1. Effective Classroom Strategies1 Summarizing and Note Taking

2. Effective Classroom Strategies2 Classroom Instruction That Works Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Questions, cues and organizers

3. Effective Classroom Strategies3 Following Best Practices oBased on current research ometa-analysis of 2,455 studies pertaining to instructional practices oIncludes latest knowledge, technology and procedures oResearch continues through McRel oSuccessful across student populations oApplies across content areas and grade levels

4. Effective Classroom Strategies4 Classroom Instruction That Works – Effect Size CategoryAve. Effect Size Percentile Gain # of Studies Identifying similarities and differences 1.614531 Summarizing and note taking1.0034179 Reinforcing effort and providing recognition.802921 Homework and practice.7728134 Nonlinguistic representations.7527246 Cooperative learning.7327122 Setting objectives and providing feedback.6123408 Generating and testing hypotheses.612363 Questions, cues and organizers.59221251

5. Effective Classroom Strategies5 Effect Size and the Normal Curve 2% 16% 50% 84% 98% 99.9%

6. Effective Classroom Strategies6  Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement  Cohen simplified the range of effect sizes Small: 0.20 to 0.49 Medium: 0.50 to 0.79 Large: 0.80 and above Classroom Instruction That Works Effect Size

7. Effective Classroom Strategies7 The Instructional Strategy Focus for the Day  Summarizing and Note taking (ES 1.00)

8. Effective Classroom Strategies8 Summarizing and Notetaking  Requires that students distill information into a concise, synthesized form and focus on important points.  Research emphasizes the importance of breaking down the process of summarizing into a structure that can be easily understood by students.  Verbatim note taking is the least effective note- taking technique  Students should be encouraged to revisit and revise their notes after initial recording them.  They should use different formats and make notes as complete as possible.

9. Effective Classroom Strategies9 Summarizing and Note Taking  Both require students to distill information into a concise, synthesized form.  Effective learners are able to sift through a great deal of information, identify what is important and then synthesize and restate the information.

10. Effective Classroom Strategies10 Summarizing

11. Effective Classroom Strategies11 Warm-up  Reflect on your current summarizing beliefs using page 59 in handbook

12. Effective Classroom Strategies12 Three modes of summarizing  Rule-based  Frames  Reciprocal Teaching

13. Effective Classroom Strategies13 Rule-Based Summarizing Steps for Rule-Based Summarizing 1.Delete trivial material that is unnecessary to understanding. 2.Delete redundant material. 3.Substitute super-ordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut). 4.Select a topic sentence or invent one if it is missing. Steps in Rule-Based Summarizing for Younger Students 1.Take out material that is not important to your understanding. 2.Take out words that repeat information 3.Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple). 4.Find a topic sentence. If you cannot find a topic sentence, make one up.

14. Effective Classroom Strategies14 The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine. Microsoft Encarta Encyclopedia

15. Effective Classroom Strategies15 The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine. Microsoft Encarta Encyclopedia

16. Effective Classroom Strategies16 Research generalizations on summarizing Students must delete some information, substitute some information, and keep some information. 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 is an aid to summarizing information. Summary Frames

17. Effective Classroom Strategies17 The Six Summary Frames Narrative Frame Topic-Restriction-Illustration Frame Definition Frame Argumentation Frame Problem/Solution Frame Conversation Frame

18. Effective Classroom Strategies18 Narrative or Story Frame 1.Characters: the characteristics of the main characters in the story; 2.Setting: the time, place, and context in which the story took place; 3.Initiating event: the event that starts the action rolling in the story; 4.Internal response: how the main characters feel about and react to the initiating event; 5.Goal: what the main characters decide to do as a reaction to the initiating event — the goal they set; 6.Consequence: how the main characters try to accomplish the goal; 7.Resolution: how the story turns out. 8.(Components 3-7 are sometimes repeated to create what is called an “episode.”)

19. Effective Classroom Strategies19 Narrative or Story Frame Frame Questions: 1.Who are the main characters? What makes them different from others? 2.When and where did the story take place? What was the situation at the time? 3.What starts the action rolling in the story? 4.How did the characters express their feelings? 5.What did the main characters decide to do? Did they set a goal? What was it? 6.How did the main characters try to accomplish their goal? 7.How does the story turn out? Did the main characters accomplish their goal?

