Fainer/Lewellen Grade 8: Note Taking and Summarizing

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

Participant Outcomes Participants will: 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

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

Rule Based Strategy Deciding if an object is in motion isn’t as easy as it sounds. For example, you are probably sitting as you read this paragraph. Are you moving? Other than your eyes blinking and your chest moving up and down, you would probably say that you (and this book) are not moving. An object is in motion when its distance from another object is changing. Since the distance between you and this book is not changing, you conclude that neither you nor the book is moving.

Teacher Summary Deciding if an object is in motion isn’t as easy as it sounds. For example, you are probably sitting as you read this paragraph. Are you moving? Other than your eyes blinking and your chest moving up and down, you would probably say that you (and this book) are not moving. An object is in motion when its distance from another object is changing. Since the distance between you and this book is not changing, you conclude that neither you nor the book is moving.

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

ElementsAnswers Characters Setting Initiating Event Internal Response Goal Consequence Resolution

Questions Topic / Restriction / Illustration What is motion?Topic What causes objects to move?Restriction Give examples of forces causing motion.Illustration Which of the above forces would cause rollercoaster motion?Restriction Give examples of how applied forces change on a rollercoasterIllustration

Definition ElementsConcept TermAcceleration Category (set)Motion DifferencesChange in Velocity Minute DifferencesZero Acceleration

Mark (cm) Velocity m/s (final) Velocity m/s (initial)Time (sec) Acceleration M/S

Problem: What factors affects the acceleration of an object? Solutions: What is the possible solution? (hypothesis) What is another solution? (hypothesis) What solution is best quantified?

Greeting Topic Discussions: Facts requests demand action consequences learned value Conclusions

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

Reciprocal Teaching Student Safety Contract Safety is everyone’s responsibility. Each person should work carefully to assure that no one is injured, no one is exposed to any undo hazard, and every lab experience is a success. If there is an accident, each person should know what to do and should be helpful in correcting the problem. Recognize the hazard. Know the protection. Use the protection. Know the response. Apply the response in time. Listening – Listen to your teacher, carefully follow all directions. Preparation – Prepare for each lab by reading all instructions before class. Follow all directions and review with your teacher the safety precautions before beginning. Use only authorized materials and equipment. Do not perform unauthorized experiments. Never Alone – Never work alone. Work only under teacher supervision with your class. Clothing – Apparel must be appropriate for lab work. Long hanging necklaces, bulky jewelry, and excessive and bulky clothing should not be worn in the lab. Cotton clothing is preferred over nylon, polyesters, or wool. Shoes must cover the feet completely. No open-toed shoes, sandals, or high heals are permitted. Summarizing: Student leader Questioning: Class Participation Clarifying:Everyone Predicting:Lab application

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 AgreeAgreeDisagreeStrongly 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. Teacher Prepared Notes: Motion-Acceleration Teacher Prepared NotesGraphicQuestions I Motion A. Describing and Measuring Motion B. Slow Motion on Planet Earth C. Acceleration 1. Increase in Speed 2. Decrease in Speed 3. Change in Direction

Recommendations for Classroom Practice on Note Taking: Word Mapping DefinitionKey Words IllustrationCaptions/ Descriptors

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

Combination Notes Regular notesSymbol, picture or graphic Summary

Combination Notes: (Informal) Acceleration- the rate at which velocity changes Increase in speed Decrease in speed Change in direction Student pictures Summarize in your own words

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

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