1. Based on 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 for High School Chemistry presented by: Barry Harris, Ph.D. and Catherine Tucker

2. 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

3. Why is this information important to YOU?

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

7. 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

8. 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

9. 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.

10. Recommendations for Classroom Practice Summarizing 1)Teach the “Rule-Based” Strategy 2)Use Summary Frames 3)Teach Students Reciprocal Teaching

11. Recommendations for Classroom Practice Summarizing 1)Teach the “Rule-Based” Strategy Follows a set of rules that produces a summary

12. Recommendations for Classroom Practice Summarizing

13. Example of Summarizing using Rule-based Strategy The Back Burner Chickens lose equilibrium… Prefer Perrier water to panting by David B. Brown & John A MacKay III

14. Recommendations for Classroom Practice Summarizing 2)Use Summary Frames –Choose frame to match information type –6 different types of frames Narrative Topic-restriction-illustration Definition Argumentation Problem/solution Conversation

15. 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?

16. Example of Narrative Summary Frame The Atomic Tour by Issac Asimov Chem Matters, Oct 1983 Transparency

17. 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?

18. Example of Topic-Restriction- Illustration Frame T – What is a single-displacement reaction? R – What are the two basic types of single-displacement reactions? I – What are some examples of these? R – How do double-displacement reactions differ? I – Give some examples of these.

19. 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?

20. Example of a Definition Frame Ionic Bonds, Merrill Chemistry Textbook, p. 306 Handout & Transparency

21. Example of a Definition Frame Ionic Bonds, Merrill Chemistry Textbook, p. 306 What is being defined? Ionic Bonds To which general category does Ionic Bonds belong? Types of chemical bonds What characteristics separate Ionic Bonds from other things in the general category? Electrostatic force between ions, high melting point, conduct electricity in molten state, soluble in water What are some different types of ionic bonds? different oxidation numbers, number of atoms – NaCl, MgCl 2

22. 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?

23. Example of a Argumentation Frame Excerpt from textbook –Merrill Chemistry Modern Atomic Structure Chapter 5, Section 1, pp. 110-115 Handout & Transparency

24. Modern Atomic Theory Evidence: Claim: Support: Qualifier:

25. 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?

26. Example of a Problem/Solution Frame Excerpt from textbook –Merrill Chemistry Everyday Chemistry – Trees, Natural Regulators Chapter 8, p. 211 Handout & Transparency

27. 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?

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

29. 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?

30. Example of Reciprocal Teaching “Sound is Energy” –http://tqjunior.advanced.org/5116/http://tqjunior.advanced.org/5116/ Handout & Transparency

31. 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

32. 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

33. 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

34. 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

35. Recommendations for Classroom Practice Note Taking 1)Give Teacher-Prepared Notes –Model Teacher Prepared Notes GraphicQuestions i. The Basics A. Heating curve Melting point of ice? Boiling point of water? ii. Characteristics A. Where is ice? Where is water?

36. Recommendations for Classroom Practice Note Taking 2)Teach Multiple Formats Insert example(s) here

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

38. Combination Notes Regular notesSymbol, picture or graphic Summary

39. Teacher Definitions Strand H – Atomic Theory Teacher Definitions: Dalton – all things made of atoms indusctutable atoms of the same element are made up of the same atoms elements of different atoms are made up of different atoms Thomson – electrons; cathode ray tube; negative charge electrons on inside; positive particles on outside Rutherford – gold foil experiment – couldn’t find particles on the opposite side of the screen- finally found them all around because he asked his assistants “where could they be?” Bohr – positive center; negative particles orbit on outside at different distances

40. Student diagram of notes Diagram picture of Dalton’s model Diagram picture of Thomson’s Model Diagram picture of Rutherford’s Model Diagram picture of Bohr’s Model

41. Student Summary Dalton believed that all matter was_________________. Thompson found the _________ and put them ____________ in his plum pudding model. Rutherford discovered that the atom was __________________. Bohr had the _________ orbiting the ___________.

42. Reflection What have you learned about summarizing and note taking?

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