20. Effective Classroom Strategies20 Example Narrative Frame (handout)

21. Effective Classroom Strategies21 T-R-I Frame for Expository Material  Topic (T): a general statement about the information to be discussed;  Restriction (R): statements that limit the information in some way;  Illustration (I): statements that exemplify the topic or illustrations.

22. Effective Classroom Strategies22 T-R-I Frame Frame Questions: T: What is the general topic? R: What information does the author give that narrows or restricts the general topic? I: What examples does the author present to illustrate the topic or restriction?

23. Effective Classroom Strategies23 Example T-R-I Frame (handout)

24. Effective Classroom Strategies24 Definition Frame 1.Term: the subject to be defined (e.g., car); 2. Set: the general category to which the term belongs (e.g., vehicles for transportation); 3. Gross (general) characteristics: those characteristics that separate the term from other elements in the set (e.g., runs on the ground, has four wheels); 4. Minute differences: those different classes of objects that fall directly beneath the term (e.g., sedans, convertibles).

25. Effective Classroom Strategies25 Definition Frame Frame Questions: 1.What is being defined here? 2.To what general category does the item being defined belong? 3.What characteristics of the item being defined separate it from other items in the general category? 4.What are some different types or classes of the item being defined?

26. Effective Classroom Strategies26 Example Definition Frame (handout)

27. Effective Classroom Strategies27 A summary is … An essential condensation in your own words. Answers the question “what is the author really saying?” Is the result of careful “listening” to the author. Remains faithful to the author’s emphasis and interpretation. Does not disagree with or critique the author’s opinion.

28. Effective Classroom Strategies28 A summary is … 1)A summary is a comprehensive but brief statement of what has been stated previously in a longer form. 2)A summary is a wrap-up----a general picture of the information--- much like TV networks produce at the end of a year. 3)Summaries provide a quick overview of a subject without having the reader wade through a lot of facts and details. Summaries help readers and writers boil information down to its most basic elements. 4)Encyclopedias, almanacs, and digests provide good examples of summaries.

29. Effective Classroom Strategies29 Procedural Knowledge Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.” Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts. While practicing, students should adapt and shape what they have learned.

30. Effective Classroom Strategies30 A Rubric for Summarizing 4 The student identifies the main pattern running through the information along with minor patterns. 3 The student identifies the main pattern running through the information. 2 The student addresses some of the features of the main pattern running through the information but excludes some critical aspects. 1 The student does not address the main pattern running through the information. 0 Not enough information to make a judgment.

31. Effective Classroom Strategies31 Planning for Summarizing What specific information will students need to summarize?  film or video  chapter  lecture  story  article  event  other_______________ What strategy will I ask students to use?  Rule-based Summarizing Strategy  Summary Frames  Narrative or Story  TRI  Definition  Argumentation  Problem/Solution  Conversation  Group Enhanced Summary Strategy  Other ___________ What knowledge will students be learning? Do I need to set aside time to teach them the strategy? When and how? How much guidance will I provide them? How will I monitor how well students are doing?

32. Effective Classroom Strategies32 Independent Practice  Read pg 74 in your handbook  Take up to 10 minutes to read and summarize using pages 75-76  Discuss in your table group

33. Effective Classroom Strategies33 Reflection  Fill out reflection form on page 81

34. Effective Classroom Strategies34 Note Taking

35. Effective Classroom Strategies35 Goals  Introduce a formal approach for informal outlines  Highlight other graphical strategies

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37. Effective Classroom Strategies37 Developed in 1949 at Cornell University by Walter Pauk. Designed in response to frustration over student test scores. Meant to be easily used as a test study guide. Adopted by most major law schools as the preferred note taking method.

38. Effective Classroom Strategies38 First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes 2 1/2” 3 to 4 sentence summary across the bottom of the last page of the day’s notes

39. Effective Classroom Strategies39

40. Effective Classroom Strategies40 Summary is added at the end of ALL note pages on the subject (not page) Summary added AFTER questions are finished Summary should answer the problem stated in the subject.

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42. Effective Classroom Strategies42 Rubric for Feedback

43. Effective Classroom Strategies43 Other Note taking ideas  Concept webs  Flow charts  Venn Diagrams  Teacher-prepared guided notes  Cloze notes

44. Effective Classroom Strategies44 Reflection  Please complete page 93 in workbook  Share with table