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Summarizing & Note Taking

Summarizing & Note Taking. Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools.

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Summarizing & Note Taking

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  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 notetaking • Identify ways to implement summarizing and notetaking in the classroom • Review examples of summarizing and notetaking activities

  3. Summarizing Think, Pair, Share: How do you currently teach students in your classroom to summarize information to enhance student learning?

  4. 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.

  5. 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

  6. Research and Theory aboutSummarizing 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

  7. Research and Theory aboutSummarizing 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.

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

  9. Recommendations for Classroom Practice onSummarizing

  10. “Rule-Based” Strategy The blue whale is the largest animal on earth. A blue whale is about 100 million times larger than the krill, one of the smallest creatures it eats. The skeleton of the blue whale can weigh about 50,000 pounds. The heart of a blue whale can be the size of a small car. The largest recorded blue whale weighed 160 tons. About how much of that weight was not the skeleton? (taken from Prentice Hall Reading and Math Literacy Masters)

  11. “Rule-Based” Strategy After using the Rule Based Strategy the problem can be summarized as: What is 160 tons minus 50,000 pounds?

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

  13. The Narrative/Story Frame • 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?

  14. The Topic-Restriction-Illustration Frame • 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. The Definition Frame • 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 or classes of the item being defined?

  16. The Definition Frame • What is being defined? Integers • To which general category does the item belong? Rational Numbers • What characteristics separate the item from the other items in the general category? Positive and Negative Whole Numbers and Zero • What are some types or classes of the item being defined? 1, -3, 0

  17. Argumentation Frame • 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?

  18. Argumentation Frame Jason says any number divided by zero is zero. Lana says any number divided by zero is undefined. Who is correct? Give reasons to support your opinion.

  19. Problem / Solution Frame • What is the problem? • What is a possible solution? • Are there any other solutions? • Which solution has the best chance of succeeding?

  20. Kissin’ Cousins You are planning on attending a family reunion. When you arrive there will be 10 cousins there. If you kiss each cousin hello, how many kisses are there?

  21. Problem / Solution Frame • What is the problem? How many kisses were exchanged? • What is a possible solution? 10 • Are there any other solutions? 20 • Which solution has the best chance of succeeding? Depends on family heritage

  22. The Conversation Frame • 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. Recommendations for Classroom Practice onSummarizing • Teach Students Reciprocal Teaching • 4 step process • Summarizing • Questioning • Clarifying • Predicting

  24. Reciprocal Teaching • Summarize what was taught. Summarizing • What did you understand or not understand about the topic? Why? Summarizing • What questions did you have as you learned the lesson? Questioning • Were there any words you did not understand? Clarifying • What do you think will be taught next? How do you think this concept could be used in the future or real world? Predicting

  25. Summarizing Summarizing is synthesizing information. Summarizing can be verbal or written.

  26. Note Taking Discussion statement: It is appropriate for the teacher to provide students with a complete set of notes on a topic.” Do you…

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

  28. 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

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

  30. Recommendations for Classroom Practice onNote Taking Teach Multiple Formats • Teacher Prepared Notes • Combination Notes • Cornell Notes • Foldables • Frayer Model • Graphic Organizers

  31. Recommendations for Classroom Practice onNote Taking Teacher Prepared Notes • Model Students draw examples A Rectangle is a polygon Students create questions • Comprised of lines segments and is closed • Opposite sides are equal in length and parallel • Angles measure 90 degrees

  32. Recommendations for Classroom Practice onNote Taking Combination Notes Uses 3 parts: • Informal outlining • Graphic representation • summary

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

  34. Combination Notes Example Learning Goal: Understand Scientific Notation Picture, Symbol, Graphic, Examples 32,000,000 0.00089 3.2000000 00008.9 3.2 x 107 8.9 x 10-4 • Scientific Notation: • Used to express very large or very small numbers • Place decimal points to create a number between 1 and 10 • Use powers of 10 to indicate original decimal point • Moving to the right from the new point yields a positive exponent. Moving to the left from the new point yields a negative exponent. • Count the number of spaces you move. Summary: Scientific notation expresses very large and small numbers. It includes moving the decimal point to create numbers between 1 and 10 and express the movement of the decimal as a power of 10.

  35. Recommendations for Classroom Practice onNote Taking – Cornell Notes Cornell Notes Alg. 1 Per.3/Sept.9 What is the 3+7=7+3 The order of numbers can be switched in Commutative Prop.? addition & multiplication without affecting the outcome. How can I use the Comm. Prop? What is the (4+3)+8=4+(3+8) The grouping of numbers can be Associative Prop.? changed in addition & multiplication without affecting the outcome. When will I use the Assoc. Prop.? Summary: In addition and multiplication, the order and grouping of the numbers can be changed without affecting the outcome. One use of these properties is to facilitate in mental math. Another use would be in solving equations.

  36. Recommendations for Classroom Practice onNote Taking - Foldables • Foldable Examples: • Layered-Look Book • Shutter Fold • Tab Book • Trifold Book, Pyramid Fold • Envelope Fold • Magic Fold • Four Door Fold • Resources: Glencoe Books and Dinah Zike’s Big Book of Math for Middle School and High School

  37. Definition Characteristics Examples Pictures/Diagrams Non-examples Recommendations for Classroom Practice onNote Taking – Frayer Model

  38. Recommendations for Classroom Practice onNote Taking – Graphic Organizers Students insert example or summarize concepts Identifying solutions x<3 Graphing and writing inequalities (Graph) 3-2 Solving Inequalities Using Addition and Subtraction 3-3 Solving Inequalities Using Multiplication and Division 3-1 Inequalities and Their Graphs Solving Inequalities

  39. Think, Pair, Share What have you learned about summarizing and note taking?

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

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