Learning Target As a result of this presentation I can:

Slides:



Advertisements
Similar presentations
Summarizing… in a nut shell. Summarizing is how we take larger selections of text and reduce them to their bare essentials: the key ideas the main points.
Advertisements

Take a piece of pizza from the counter.
Classroom Instruction That Works Robert Marzano, Debra Pickering, and Jane Pollock August 19, 2008.
Classroom Assessment Techniques for Early Alert of Students At Risk Carleen Vande Zande, Ph.D. Academic Leaders Workshop.
More is not better… Better is better
Instructional Strategies: Summarizing & Note Taking Facilitated By Sara Fridley Region 3 Education Service Agency
Strategies for Supporting Note Taking Julie Shea, Department Chair for Science/Tech/Business Margaret Adams, Director of Curriculum.
Reading in the Curriculum. Reading Fluency General Discussion  What is a fluent reader?  How do you help your students become fluent readers?
June Preszler Education Specialist, TIE August 15, 2007.
Reciprocal Teaching. Reciprocal teaching It facilitates the construction of deeper meaning to text through a modeling process that emphasizes reader control.
Improving Student Achievement: Instructional Strategies Summarizing and Note Taking Agar-Blunt-Onida February 1, 2008.
By Jacqueline McCann Middle GA RESA
Grade 3: Comprehension The material in this Institute has been modified from the Florida Third Grade Teacher Academy which was based upon the original.
Summarizing (Marzano, 2001, p. 29). From the research of (Anderson, V. & Hidi, 1987) and (Anderson, V. & Hidi, 1988/1989) three generalizations can be.
Spell to Excel An inquiry approach to teaching spelling patterns and generalizations.
Marzano’s Classroom Instruction that Works Robyn Lopez and Anne Laskey July 22, 2015.
Lecture 6: Working with ESL Teaching Materials Dr. Douglas Fleming Faculty of Education.
By Anita L. Green Central Carolina Community College Institute 2015
For 6-12 Social Studies Classroom Instruction That Works 6-12 Social Studies.
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.
CHAPTER 6 Nonlinguistic Representations
Marzano Instructional Strategies. Research-Based Instruction Robert Marzano, Debra Pickering, and Jane Pollock reviewed hundreds of studies on instructional.
Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created by The.
Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created by The.
March 2011 Clark.  Discuss the importance of retelling.  Write the prerequisite skills for retelling.  Understand how to scaffold retelling instruction.
Note Taking Summarization
Summarizing And Note Taking Presented By Arts Markville.
Beyond the Basal: Reader’s Workshop February 17, 2011 …schools shouldn’t be about handing down a collection of static truths to the next generation but.
Classroom Instruction that Works Robert Marzano, Debra Pickering, & Jane Pollock.
EdTPA Task 3 Assessment.
Reflect on Note Taking On a post-it on your table… Write one note taking strategy you have tried with your students Place it on the closest chart paper.
ACES Professional Development School Improvement ACES Professional Development School Improvement, October 2006 Summarizing and Note Taking.
Newcomers Session for Educators
New Teachers’ Induction January 20, 2011 Office of Curriculum and Instruction.
Cornell Notes Note-taking strategy that will improve your study skills and your grades!!
Summaries June Preszler TIE April 21, Summarizing  When we summarize, we take larger selections of text and reduce them to their bare essentials.
SUMMARY WRITING You should be able to: 1.take Cornell Notes on the presentation 2.summarize what you have read about in sentences.
Marzano Strategies: Classroom Instruction That Works with Technology Created by Al Beamon TRT Portsmouth Public Schools.
Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created by The.
Teaching listening. Two main ways of listening 1.casual listening: no particular purpose in mind, often without special concentration (to the radio while.
HYIS Review of Strategies Setting Objectives and Providing Feedback Summarizing and Note Taking.
CITW for Tuesday PLC: Note Taking Laurie Bonja Shannon Marasco Sonal Patel Christina Spiezio.
Today’s Learning Goals: Explore development of student understanding through instructional strategies that are appropriate to content reading before,
Sheltered Instruction: Making Content Comprehensible for ELLs London Middle School April 18, 2008.
S. Boucher S. Coston H. Fitch W. Johnson STRATEGIES THAT WORK: Summarizing and Note Taking.
+ Interactive Guided Reading
LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District January 15, 2016 LEADERS IN LITERACY CONFERENCE.
Chapter 8: High-Leverage Practice 3: Reciprocal Teaching.
Reciprocal Teaching LeAnn Wurtzbacher Kathy Maloney Haley Maksymowicz.
By Christine, Katlin G, Kailee, Ashley, Brittany and Melissa.
EL Program in a Nutshell EL Program Flow Chart.
Boulder Valley Public Schools Sheltered Instruction.
Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created by The.
Taking Reading Notes How to Record and Remember Textbook Information.
Review Nonlinguistic representation Advance organizers.
Teacher in Residence WELCOME BACK! Happy New Year! Please sign in and check your homework folders Find your seat with your table group.
Focused Note-taking in Your Classroom Read, Relate, Reflect.
Review Nonlinguistic representation Advance organizers.
Looking closer... Chapter 3 Summarizing and Note Taking.
Cornell Notes The note-taking strategy that will improve your study skills and your grades!!
Marley Maharrey Tupelo Middle School
Instructional Strategies: Summarizing & Note Taking
COMPREHENSION Tool Kit K-3 1 1
Effective Instructional Strategies
Quality Plus Teaching Strategies
Summarizing and Note-Taking
Cornell Notes Note-taking strategy that will
Cornell Notes Note-taking strategy that will
Summarization.
Presentation transcript:

