1 / 38

Chalkduster

Chalkduster. 2018-2019 CLEVELAND CITY SCHOOLS AFTER-SCHOOL PD SERIES. SESSION 6. SUMMARIZING AND NOTE TAKING. AWESOME Summaries. *help generate high-quality summaries from what is seen, heard, or read *give concrete criteria for evaluating and improving summaries

minda
Télécharger la présentation

Chalkduster

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chalkduster 2018-2019 CLEVELAND CITY SCHOOLS AFTER-SCHOOL PD SERIES

  2. SESSION 6 SUMMARIZING AND NOTE TAKING

  3. AWESOME Summaries *help generate high-quality summaries from what is seen, heard, or read *give concrete criteria for evaluating and improving summaries *provide an easy to remember acronym

  4. AWESOME Template

  5. Implementation *Discuss Template -use concrete examples -may focus on 1 or 2 attributes at a time *Practice -use high quality summaries and have students determine if they are “AWESOME” or not and explain why -compare/contrast high and low quality summaries and explain which is better and why

  6. *Revise -Use a passage with an incomplete summary -Have students ”fix” the summary to be AWESOME and explain what they changed and why -Reteach (if needed) *Apply -Use knowledge to summarize a new passage -Remind them to consult template BEFORE, DURING, and AFTER summarizing *Provide Feedback -Using the template, provide specific feedback -Students revise summary, as needed

  7. MOM Template *for younger students M- Main points only? O- Order (first to last)?M- My own words?

  8. 4-2-1 Summaries

  9. 4-2-1 Strategy What is this? This is a collaborative process that teaches students these three skills: • Identify important ideas • Generate focused summaries • Summaries contain support with relevant details

  10. 4-2-1 Benefits • Collaboration is present in the classroom. • It helps students hone in on this critical skill of summarizing. • This gives insight to how well students have understood what they’ve read. • Students are synthesizing and summarizing key points in writing.

  11. 4-2-1 Steps • Have students record four important points from a passage, lecture, or other learning materials. ( Note: Have students use previous learned strategies to find points including: text features, main idea/details, etc..) • Ask students to share and compare their responses with a partner in order to pick out TWO of the most important. (Note: Students can pick from their four original ideas, combine ideas, and/or add missing ideas from original lists.)

  12. 4-2-1 Steps • Pair up the pairs of students, and have each group of students reach a consensus about the ONE most important idea. Then, invite the groups of students to share their most important idea and the strategies they used to select this ONE point. • After sharing, refine or refocus as needed. If none is needed, choose one or allow students to choose one of the main ideas to write about. Students will write a paragraph about this point, and they need to be encouraged to include ideas from Step 1 and 2 as supporting ideas.

  13. Reciprocal Teaching What is it? Four concrete strategies for improving comprehension: summarizing, questioning, clarifying, and predicting

  14. Reciprocal Teaching

  15. Reciprocal Teaching • Benefits: • Use summarizing, along with three other expert-reader strategies, to deepen students’ comprehension.

  16. Reciprocal Teaching Basic steps: 1. Discuss with students that there are specific strategies that help with their understanding of difficult texts.

  17. Reciprocal Teaching Basic steps: 2. Introduce strategies and the handout given: Summarize Generate Questions Clarify Predict

  18. Reciprocal Teaching Basic steps: 3. Train students to use the strategy by alternating you use it, they use it for simple texts. Provide concrete suggestions for improvement

  19. Reciprocal Teaching Basic steps: 4. Put students into groups of four and allow them to use the strategies to discuss and expand understanding of the text.

  20. Reciprocal Teaching Basic steps: 5. Practice in class and continue modeling and offering practical suggestions.

  21. Reciprocal Teaching How is this tool used in the classroom? • Help develop summaries • Teach four reading strategies • Engage in rich, structured discussions about the texts

  22. Webbing *used for simple and advanced notes *Benefits: -nonlinear -informal -visual learning

  23. 3 Ways of Webbing 1- Generate Ideas 2- Collect Information 3- Review, Assess, Apply Learning

  24. Implementation *Review 3 types of webbing and choose the one for your purpose *Explain and Model the webbing process -MAIN TOPIC in center and circle -SUB TOPICS around the main idea & connect -DETAILS around & connect -Continue adding, as needed

  25. Implementation *Review and Discuss sample web with students *Introduce and Model other web models, as needed *Practice using webbing independently

  26. Window Notes What is it? A tool that makes note-taking more engaging by encouraging students to record questions, personal reactions, and interesting connections IN ADDITION to facts. What are the benefits? Challenging students to generate different types of notes stimulates active processing of the content in question and it facilitates learning and retention as a result.

  27. Window Notes The basic steps: -students will take notes that include facts, questions, feelings and reactions, and any connections that come to mind -review the Window Notes organizer -model the Window Notes process for students; thinking aloud as you work -have students generate Window Notes on a specific topic (younger students express thoughts orally) -students share notes with the class -encourage students to use this technique independently

  28. Window Notes Teacher notes: -To assist students in the Feelings & Reactions portion of the organizer you may give them a list of feeling stems, ie, I really enjoyed_____ I was surprised by___ I was confused by___ If you are thinking this technique is “fluffy”, it in reality promotes deeper understanding than traditional note taking. Making the four types of notes requires active processing and ensures students are not simply copying.

  29. Review and Revise

  30. What is Review and Revise? This is a tool that trains students to view their notes as both a work in progress and a valuable learning tool.

  31. Review and Revise Benefits • This helps students develop the habit of reviewing and revising their notes as their understanding of the content grows. • It teaches students a process and gives them a set of guiding questions. • It helps students learn to examine and improve their notes.

  32. Review and Revise Steps • Explain to students that notes are not something that are just filed away in a notebook. Notes are actually tools that can help you in your learning! Examples: help you review for a test, write a paper, or prepare for a presentation. • Teach students that notes need to be added to, corrected, and improved over time. The end-goal is a set of accurate, complete, and well-organized notes that students can study and use.

  33. Review and Revise Questions • Are there any errors or misunderstandings in my notes that I can identify and correct? • Do I need to add anything or elaborate on anything? Are there details worth adding? • Is there any redundant or unnecessary information that I can condense or delete? • Can I organize information into chunks-and give each chunk a descriptive heading? • Can I make important facts, terms, or sections stand out using underlining or other strategies? • Can I clarify anything by adding a sketch or diagram? • How can I highlight connections between individual bits of information? • Am I unclear about anything? Are there questions I need to ask or information I need to check?

  34. ESL Connection Information to Share

  35. After-School PD Dates September 20, 2018 October 18, 2018 November 15, 2018 December 6, 2018 January 17, 2019 February 7, 2019

  36. ESL Connection The most important component for our ELL’s is to add visuals! To assist with summarizing, students need modeling again and again The comic book style works very well assisting students to choose 6 important things in the story and draw them in the six comic strip boxes

  37. ESL Connection Other visuals that could be used with the Reciprocal Teaching method: -Summarize ball of yarn (wrapping things up) -Questions picture of a detective -Clarifying picture of a magnifying glass -Predicting fortune teller (seeing into the future) To aid in Summarizing: -to “keep” both arms crossed over chest -to “delete” one hand grabs from the other -to “substitute” both fists in front, move right up over lt.

  38. September 20, 2018 • October 18, 2018 • November 15, 2018 • December 6, 2018 • January 17, 2019 • February 7, 2019

More Related