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 Health Cadre Summarizing & Note Taking

2. Participant Outcomes Participants will: Understand the purpose and importance of summarizing and notetaking Identify ways to implement summarizing and notetaking in the classroom Review examples of summarizing and notetaking activities

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

5. 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

6. 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

7. 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.

8. Recommendations for Classroom Practice on Summarizing a.Teach the “Rule-Based” Strategy –Follows a set of rules that produce a summary

9. Recommendations for Classroom Practice on Summarizing Steps in Rule-Based Summarizing for Older Students Steps in Rule-Based Summarizing for Younger Students 1.Delete trivial material that is unnecessary to understanding. 2.Delete redundant material. 3.Substitute subordinate terms for more specific terms (e.g. use fish for rainbow trout, salmon, and halibut.) 4.Select a topic sentence of invent one if it is missing. 1.Take out material that is not important to 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.

10. 1.Delete trivial material 2.Delete redundant material 3.Substitute super ordinate terms for more specific terms.

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

12. ** Commonly found in fiction** Who were the main characters? (Jennifer and Jimmy)

13. **Commonly found in expository** Topic : Abstinence Restrictions : Natural urges Illustrations: Secluded area

14. **Concept description** Define: choices Category: decision making Gross characteristics: life changing event Minute differences: risk taking choices

15. ** Supports a claim** Evidence: pregnancy, STD Claim: having sex at 15 can change your life Support: medical facts Qualifier: medical facts

16. ** Produce a problem then solve it** What it the problem: to have sex or not Solution A: no Solution B: yes Solution C: just make out Best chance solution: no

17. **Verbal Exchange** Discussion on the topic with all the options listed.

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

19. What would you do if you were the boy/girl in the story? **This discussion is run by the students**

20. 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

21. 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

22. 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

23. 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

24. Recommendations for Classroom Practice on Note Taking a.Give Teacher-Prepared Notes –Model Teacher Prepared Notes GraphicQuestions i.The Basics A. ii. Characteristics A.

25. Recommendations for Classroom Practice on Note Taking b.Teach Multiple Formats Jennifer, while assessing the situation, thought of her _______. (mother)

26. Recommendations for Classroom Practice on Note Taking c.Use combination notes Uses three parts: 1.Informal outlining 2.Graphic representation 3.summary

27. Combination Notes Regular NotesSymbol, picture or graphic Summary

28. Regular Notes: Car Jimmy Jennifer Sex Summary: Jennifer has a decision to make. Pictures/Graphs DECISION MORALSRISKS LIFESTYLE SELF-ESTEEM