Summarizing And Note Taking Presented By Arts Markville

Today’s Topics ü The “Rule Based Strategy” ü Summary Frames ü Reciprocal Teaching ü Note Taking

Generalized Principle #1 ü To effectively summarize, students must delete some information, substitute some information, and keep some information

Generalized Principle #2 ü To effectively delete, substitute, and keep information, students must analyse information at a fairly deep level.

Generalized Principle #3 ü Being aware of the explicit structure of information is an aid to summarizing information.

Rule Based Strategy for Summarization ü Delete trivial material that is unnecessary to understanding. ü Delete redundant material. ü Substitute super-ordinate terms for lists. ü Select a topic sentence, or create one if it is missing.

Plain And Simple… ü Boiled Sheep’s Brain ü Step 1 - Get a sheep’s brain. ü Step 2 - Boil it. ü Serves 6

Relevence/Meaning? ü A proof is a proof. What kind of a proof? It's a proof. A proof is a proof. And when you have a good proof, it's because it's proven.

Strategies To Enhance Success ü Discuss structure of the information to be summarized. ü Make a list of key words or ideas. ü Do a walk through with a related or similar passage.

SUMMARY FRAMES

ü DEFINITION: üA summary frame is a series of questions that the teacher provides to students to help them summarize information. üThe questions are designed to highlight the important elements of specific patterns commonly found in a variety of texts [e. g. fiction, textbooks, and editorial pieces]. üSummary frame questions are built around the pattern of the text students are reading.

COMMON PATTERNS: ü 1. ü 2. ü 3. ü 4. ü 5. ü 6. NARRATIVE OR STORY TOPIC-RESTRICTION ILLUSTRATION [T-R-I] DEFINITION ARGUMENTATION PROBLEM OR SOLUTION CONVERSATION

ACCOMPANYING FRAMES:

A. NARRATIVE FRAME Commonly found in fiction and contains the following elements: 1. 2. 3. ü Characters: characteristics of the main characters Setting: time, place, context Initiating Event: event that starts the action Internal Response: how main characters react emotionally to this event ü Goal: what main characters decide to do as a reaction to this event ü Consequence: how main characters try to accomplish the goal 7. Resolution: how the goal turns out

Narrative Frame Questions: ü 1. Who are the main characters and what distinguishes them from others? ü 2. When and where did the story take place? What were the circumstances? ü 3. What prompted the action in the story? ü 4. How did the characters express their feelings? ü 5. What did the main characters decide to do? Did they set a goal and what was it? ü 6. How did the main characters try to accomplish their goal[s]? ü 7. What were the consequences?

D. ARGUMENTATION FRAME

Contain information designed to support a claim and contain the following elements: 1. Evidence – information that leads to a claim 2. Claim – assertion that is the focal point of the argument 3. Support – example of or explanations for the claim 4. Qualifier – a restriction on the claim or evidence for the claim

Argumentation Frame Questions ü 1. What information is presented that leads to a claim? ü 2. What is the basic statement or claim that is the focus of the information? ü 3. What examples or explanations are presented to support this claim? ü 4. What concessions are made about the claim?

RECIPROCAL TEACHING/GROUPENHANCED SUMMARY

ü DEFINITIONS: üReciprocal Teaching is a strategy which incorporates the process of summarizing and engages students in other thinking processes. üGroup-Enhanced Summary is an adaptation of this strategy which helps engage students in analysis activities which provide for a deep level of understanding necessary for an effective summary.

FOUR COMPONENTS: 1. Summarizing ü After students have read a short section of a passage, a student leader summarizes what has been read. ü Other students may add to the summary. 2. Questioning ü Student leader asks questions designed to help students identify important information in the passage. ü Other students try to answer these questions. 3. Clarifying ü Student leader tries to clarify confusing points in the passage by asking clarification questions. 4. Predicting ü Student leader asks for predictions about what will happen next in the passage. * The group-enhanced summarizing process involves multiple analyses and interactions with the summary thus providing students with a deeper understanding. .

Research and Theory on Note Taking

ü “Verbatim note taking is, Perhaps the least effective way to take notes”. ü “Notes should be considered a work in progress”. ü “Notes should be used as study guides for tests”. ü “The more notes that are taken, the better”.

Recommendations: ü “Teach students a variety of notetaking formats”. ü “Give students teacher-prepared notes”. ü “Remind students to review their notes”.

Teacher Prepared Notes ü Models good strategies for organizing notes.

Student Notes: Informal Outline ü Notes are taken using indentations to signify when a new, yet related point is written down. ü When a new topic or idea is discussed the note moves back to the left hand side of the page.

Example of Informal Outline Mona Lisa by Leonardo da Vinci (1503 -06) *Oil on wood, 77 x 53 cm *Musee du Louvre, Paris *Also known as La Gioconda, the wife of Francesco del Giocondo

Student Notes: Web ü Organizes notes into circles and draws lines between them to connect their ideas. ü The larger circles represent the more important/major ideas/concepts.

Example of Web Musee du Louvre, Paris 1503 -06 Mona Lisa By Leonardo Da Vinci also known as La Gioconda young Florentine woman Renaissance portrait

Student Notes: Combination ü This is a flexible combination of the previous two techniques. ü It allows students to think about and review the material three times. ü It allows students to process the information in different ways and summarize the main points.

Example: Combination Notes Mona Lisa by Leonardo da Vinci (1503 -06) Oil on wood, 77 x 53 cm Musee du Louvre, Paris *Also known as La Gioconda, the wife of Francesco del Giocondo Musee du Louvre, Paris Mona Lisa By Leonardo Da Vinci also known as La Gioconda Renaissance portrait young Florentine woman Summary: The Mona Lisa is a very famous portrait of a lady who was married to a cloth merchant. She was made very famous from this portrait by Leonardo da Vinci.

Now it’s your turn!