Summarizing Note Taking ResearchBased Strategies for Increasing Student

Summarizing & Note Taking 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

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

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

Research and Theory about Summarizing 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 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

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.

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

Recommendations for Classroom Practice on Summarizing

• Insert rule-base strategy example here

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

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?

• Insert example of narrative frame

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?

• Insert example of topic-restrictionillustration frame

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?

• Insert example of definition frame

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?

• Insert example of argumentation frame

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?

• Insert example of problem/solution frame

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 Did either person was not met? Did either person did? state facts? make a request of the other? make a promise to perform a certain action? demand a specific action of the other? threaten specific consequences if a demand indicate that he values something the other • How did the conversation conclude?

• Insert example of conversation frame

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

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?

• Insert examples for reciprocal teaching

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 Disagree Strongly Disagree

Research and Theory about Note Taking 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 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

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

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

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

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

Combination Notes Regular notes Symbol, picture or graphic Summary

• Insert examples for combination notes

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

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