Summarizing & Note Taking

Research-Based Strategies for Research-Based Strategies for Increasing Student AchievementIncreasing Student Achievement

FromFromClassroom Instruction that WorksClassroom Instruction that Works

bybyR. Marzano, D. Pickering, J. PollockR. Marzano, D. Pickering, J. Pollock

Created by The School District of Lee County, CSDC Created by The School District of Lee County, CSDC in conjunction with in conjunction with

Cindy Harrison, Adams 12 Five Star SchoolsCindy Harrison, Adams 12 Five Star Schools

Summarizing & Summarizing & Note TakingNote Taking

Participant OutcomesParticipant OutcomesParticipants 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

Average Eff ect Percentile

Size (ES) Gain

I dentif ying similarities and diff erences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing eff ort and providing recognition 0.80 29 21

Homework and practice 0.77 28 134

Nonlinguistic representations 0.75 27 246

Cooperative learning 0.73 27 122

Setting objectives and providing feedback 0.61 23 408

Generating and testing hypotheses 0.61 23 63

Questions, cues and advance organizers 0.59 22 1,251

Category No. of ESs

SummarizingSummarizingThink, Pair, Share:

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

Generalizations based on researchGeneralizations based on research::

1.1. Students must delete, Students must delete, substitute, and keep some substitute, and keep some information when summarizing.information when summarizing.

2.2. Deep analysis is needed in order Deep analysis is needed in order to do #1.to do #1.

3.3. Must be aware of explicit Must be aware of explicit structure of information.structure of information.

Research and Theory Research and Theory aboutabout

SummarizingSummarizing

Research and Theory aboutResearch and Theory about


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


SummarizingSummarizingGeneralization #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


SummarizingSummarizingGeneralization #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 onRecommendations for Classroom Practice on

SummarizingSummarizinga. Teach the “Rule-Based”

Strategy– Follows a set of rules that produce a

summary



MODEL FOR 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.

““Rule-Based” StrategyRule-Based” Strategy

The blue whale is the largest animal on earth. A blue whale is about 100 million times larger than the krill, one of the smallest creatures it eats. The skeleton of the blue whale can weigh about 50,000 pounds. The heart of a blue whale can be the size of a small car. The largest recorded blue whale weighed 160 tons. About how much of that weight was not the skeleton?

(taken from Prentice Hall Reading and Math Literacy Masters)

““Rule-Based” StrategyRule-Based” Strategy

After using the Rule Based Strategy the problem can be summarized as:

What is 160 tons minus 50,000 pounds?


SummarizingSummarizingb. 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 FrameThe 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 consequences?

The Topic-Restriction-The Topic-Restriction-Illustration FrameIllustration 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?

The Definition FrameThe 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?

The Definition FrameThe Definition Frame• What is being defined? Integers• To which general category does the

item belong? Rational Numbers• What characteristics separate the

item from the other items in the general category? Positive and Negative Whole Numbers and Zero

• What are some types or classes of the item being defined? 1, -3, 0

Argumentation FrameArgumentation 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?

Argumentation FrameArgumentation Frame

Jason says any number divided by zero is zero.

Lana says any number divided by zero is undefined.

Who is correct?

Give reasons to support your opinion.

Problem / Solution FrameProblem / Solution Frame• What is the problem?• What is a possible solution?• Are there any other solutions?• Which solution has the best chance

of succeeding?

Kissin’ CousinsKissin’ Cousins You are planning on

attending a family reunion. When you arrive there will be 10 cousins there. If you kiss each cousin hello, how many kisses are there?

Problem / Solution FrameProblem / Solution Frame• What is the problem? How many

kisses were exchanged?• What is a possible solution? 10• Are there any other solutions? 20• Which solution has the best chance

of succeeding? Depends on family heritage

The Conversation FrameThe 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 state facts? Did either person make a request of the other? Did either person make a promise to perform a certain action? Did either person demand a specific action of the other? Did either person threaten specific consequences if a demand was

not met? Did either person indicate that he values something the other did?

