who does.”

50. Unique Summarization Formats/Products • A comic strip about the mantissa (the decimal-fraction part of a logarithm) • A mysterious yet accurate archeological map concerning the quadratic formula • A field guide to the asymptotes of a hyperbola (the diagonals of the rectangle formed by the lines x= a, x= —a, y= b and y= -b in the hyperbola: x squared over a squared – y squared over b squared) • A coloring book about Amendments 1, 2, 3, 4, and 10 to the Constitution • A rap song that expresses the order of Presidential succession • A grocery list for Taiga biomes • A mural that accurately expresses the “checks and balances” nature of our Federal government’s three branches: judicial, legislative, and executive • A sculpture or mobile that teaches observers about latitude and longitude • A pop-up book on liquid and dry measures