1. Improving Student Achievement: Instructional Strategies Summarizing and Note Taking Agar-Blunt-Onida February 1, 2008

2. Ice Breaker
Valentine memory
sweet or not….

3. Strategy Explanation
Summarizing and note taking are identified as two of the most useful academic skills for all students.
Summarizing and note taking are grouped together since both require students to distill and then synthesize.
The purpose of this slide is to define the professional piece that you have developed for them – a definition per say.

4. Research on Summarizing
Students must delete, substitute and keep information.
Students must analyze information at a deep level of understanding.
Students must be aware of the information’s structure in order to effectively summarize.
Marzano, et al: Classroom Instruction that Works, pages 30-32
The purpose of this slide is to cite the research that identifies the effectiveness of your strand/strategy.

5. Note Taking Research Verbatim note taking is the least effective way.
Notes are a work in progress.
Notes should be used as test study guides.
The more notes taken, the better.
Marzano, et al: Classroom Instruction that Works, pages 43-44

6. Essential Questions
How can summarizing and note taking strategies be effectively integrated into classroom routines?
Why are summarizing and note taking essential strategies for students?

7. Students will know:
What effective summarizing and note taking looks like.
How summarizing and note taking impact student learning.
That summarization and note taking are teachable skills.
What key knowledge and skills will students acquire as a result of this unit?

8. Students will be able to
Apply summarizing and note taking strategies to their own learning.
Explicitly teach the skills of summarizing and note taking.

9. Summarizing
When we summarize, we take larger selections of text and reduce them to their bare essentials.
Bare essentials: the gist, the key, the main points worth remembering.

10. Summarizing from Marzano
When working with struggling students, we need to understand that summarizing academic learning doesn’t come automatically. In fact, we need to provide students with a variety of approaches to use as they attempt to summarize.

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

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

13. What learning experiences and instruction will enable students to achieve the desired results?
The WHERE TO design!
W = Help the students know where the unit is going and What is expected? Where are the students at in their prior knowledge and interests?
H = Hook all students and Hold their interest?
E = Equip students, help them Experience the key ideas and Explore the issues.
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implications.
T – Be Tailored (personalized) to the different needs, interests, and abilities of learners.
O = Be Organized to maximize initial and sustained engagement as well as effective learning.

14. SD DOE Strategy
This strategy is a great way for finding background knowledge or schema of your students and also of their understanding during and after a lesson.
Refer to handout

15. Taking Notes
The next several slides include a variety of strategies of note taking.
Hand out Taking Notes packet

16. Summarizing Learning Activities:
“Rule-Based” Strategy
Delete trivial material
Delete redundant material
Substitute broad terms for lists
Marzano, et al: Classroom Instruction that Works, pages 32-33
What learning experiences and instruction will enable students to achieve the desired results? How will the design:
W = Help the students know where the unit is going and What is expected? Where are the students at in their prior knowledge and interests?
H = Hook all students and Hold their interest?
E = Equip students, help them Experience the key ideas and Explore the issues.
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implications.
T – Be Tailored (personalized) to the different needs, interests, and abilities of learners.
O = Be Organized to maximize initial and sustained engagement as well as effective learning.

17. Summarizing Learning Activities:
Reciprocal Teaching
Summarizing
Questioning
Clarifying
Predicting
Marzano, et al: Classroom Instruction that Works, pages 42-43

18. Summarizing Learning Activities: (see packet)
Quick Summaries
Don’t Look Back
1 Sentence Paraphrase
One-Word Summaries
Refine and Reduce
Jones, Lawwill, Wormeli
Find in the packet, one strategy that you HAVE NOT taught, read it over and explain to your group how you as a teacher would use it with your students.

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

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

21. Note Taking Learning Activities:
Teacher Prepared Notes
Straight-forward way to give key information
Models good note-taking
Beware – Don’t just give kids another piece of text that needs to be summarized!

22. Note Taking Learning Activities:
Informal Outline
Uses indentation to indicate major ideas and related details
Quick way to organize
Easy to teach kids

23. Note Taking Learning Activities:
Webbing
Can visually show relationships
Quick and easy
Relative size of circles can indicate importance of ideas
Provides a lot of white space on the page.
Beware – This method takes up a lot of space.

24. Note Taking Learning Activities:
Combination Notes
Page is divided into three parts
1) informal outline, 2) web, 3) summaries
Provides a visual representation of ideas
Allow students time to write pause and write create the visual aspect and to write summaries
Strategy forces kids to think a second time on information

25. Note Taking Learning Activities:
Highlighting
Teach kids how
Can be done on reproduced handouts
A good way to learn summarizing skills

26. Note Taking Learning Activities:
Skeleton Notes
Based on the explicit framework generalization
Teacher provides the framework
Skeleton provides guidance and layout or structure of ideas

27. Note Taking Learning Activities:
Two-column notes
A line down the middle separates the right and left sides of the page
Major headings or concepts on the left
Supporting details on the right
One side is viewed at a time for studying

28. Note taking activity Ear Wax Pets Are Forever
What to do with Dirty Rotten Sneakers?
Cornell Notes
Double Entry Journals (two to pick from)
Q Notes
Combination Notes
Chose an article at your table..chose a note taking strategy… ( 12 minutes)

29. Summary to note taking:
Not worksheets…but scaffolds sheets to hold their thinking
Power in teaching of skimming and scanning to draw quickly to the mind the information needed.

