Summarizing

(Marzano, 2001, p. 29)

Summarizing

From the research of (Anderson, V. & Hidi, 1987) and (Anderson, V. & Hidi, 1988/1989) three generalizations can be extracted

To be effective at summarizing students must:1. Delete some information, substitute some information,

and keep some information. (p.30)2. To effectively delete, substitute, and keep information,

students must analyze the information at a fairly deep level. (p.31)

3. Being aware of the explicit structure of information is an aid to summarizing information. (p.32)

“In general, research has demonstrated that making students aware of the specific structure in information helps them summarize that information.” (Anderson, Armbruster, & Ostertag, 1987; Raphael & Kirschner, 1985)

Summarizing Strategies Rule-Based

Summary Frames

Reciprocal Teaching

The “Rule-Based” Strategy Developed by (Brown, Campione, &Day, 1981) Steps

Delete trivial material that is unnecessary to understanding.

Delete redundant material. Substitute superordinate terms for lists. Select a topic sentence, or invent one if it is missing.

Summary Frames Summary frames are a series of questions that the

teacher provides to students. Six types of summary frames.

1. Narrative Frame2. Topic-Restriction-Illustration Frame3. Definition Frame4. Argumentation Frame5. Problem/Solution Frame6. Conversation Frame

Narrative FrameThe narrative or story frame is commonly found in fiction and

contains the following elements:

1. Characters2. Setting3. Initiating event4. Internal response5. Goal6. Consequence7. Resolution

Topic-Restriction-Illustration FrameT-R-I stands for topic, restriction, and illustration. This pattern is

commonly found in expository material. The T-R-I- frame contains the following elements:

Topic- General statement about the topic to be discussed.

Restriction- Limits the information in some way.

Illustartions- Exemplifies the topic or restriction.

Definition FrameThe purpose of a definition frame is to describe a particular concept

and identify subordinate concepts. Definition patterns contain the following elements:

1. Term - the subject to be defined2. Set - the general category to which the term belongs3. Gross characteristics - those characteristics that separate the term from other elements in the set4. Minute differences - those different classes of objects that fall directly beneath the terms

Argumentation FrameArgumentation frames contain information designed to support a claim. They contain the following elements:

1. Evidence: Information that leads to a claim.

2. Claim: The assertion that something is true. The claim is a focal point of the argument.

3. Support: Examples of or explanations for the claim.

4. Qualifier: A restriction on the claim or evidence for the claim.

Problem/Solution Frame

Problem/solution frames introduce a problem and then identify one or more solutions to the problem.

Conversation FrameA conversation is a verbal exchange between two or more people. Commonly, a conversation has the following components:

1. Greeting: Some acknowledgment that the parties have not seen each other for a while.

2. Inquiry: A question about some general or specific topic.

3. Discussion: An elaboration or analysis of the topic. Commonly included are:

AssertionsRequestsPromisesDemandsThreatsCongratulations

4. Conclusion The conversation ends in some way.

Reciprocal Teaching Developed by (Brown & Palincsar, 1984,1985) The strategy contains four components (p. 42):

1. Summarizing2. Questioning3. Clarifying4. Predicting

Note Taking

(Marzano, 2001, p. 43)

Note taking is related to summarizing Students must synthesize information Students that learn to take useful notes will

be more successful

Note Taking

Verbatim note taking is, perhaps, the least effective way to take notes.

Notes should be considered a work in progress.

Notes should be used as study guides for tests.

The more notes taken the better.

The Research Indicates…

Teacher Prepared notes Formal and Informal Outlines Webbing Combination Notes

Classroom Practice in Note Taking

Teacher gives the students copies of the notes they have made

Clear picture of what the students should learn

Provides a model for note taking

Teacher Prepared Notes

Formal Outlines Has headings Key phrases Follows a specific

pattern

Informal Outlines Uses indentation to

indicate major ideas

Details are listed under main ideas

Outlines

webbing

Lines indicate

connections

Size indicates

Importance

Visual

limited

bigger

small

Combination Notes

Left Side Right Side

Informal outline Main Ideas Details Students stops

periodically to synthesizes information

Webbing or a variation Pictures Portrayed in a visual

manner

Summary Of The Two Sides Put Together

Cues and Questions

(Marzano, 2001, p. 111)

Cues & Questions

Cues= “hints” about what going to learn

Questions= analyze new information

Cues & Questions 80 percent of what occurs in classrooms on a daily

basis happens through cueing and questioning (Davis, O.L, and Tinsley, 1967, Fillippone, 1998, as cited in

Marzano, 2001, p.113). Should focus on what is important not unusual

◦ Unusual might stimulate interest◦ More detail definitely stimulates more interest

(Alexander and Judy, 1988, Alexander, Kulikowich, and Schulze, 1994, Risner, Nicholson, and Webb, 1994, as cited in Marzano, 2011, p.113).

