1. 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

2. Introductions Marc Jones –South Fort Myers High School –Biology, Integrated Science Elizabeth Kominar –Cape Coral High School –Biology, Chemistry

3. Why should I even care? Several things to consider –Many ESOL Students are going to have to develop higher order thinking for reading science texts. –Increase student achievement –Higher performance on FCAT Recognition for you and your school. Pride Performance Pay Better Parent involvement Higher quality students More funding –Principal Walk-through –Because you care!

4. 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

6. Summarizing Discussion question: How do you currently teach students in your classroom to summarize information to enhance student learning? Please break into groups and illustrate one example of how YOU summarize in the classroom, and write it on a transparent sheet to be shared with the entire group

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 contentSeems simple but requires analyzing content Students need practice to be good at analyzing informationStudents 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.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 on Summarizing a. Teach the “Rule-Based” Strategy –Follows a set of rules that produce a summary

11. A Model for 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. Simplified Steps in Rule- Based Summarizing for ESOL and IEP 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.

12. Example Example: Rule-based strategy Most scientists believe our solar system was formed 4.6 billion years ago with the gravitational collapse of the solar nebula, a cloud of interstellar gas, dust, and ice created from previous generations of stars. As time went on the grains of ice and dust bumped into and stuck to each on another, eventually forming the planets, moons, comets, and asteroids as we know them today. As time went on the grains of ice and dust bumped into and stuck to each on another, forming the heavenly bodies we know today.

13. Example Unfinished example: Most scientists believe our solar system was formed 4.6 billion years ago with the gravitational collapse of the solar nebula, a cloud of interstellar gas, dust, and ice created from previous generations of stars. Most scientists believe our solar system was formed 4.6 billion years ago with the gravitational collapse of the solar nebula, a cloud of interstellar gas, dust, and ice created from previous generations of stars. As time went on the grains of ice and dust bumped into and stuck to each on another, eventually forming the planets, moons, comets, and asteroids as we know them today. Finished example Most scientists believe our solar system was formed 4.6 billion years ago with the gravitational collapse of the solar nebula. As time went on the grains of ice and dust bumped into and stuck to each on another, forming the heavenly bodies we know today. As time went on the grains of ice and dust bumped into and stuck to each on another, forming the heavenly bodies we know today.

14. Recommendations for Classroom Practice on Summarizing b. Use Summary Frames –Choose frame to match information type –6 different types of frames NarrativeTopic-restriction-illustrationDefinitionArgumentationProblem/solutionconversation

15. Definition frame Describes a particular concept and to identify other concepts related to that –Term: the subject being defined –Set: the general category to which the term belongs –Gross characteristics: those characteristics that separate the term from other elements –Minute differences: those differences classes of objects that fall directly beneath the term

16. Guiding questions 1. What is being defined? 2.To which general category does the item belong? 3.What characteristics separate the item from the other items in the general category? 4. What are some types or classes of the items being defines? Monotreme Mammals Have students site several examples from prior knowledge of mammals. State examples from text and graphics

17. Argumentation frame Contains information designed to support a claim. Evidence: What information does the author present that leads the frame? Claim: What does the author assert is true? Support: What examples or explanations support the claim? Qualifier: What restrictions on the claim, or evidence counter to the claim, are presented?

18. Problem / Solution Frame Guiding Questions What is the problem? What is a possible solution? Are there any other solutions? Which solution has the best chance of succeeding?

19. Argumentation frame Evidence: What information does the author present that leads the frame? Claim: What does the author assert is true? Support: What examples or explanations support the claim? Qualifier: What restrictions on the claim, or evidence counter to the claim, are presented? Oil drilling in Alaska will not solve the energy crisis. American politicians are seeking reasons to drill in Alaska even when there is little indications of a crisis. Peacetime drilling in national petroleum reservesPeacetime drilling in national petroleum reserves Repealing ban on exporting Alaskan oilRepealing ban on exporting Alaskan oil “the refuge’s oil is vital to shielding the economy from big swings in the world petroleum market”“the refuge’s oil is vital to shielding the economy from big swings in the world petroleum market” $2.00/gal gasoline$2.00/gal gasoline

20. Problem / Solution Frame Problem: A statement of something that has happened or might happen that is problematic. Solution: A description of one possible solution Solution: A description of another possible solution

21. Problem / Solution Frame Guiding questions What is the problem? What is a possible solution? Are there any other solutions? Which solution has the best chance of succeeding?