30. Note taking lesson Find in the packet, one strategy that you HAVE NOT
Share with your group how you can use this strategy in your subject area.
5 minutes

31. Web Resources
Estes, Thomas H., Univ. Virginia.
IRA/NCTE/MarcoPolo’s Read, Write, Think:
Oxford Primary Connection.
Raymond Jones’ ReadingQuest.org: Making Sense in Socials Studies:
Study Guides and Strategies.
Traci Gardner’s Traci’s Lists of Ten:
University of Kansas’ KU Writing Center:
Wisconsin Literacy Education and Reading Network Source’s WiLearns:

32. Print Resources:
Buehl, D. (2001) Classroom strategies for interactive learning (2nd ed.). Newark, DE: IRA.
Frey, N., Fisher, D., & Hernandez, T. (2003) What’s the GIST? Summary writing for struggling
adolescent writiers. Voices from the Middle, 11(2),
Lawwill, K.S. Using writing-to-learn strategies: Promoting peer collaboration among high school science teachers (doctoral dissertation, Virginia Polytechnic Institute and State University, 1999).
Marzano, R.J., et al. (2001) A handbook for classroom instruction that works. Alexandria, VA: ASCD.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001) Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Preszler, J., & Rowenhorst, R. (Eds.). (2006) On target: Bringing writing into content area classrooms. Rapid City, SD: BHSSC.
Sejnost, R., & Thiese, S. (2006) Reading and writing across content areas. Thousand Oaks, CA: Corwin.
Urquhart, V., & McIver, M. Teaching Writing in the Content Areas. Alexandria, VA: ASCD.
Wormeli, R. (2005) Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: ASCD.

33. BREAK!

34. Improving Student Achievement Instructional Strategies
Cooperative Learning

35. Research Results:
…seemingly more can be done to improve education by improving the effectiveness teachers than any other single factor

36. Established Goals:
Teachers will understand the research that supports cooperative learning as a tool for increasing student achievement.
Teachers will understand best practices for using cooperative learning to increase student achievement.

37. Strategy Explanation
Cooperative learning occurs when two or more individuals work interdependently, engaging in interaction and/or group processing, studying together and teaching one another as a team for the primary purposes of maximizing each member’s own academic achievement and of other on the team.

38. Cooperative Learning is NOT:
Counting off by numbers, BUT rather it is mixture of high and low students
Filling out worksheets for busy work

39. Research
When cooperative learning is compared with individual competition and individual student tasks, the effect size is .78.

40. More research….
Organizing students in cooperative learning groups has a powerful effect on learning regardless of whether groups compete with one another or not.

41. There may be no other instructional strategy that simultaneously achieves such diverse outcomes as cooperative learning, The research validates the use of cooperative learning to achieve diverse outcomes , included:
Achievement
Time on task
Motivation
Transfer of learning
And other benefits

42. (teacher need to plan for time to get feed back on learner)
Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect learning.
(teacher need to plan for time to get feed back on learner)

43. Research supports: Enhances student satisfaction with their learning
Develops students social skills
Helps students develop oral communication skills
Promotes students self esteem
Promotes inclusion of special needs students

44. Research says…………..
3- 4 in a a group is ideal!

45. Group discussion at table:
Problem to discuss and solve:
According to Map Quest it is miles from the Onida School building to the Blunt School building.
How far is it according to the way the crow flies?
Three minutes

46. Activity # 2 ( Handout #1-1)
The Original Jigsaw
Article An Overview of Cooperative Learning
Do steps 1-8
Step 1 – select leader (leader is responsible for steps and evaluation)

47. Cooperative Handouts # 3 & 4
Each individual will fill out handout # 3
Leader is responsible to filling out handout # 4 with group input

48. Activity # 3 – Handout 6-1 Brief Overview of 12 Social Roles
Divide and conquer…..give a one sentence description about your role.
(One Sentence summary strategy)
Write on index card

49. What Research Says about Designing Groups
Number in a group
Groups of 3-4 produce the largest percentile gain at 9.
Pairs indicates the next largest percentile gain at 6.
Groups of 5-7 indicate a negative results with -1.
(in other words…..don’t do what we did today)

50. More Research that says about forming Cooperative Learning Groups
Informal Groups
A few minutes or a class period
Pair-share
Turn-to-your-neighbor
Formal Groups
Several days or even weeks
The tasks will be designed to include the basic cooperative learning components.
Base Groups
Long Term (semester or year)
Designed to provide support

51. Grouping Research
Heterogeneous groups perform better than homogeneous groups.
Low ability homogeneous groups displayed a percentile loss of 23.
High ability homogeneous groups displayed a percentile gain of 3.
Medium ability homogenous groups displayed a percentile gain of 19.

52. Best Classroom Management Practices When Incorporating Cooperative Learning
KEY 1 – PLANNING
KEY 2 – TEAM BUILDING (refer to handouts#8-1)
Team Identity
Mutual support
Valuing differences
Developing synergy
Sharing
KEY 3 – TEACHER’S ROLE
Facilitator
Assessment
Self-reflection

53. If you have knowledge, let others light their candles at it.
Margaret Fuller

54. Evaluation on-line www.sdesa6.org
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