• How did the conversation conclude?



c. Teach Students Reciprocal Teaching

– 4 step process1. Summarizing2. Questioning3. Clarifying4. Predicting

Reciprocal TeachingReciprocal Teaching1. Summarize what was taught. Summarizing

2. What did you understand or not understand about the topic? Why? Summarizing

3. What questions did you have as you learned the lesson? Questioning

4. Were there any words you did not understand? Clarifying

5. What do you think will be taught next? How do you think this concept could be used in the future or real world? Predicting


Summarizing is synthesizing information.

Summarizing can be verbal or written.

Note TakingNote TakingDiscussion statement:

It is appropriate for the teacher to provide students with a complete set of notes on a topic.”

Do you…

Strongly Agree

Agree Disagree Strongly Disagree

Generalizations based on researchGeneralizations based on research::

1.1. Verbatim note taking is least Verbatim note taking is least effective.effective.

2.2. Notes should be a work in Notes should be a work in progress.progress.

3.3. Notes should be used as study Notes should be used as study guides for tests.guides for tests.

4.4. The more notes taken, the The more notes taken, the better.better.

Research and Theory Research and Theory aboutabout

Note TakingNote Taking


Note TakingNote TakingGeneralization #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


Note TakingNote TakingGeneralization #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


Note TakingNote TakingTeach Multiple Formats

• Teacher Prepared Notes• Combination Notes• Cornell Notes• Foldables• Frayer Model• Graphic Organizers


Note TakingNote TakingTeacher Prepared Notes

– Model

Teacher Prepared Notes

Graphic Questions

i. The Basics

ii. Characteristics

A Rectangle is a polygon

A. Comprised of lines segments and is closed

B. Opposite sides are equal in length and parallel

C. Angles measure 90 degrees

Students draw examples

Students create questions


Note TakingNote Taking

Combination Notes

Uses 3 parts:

1. Informal outlining

2. Graphic representation

3. summary

Combination NotesCombination Notes

Regular notes Symbol, pictureor graphic

Summary

Combination Notes ExampleCombination Notes Example

Scientific Notation: 1. Used to express very

large or very small numbers

2. Place decimal points to create a number between 1 and 10

3. Use powers of 10 to indicate original decimal point

4. Moving to the right from the new point yields a positive exponent. Moving to the left from the new point yields a negative exponent.

5. Count the number of spaces you move.

Picture, Symbol, Graphic, Examples

32,000,000 0.00089

3.2000000 00008.9

3.2 x 107 8.9 x 10-4

Summary: Scientific notation expresses very large and small numbers. It includes moving the decimal point to create numbers between 1 and 10 and express the movement of the decimal as a power of 10.

Learning Goal: Understand Scientific Notation


Note Taking – Note Taking – Cornell NotesCornell NotesCornell Notes Alg. 1 Per.3/Sept.9

What is the 3+7=7+3 The order of numbers can be switched in

Commutative Prop.? addition & multiplication without

affecting the outcome.

How can I use the

Comm. Prop?

What is the (4+3)+8=4+(3+8) The grouping of numbers can be Associative Prop.? changed in addition & multiplication

without affecting the outcome.

When will I use the

Assoc. Prop.?

Summary: In addition and multiplication, the order and grouping of the numbers can be changed without affecting the outcome. One use of these properties is to facilitate in mental math. Another use would be in solving equations.


Note Taking - Note Taking - FoldablesFoldablesFoldable Examples:•Layered-Look Book

•Shutter Fold

•Tab Book

•Trifold Book, Pyramid Fold

•Envelope Fold

•Magic Fold

•Four Door Fold

Resources: Glencoe Books and Dinah Zike’s Big Book of Math for Middle School and High School


Note Taking – Note Taking – Frayer ModelFrayer Model

Definition Characteristics

Examples Pictures/Diagrams

Non-examples


Note Taking – Note Taking – Graphic OrganizersGraphic Organizers

Solving Inequalities

3-1 Inequalities and Their Graphs

Identifying solutions x<3

Graphing and writing inequalities (Graph)

3-2 Solving Inequalities Using Addition and Subtraction

3-3 Solving Inequalities Using Multiplication and Division

Students insert example or summarize concepts

Think, Pair, ShareThink, Pair, ShareWhat have you learned about

summarizing and note taking?

What thoughts, questions,

challenges, or ideas do you have?

Summarizing & Note Taking

Documents

Transcript of Summarizing & Note Taking