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 Summarizing & Note Taking Technical and Career Education Teachers

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

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

Generalizations based on research: 1.Students must delete, substitute, and keep some information when summarizing. 2.Deep analysis is needed in order to do #1. 3.Must be aware of explicit structure of information. Research and Theory about Summarizing

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

Research and Theory about Summarizing 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.

Recommendations for Classroom Practice on Summarizing a.Teach the “Rule-Based” Strategy –Follows a set of rules that produce a summary

Recommendations for Classroom Practice on Summarizing

Summarizing Activity Sue Roshon is hosting a Thanksgiving dinner for her summer Cadre. It is a special occasion for Sue to cook. Clyde Grant will be bringing 12 lobsters caught during his summer diving expedition. Sue will be serving twice baked potatoes. She has 25 potatoes for 11 people. Her refrigerator can only hold 14 eggs. Jim Whittamore is making 3 pecan pies. Sue does not want any leftover potatoes. On average how many potatoes must each person eat?

Deleting Information Sue Roshon is hosting a Thanksgiving dinner for her summer Cadre. It is a special occasion for Sue to cook. Clyde Grant will be bringing 12 lobsters caught during his summer diving expedition. Sue will be serving twice baked potatoes. She has 25 potatoes for 11 people. Her refrigerator can only hold 14 eggs. Jim Whittamore is making 3 pecan pies. Sue does not want any leftover potatoes. On average how many potatoes must each person eat?

Recommendations for Classroom Practice on Summarizing b.Use Summary Frames –Choose frame to match information type –6 different types of frames Narrative Topic-restriction-illustration Definition Argumentation Problem/solution conversation

Narrative Frame Who What When Where How

Topic Restriction Frame Topic: What is the meaning of “trade”? Restriction: How does the definition of trade vary from different countries? Illustration: What examples illustrate this?

Definition Frame What is being defined? To what 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?

Argumentation Frame Evidence: What info 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 info? Support: What examples or explanations support the claim: Qualifier: What restrictions on the claim, or evidence counter to the claim, are presented?

The Problem/Solution Frame What is the problem? What is a possible solution? What is another possible solution? Which solution has the best chance of succeeding?

Conversation Frame How did the members of the conversation great each other? What question or topic was insinuated, revealed, or referred to? How did their discussion progress? How did the conversation conclude?

Recommendations for Classroom Practice on Summarizing c.Teach Students Reciprocal Teaching –4 step process 1.Summarizing 2.Questioning 3.Clarifying 4.Predicting

Reciprocal Teaching Summarizing requires that students distill info into a concise, synthesized form and focus on important points. Most research on summarizing emphasizes the importance of breaking down the process into a structure that can be easily understood by students.

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

Generalizations based on research: 1.Verbatim note taking is least effective. 2.Should be a work in progress. 3.Should be used as study guides for tests. 4.The more notes taken, the better. Research and Theory about Note 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

Research and Theory about Note 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

Recommendations for Classroom Practice on Note Taking a.Give Teacher-Prepared Notes –Model Teacher Prepared Notes GraphicQuestions i.The Basics A. ii. Characteristics A.

Recommendations for Classroom Practice on Note Taking A.Example of Teacher-Prepared Notes 1.Format MLA Report a)1” margins b) c)Correct Heading d) e)Centered Title

Recommendations for Classroom Practice on Note Taking c.Use Combination Notes Uses 3 parts: 1.Informal outlining 2.Graphic representation 3.summary

Combination Notes Regular notesSymbol, picture or graphic Summary

Example of Combination Notes Plate: top horizontal member of a frame wall. Stud: vertical wood support in a frame wall. Sole plate: Horizontal member supporting wall studs. I can identify and define the parts of a wall section. Students will identify and define the parts of a wall section.

Using a whip What have you learned about summarizing and note taking?

In Summary 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

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