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

23. Reciprocal Teaching Summarize what was taught. What did you understand or not understand about the topic? Why? What questions did you have as you learned the lesson? Were there any words you did not understand? What do you think will be taught next? How do you think this concept could be used in the future or real world?

24. Reciprocal Teaching Summarizing Students read a short section of a passage among themselves. One student is chosen as the group leader, and summarizes what has been read, heard, and seen. Other students may and are encouraged to add to the summary.

25. Reciprocal Teaching Questioning The student leader asks some questions that are designed to help identify important information in the reading. The rest of the group responds to questions based on what they learned

26. Reciprocal Teaching Clarifying The student leader then clarifies any points that may be confusing. Other students may also point them out as well.

27. Reciprocal Teaching Predicting Before the group moves forward with the section, the student leader asks for predictions about what will happen in the next short passage. The student leader then can write these out on chart paper or in a note book. Each student should also write this down. Notes: –Students should only consult teach for understanding via the student leader. –Repeat each of these four components until the reading piece is completed –Groups should be heterozygous for ability of content mastery

28. 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 AgreeDisagree Strongly Disagree

29. 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

30. 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

31. Research and Theory about Note Taking Generalization #3: Should be used as study guides for tests. If well done, powerful study guideIf well done, powerful study guide Generalization #4: The more notes taken, the better. Strong correlation between amount of notes and achievement on examsStrong correlation between amount of notes and achievement on exams

32. Recommendations for Classroom Practice on Note Taking a. Give Teacher-Prepared Notes Teacher Prepared Notes GraphicQuestions i. The Basics A. Seventy percent (70%) of the earth’s surface is oceans A. Seventy percent (70%) of the earth’s surface is oceans b.97.2 % is salt water c. Only 0.63% is potable water ii. Characteristics A. The Hydrologic Cycle A. The Hydrologic Cycle b. Solar Energy is the driving force behind the hydrologic cycle? c. Gravity helps keep water moving. d. Water circulates between the: HydrosphereLithosphereAtmosphereBiosphere

33. Informal outlines Water Takes Three Different Forms Water = Liquid Form Ice = Solid Form Water Vapor = Gas Form The Hydrologic Cycle –What is the driving force behind the hydrologic cycle? - Solar Energy –Gravity helps keep water moving. –Water circulates between the: HydrosphereLithosphereAtmosphereBiosphere Pathways of Moisture in the Hydrologic Cycle All the world’s water comes from the oceans. In the end, most of it returns to the oceans. HOW? EvaporationCondensationPrecipitationEvaporationTranspiration Surface water runoff Groundwater flow

34. Webbing

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

36. Combination Notes Regular notesSymbol, picture or graphic Summary

37. Insert examples for combination notes The Hydrologic Cycle What is the driving force behind the hydrologic cycle? - Solar Energy Gravity helps keep water moving. Water circulates between the: HydrosphereLithosphereAtmosphereBiosphere The Hydrologic Cycle What is the driving force behind the hydrologic cycle? - Solar Energy Gravity helps keep water moving. Water circulates between the: Hydrosphere Lithosphere Atmosphere Biosphere Pathways of Moisture in the Hydrologic Cycle All the world’s water comes from the oceans. In the end, most of it returns to the oceans. HOW? Evaporation *Condensation Precipitation *Evaporation Transpiration *Surface water runoff Groundwater flow The hydrologic cycle begins with the evaporation. As water is lifted, it cools and water vapor condenses to form clouds. Moisture moves around the globe until it precipitation. Once the water reaches the ground, 1) some of the water may evaporate back into the atmosphere 2) the water may become groundwater. Groundwater either seeps its way to into the oceans, rivers, and streams, or is released back into the atmosphere through transpiration. The rest is runoff runoff, which empties into lakes, rivers and streams and is carried back to the oceans

38. Participant Outcomes Review 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

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

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