Learning Target As a result of this presentation I can: Recognize different ways to summarize information Implement at least one idea that can enhance ELL students’ understanding of summarizing

Summarizing Strategies that enhance students’ ability to synthesize information Students separate important information from extraneous information Students state the information in their own words

Meta-analysis Results for Summarizing & Note Taking Average Effect Size 1.00 Average Percentile Gain 34% Number of Studies 179

Generalizations from the Research Students must delete some information, substitute some information, and keep some information when they summarize. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. Being aware of the explicit structure of information can help students to summarize.

What Students Usually Do Write down everything Write down next to nothing Write way too much Don’t write enough Copy word for word

When We Want Students to Do Strip away the extra verbiage and extraneous examples Focus on the heart of the matter Seek key words and phrases that manage to capture the gist Save the main ideas and crucial details that support them Take succinct but complete notes

What Teachers Need to Do Keep in mind—it’s not easy Hard to learn/hard to teach Model repeatedly Give students practice time

Recommendations for Classroom Practice Use reciprocal teaching with ELL students. Teach students about text patterns and graphic organizers.

Summarizing We naturally summarize familiar situations. Content is not familiar. When working with students, we need to understand that summarizing academic learning doesn’t come automatically. We need to provide and MODEL a variety of approaches for students to use as they develop the skill of summarizing.

Avenues for Summarization Paper/pencil Keyboard Orally Dramatically Artistically Visually Physically Musically In groups Individually Before instruction During instruction After instruction Short, quick checks Elaborate responses Use “Partner A and Partner B” to summarize key learnings from yesterday. Partner A will talk for 1 minute, partner B must remain silent. Then Partner B will talk for one minute while Partner A talks for one minute. Then Partner A can generate questions to which Partner B responds for 30 seconds, and Partner B will ask questions of Partner A for the next 30 seconds.

Summarizing Learning Activities: Magnet Summaries Magnets attract metal Magnet words attract information Buehl: Classroom Strategies for Interactive Learning and WiLearns

Inner or Outer Circle Half of the class will stand in a large circle Other half forms another circle facing the students in the inner circle. Select one circle to remain in position, the other will move Ask a summarization question. Students will have 30 seconds to one minute to discuss the summary question. Instruct the moving circle to move a particular number of people to either the left or the right Ask another summarizing question…

Summarizing Learning Activities: Journalists’ Questions and the GIST Who What When Where Why How 20-Word Summary Gardner, Jones, Gray

Summarizing Learning Activities: Quick Summaries Don’t Look Back 1 Sentence Paraphrase One-Word Summaries Refine and Reduce Jones, Lawwill, Wormeli

Summarizing Strategies “Rule-Based” Strategy Summary Frames Reciprocal Teaching Human Bingo Share One, Get One Taboo Game Word Splash

“Rule-Based” Strategy Delete trivial, unnecessary material Delete redundant material Substitute super ordinate terms for lists Daisies, tulips, and roses become “flowers” Select a topic sentence or invent one if it is missing PRACTICE WITH SAMPLE FROM TEXT!!!!! Marzano, et al: Classroom Instruction that Works, pages 32-33

Summary Frames Designed to highlight important elements of specific patterns commonly found in text Narrative or story Topic-Restriction-Illustration (T-R-I) Definition Argumentation Problem or Solution Conversation Marzano, et al: Classroom Instruction that Works, pages 34-35

Reciprocal Teaching “One of the best researched strategies available to teachers.” Student led discussion: Summarizing Questioning Clarifying Predicting Summarizing – student leader summarizes text; other students add to the summary Questioning – student leader generates questions to ask other students; may look back over text Clarifying – Student leader points out areas of text that need clarification or asks other students to point them out or provide clarification; the group tries to clear up any confusing parts Predicting – student leader asks for predictions about what might happen in the next segmet of the text

Reciprocal Teaching Roles Marzano, et al: Classroom Instruction that Works, pages 42-43

Human Bingo Teacher creates “Bingo” Cards with categories written in the squares Students move around the room getting classmates to answer and “sign” each of their categories Classmates can only sign one spot on each player’s card, but can sign as many cards as they can

Share One, Get One Works as a “brain dump” to break up lectures, review or extend learning experiences Ask students to draw a grid of nine squares In any three squares, students record facts, skills, concepts, etc… from the lesson Then, students move around the room asking classmates to fill in remaining squares with learning not yet recorded

Taboo Game Object of the game – to get someone to say the designated word or phrase without using any of the identified clues Students summarize twice: While making the cards While guessing what the speaker is trying to get them to say Materials Needed: Timer Buzzer Volunteers to play Taboo

Sample Taboo Cards Decimals Feudalism Point Place value Base 10 Whole metric Serf Economic Lord Manor land

Chronological Sequence

Compare/Contrast Pattern

Concept/Definition Pattern

Description Pattern

Episode Pattern

Generalization/Principle Pattern

Your Turn Select a lesson you’ll be teaching. Develop a lesson that will assist students in understanding how to summarize information Share that lesson with a colleague for feedback

Questions and Concerns