Can come before a lesson to set a mindset Can come after a lesson to review new information

Cues Should get students thinking about what

they already know about a subject.

Allows for new synapses to be created between old information and new information.

Cueing Questions Things/People

◦ What action does this thing or person usually perform?

◦ How is this thing usually used?

◦ Does this thing have a particular emotional state? What is it?

◦ When this thing is used, does it present a particular danger to other things or to people? What is it?

Actions◦ What effect does this

action have on the taste, feel, sound, or look of this thing?

◦ How is the value of a thing changed by this action?

◦ How does this action change the size or shape of a thing?

◦ How does this action change the state of a thing?

Marzano, 2001, p. 115

Cueing Questions Events

◦ What people are usually involved in this event?

◦ During what season or time of year does this event usually take place?

◦ What does this event usually take place?

◦ What equipment is typically use in this event?

◦ How long does this event usually take?

Staes (of Being)◦ What is the basic

process involved in reaching this state?

◦ What are the changes that occur when soemthing reachers this state?

Marzano, 2001, p. 115

Questions Questions that make students analyze

information are higher level questions (Redfield and Rouseeau, 1981, as cited by Marzano,

2001, p.113) Most teachers use lower order questioning

(Davis, O.L. and Tinsley, 1967, Fillippone, 1998, Guszak, 1967, Mueller, 1973, as cited by Marzano, 2001, p. 113)

Higher Level Questions Analyzing Errors

◦ What are the errors in reasoning in this information?

◦ How is this information misleading?

◦ How could it be corrected or improved?

Constructing Support◦ What is an argument

that would support the following claim?

◦ What are some of the limitations of this argument or the assumptions under-lying it?

Marzano, 2001, p. 116

Higher Level Questions Analyzing Perspectives

◦ Why would someone consider this to be good (or bad or neutral)?

◦ What is the reasoning behind his or her perspective?

◦ What is an alternative perspective, and what is the reasoning behind it?

Marzano, 2001, p. 116

Cues & Questions After cueing or questioning allow for wait

time◦ A few second pause that lets students collect their

thoughts Wait time is associated with students

interacting with one-another providing a better learning environment

(Swift and Gooding, 1983, Folwer, 1975, Honea, 1982, as cited by Marzano, 2011, p. 114)

Advanced Organizers

(Marzano, 2001, p. 117)

Advanced OrganizersDavid Ausubel

1968 Made popular

psychologist

Focus on important information

Organize information

Produce higher level of thinking

Different types:

Expository NarrativeSkimming Graphic

Describe new info Present in story format

Brief lookVisual representation

Advanced organizers were popularized by psychologist David Ausubel in 1968 (Marzano, 2001, p. 117)

Ausubel indicates that advanced organizers are, “designed to bridge the gap between what that learner already knows and what he needs to know before he can successfully learn the task at hand” (Marzano, 2001, para. 2).

• Focus on what information is significant

• Produce a higher and deeper level of learning

• Organize information

• Provide a knowledge base prior to exposure

• Types of advanced organizers

Four Types of Advanced Organizers

• Expository

• Narrative

• Skimming

• Graphic

Expository(Marzano, 2001, p. 118)

Describe the new content to which a person is exposed Example: Career day- the teacher provides a brief

explanation of about each career to students prior to speakers giving their presentation

Narrative(Marzano, 2001, p. 119)

Present information in a story format

Example: Tornadoes- the teacher tells students about a personal experience with tornadoes prior to watching a video on tornadoes

Skimming(Marzano, 2001, p. 119)

Looking over information prior to reading it; becoming familiar with, not being an expert

Example: Science class- the teacher gives students two maps of the stars to “skim over” prior to taking a field trip to a Planetarium

Graphic Organizers(Marzano, 2001, p. 119 & 120)

A non-linguistic representation of information Mind map

Example: French class- prior to showing a slide show about French painters, the teacher presented the class with a graphic organizer identifying the painters and their work-students are able to take notes as they watch the slide show