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 Technology Specialists

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

Example: Rule-Based Strategy Original Paragraph: What is the difference between “Fair Use” and Copyright? Welcome to the wonderful world of Fair Use and copyrighted material. In an increasingly litigation hungry society the lines between fair use and copyright infringement becomes blurred. Let’s begin with the definition of “fair use”. Fair Use is when teachers from non-profit educational institutions can use copyrighted materials without asking permission or paying the author or publisher for its use. Copyright is the legal right given to a composer, author, publisher, playwright, illustrator, or distributor to exclusively use, publish, sell, or produce literary, musical, dramatic, and graphic or artistic work. Fair Use is when teachers from non-profit educational institutions can use copyrighted materials without asking permission or paying the author or publisher for its use. Copyright is the legal right given to a product’s creator to retain exclusive control of that product.

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

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 consequence?

Example: Narrative Frame 1.Who are the main characters of “Star Trek: Next Generation”? 2.In what century does the story take place? How far in the future is it from the present? 3.What is the overall mission of the Starship Enterprise? 4.Pick a character and describe their feelings towards being a part of the crew. 5.What did Captain Piccard do to solve the problem with Q? 6.How did Captain Piccard negotiate the situation with Q? 7.What were the consequences to Captain Piccard’s negotiation?

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?

Example: T-R-I Frame 1.Topic: What is PowerPoint? 2.Restriction: What is the purpose of PowerPoint? 3.Illustrations: Give two different examples of how PowerPoint can be used.

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?

Example: Definition Frame 1.Define “URL”. A Universal Resource Locator is an address for a web site. 2.To which general category does this belong? Addresses 3.What separates URL’s from other items in the same category? It is digital and not a geographic location. 4.What are some types or classes of URL’s?.gov;.com;.net;.edu;.org

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?

Example: Argumentation Frame 1.There are a specific set of rules for designing a web site. 2.Every page of web site should follow the same color scheme. 3.Web site designed by the author is presented as support. 4.Other web sites showing evidence of various color schemes are presented to contrast the claim.

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?

Example: Problem / Solution Frame Problem: The monitor will not turn on. Solution 1: Press the power button. Solution 2: Check the monitor connections. Solution 3: Adjust the brightness. Best Solution: Checking the connections to the monitor is the best solution because there are multiple connections that could be loose or disconnected.

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?

Example: Conversation Frame Greeting: “Just the person I’m looking for. Didn’t you read my ?” Cleon grabbed Linda’s attention. Inquiry: Cleon asked Linda, “Did you forward that so that Bill Gates will send us money?” Cleon asked a question about earning money via . Discussion (use at least one): Linda describes the correct use of . Assertion – “There is no way Bill can track all those s.” Requests – “Would you please stop forwarding non-school related e- mails?” Promises – “I’ll “take care of your ” when I get back to my office.” Demands – “Stop forwarding these types of s.” Threats – “If you continue to forward these types of s I will forward them to Dwayne Alton and he will deal with you.” Congratulations – “Congratulations, you must be the most gullible person using .” Conclusion: “Okay, thanks for the info.” Cleon retreats ready to share his new found knowledge with the rest of his team.

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

Reciprocal Teaching 1.Summarize what was taught. 2.What did you understand or not understand about the topic? Why? What questions did you have as you learned the lesson? 3.Were there any words you did not understand? 4.What do you think will be taught next? How do you think this concept could be used in the future or real world?

Reciprocal Teaching (Group Enhanced Summarization) Summarizing: Groups of students read the first section of an article on Internet safety. The student leader summarizes what was read as group members contribute. Questioning: The student leader asks the group several questions about the article to identify important information. The members respond. Clarifying: The student leader gets clarification on any confusing information for himself or others in the group. Predicting: The student leader posts the group’s predictions for the next section of the article.

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 b.Teach Multiple Formats Informal Outline Parts of a computer system -monitor -keyboard -mouse -CPU Web computer system mouseCPUmonitorkeyboard

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 Regular notes Parts of a computer system -monitor -keyboard -mouse -CPU Symbol, picture or graphic Summary A computer system consists of four main parts. computer system mouseCPUmonitorkeyboard

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

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