Summarizing and Note Taking Media PowerPoint

1
Media Cadre
Summarizing Note Taking
Research-Based Strategies for Increasing Student
AchievementFromClassroom Instruction that
WorksbyR. Marzano, D. Pickering, J.
PollockCreated by The School District of Lee
County, CSDC in conjunction with Cindy
Harrison, Adams 12 Five Star Schools
2
Participant Outcomes

• Participants will
• Understand the purpose and importance of
  summarizing and note taking
• Identify ways to implement summarizing and note
  taking in the classroom
• Review examples of summarizing and note taking
  activities

3
(No Transcript)
4
Summarizing

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

5
Research and Theory aboutSummarizing

• Generalizations based on research
• Students must delete, substitute, and keep some
  information when summarizing.
• Deep analysis is needed in order to do 1.
• Must be aware of explicit structure of
  information.

6
Research and Theory aboutSummarizing

• 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 aboutSummarizing

• 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

• 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
Delete trivial material that is unnecessary to understanding. Delete redundant material. Substitute subordinate terms for more specific terms (e.g. use fish for rainbow trout, salmon, and halibut.) Select a topic sentence of invent one if it is missing. Take out material that is not important to understanding. Take out words that repeat information. Replace a list of things with a word that describes the things in the list (e.g. use trees for elm, oak and maple). Find a topic sentence. If you cannot find a topic sentence, make one up.
10

• Original Passage
• Most scientists believe our solar system was
  formed 4.6 billion years ago with the
  gravitational collapse of the solar nebula, a
  cloud of interstellar gas, dust, and ice created
  from previous generations of stars. As time went
  on the grains of ice and dust bumped into and
  stuck to one another, eventually forming the
  planets, comets, and asteroids as we know them
  today.

11
Paragraph with Edits

• Most scientists believe our solar system was
  formed 4.6 billion years ago with the
  gravitational collapse of the solar nebula. As
  time went on the grains of ice and dust bumped
  into and stuck to one another, eventually forming
  the solar system as we know it today.

12
Recommendations for Classroom Practice on
Summarizing

• Use Summary Frames
• - Choose frame to match information type
• - 6 different types of frames
• Narrative
• Topic-restriction-illustration
• Definition
• Argumentation
• Problem/solution
• Conversation

13

• Guiding Questions for the Narrative/Story Frame
• 1 Who are the main characters? What distinguishes
  them from other characters?
• 2 When and where did the story take place? What
  were the circumstances?
• 3 What prompted the action in the story?
• 4 How did the characters express their feelings?
• 5 What did the main characters decide to do? Did
  they set a goal? What was it?
• 6 How did the main characters accomplish their
  goals?
• 7 What were the consequences?

14
Example of a Narrative Frame

• 1 Who are the main characters? What distinguishes
  them from other characters? Cinderella,
  Godmother, Step Mother Each play a pivotal
  role in Cinderellas life.
• 2 When and where did the story take place? What
  were the circumstances? Once upon a time in a
  land far far away in a small house.
• 3 What prompted the action in the story? The
  prince was having a ball to find a wife.
• 4 How did the characters express their feelings?
  The step sisters each wanted to be the princes
  wife. The step mother wanted one of her daughters
  to be chosen. Cinderella just wanted to go to the
  ball.
• 5 What did the main characters decide to do? Did
  they set a goal? What was it? Cinderella decided
  to go to the ball once she was transformed by the
  Godmother. Her goal was to get to the ball.
• 6 How did the main characters accomplish their
  goals? Cinderella wished for a way to attend the
  ball. Magically, a Fairy Godmother appeared and
  made it all happen.
• 7 What were the consequences? The clock struck
  twelve and Cinderella raced out of the ball
  losing her shoe. The prince searched high and low
  for the girl he met at the ball. Ultimately, good
  wins over evil.

15

• Guiding Questions for the TRI Frame
• 1 Topic What is the general statement or topic?
• 2 Restriction What information does the author
  give that narrows or restricts the general
  statement or topic?
• 3 Illustration What examples does the author
  give to illustrate the topic or restriction?

16
Example of a TRI Frame

• Based on a passage about Mammals the following
  information can be used in a TRI Frame
• Summary Mammals are warm-blooded animals with
  backbones. Mothers feed their young with milk.
  Marsupials are a category of mammals. Two
  examples of marsupials are the kangaroo and the
  opossum.
• Topic Mammals
• Restriction Marsupials are one subgroup of
  mammals.
• Illustrations Kangaroos are one kind of
  marsupial that live in Australia. The Virginia
  opossum is the only marsupial that lives in North
  America.

17

• Guiding Questions for the Definition Frame
• 1 What is being defined?
• 2 To which general category does the item belong?
• 3 What characteristics separate the item from the
  other items in the general category?
• 4 What are some types or classes of the item
  being defined?

18
Example of a Definition Frame

• Summary A sonnet is a lyric poem with 14 lines
  that follows a rhyming scheme. The Petrarchan or
  Italian sonnet consists of an octave and a
  sestet. The Shakespearean or English sonnet
  consists of three quatrains and a couplet.
• 1 What is being defined? The sonnet
• 2 To which general category does the item belong?
  The genre poetry
• 3 What characteristics separate the item from the
  other items in the general category? Sonnets
  consist of 14 lines and follow rhyming schemes.
• 4 What are some types or classes of the item
  being defined? Petrarchan and Shakespearean.

19

• Guiding Questions for the Argumentation Frame
• 1 Evidence What information does the author
  present that leads to a claim?
• 2 Claim What does the author assert is true?
  What basic statement or claim is the focus of the
  information?
• 3 Support What examples or explanations support
  the claim?
• 4 Qualifier What restrictions on the claim, or
  evidence counter to the claim, are presented?

20
Example of an Argumentation Frame

• Summary Although our state already has lottery
  games, joining a multistate lottery would provide
  more benefits to the state. Joining a multistate
  lottery would keep more money in the state and
  allow players to win bigger jackpots.
• 1 Evidence What information does the author
  present that leads to a claim? The state benefits
  from state lottery games, and multistate lottery
  games offer more money for the state programs.
• 2 Claim What does the author assert is true?
  What basic statement or claim is the focus of the
  information? Our state should join a multistate
  lottery.

21
Example of an Argumentation Frame Continued

• 3 Support What examples or explanations support
  the claim? Multistate lotteries will give the
  state a source of revenue to spend on health and
  safety problems in public schools. People drive
  out of state to purchase tickets for big,
  multistate lottery games, but that money should
  stay in our state. Multistate lotteries are the
  only way for people in smaller states to win
  really big jackpots. Tickets for the big lottery
  games are usually cheap, but they give players
  the potential to win millions of dollars.
• 4 Qualifier What restrictions on the claim, or
  evidence counter to the claim, are presented? Our
  state already has lottery games.

22

• Guiding Questions for the Problem/Solution Frame
• 1 What is the problem?
• 2 What is a possible solution?
• 3 What is another possible solution?
• 4 What is another possible solution?
• 5 What is another possible solution?
• 6 Which solution has the best chance of
  succeeding?

23
Example of a Problem/Solution Frame

• Summary Humans are consuming fossil fuels at
  much faster rates than they are produced in the
  Earths crust. We need to find ways to use
  alternative energy sources more efficiently.
  Nuclear energy, hydroelectric energy, solar
  energy, and wind energy are all possible sources
  for supplementing and eventually replacing the
  use of fossil fuels. Development of any of these
  alternatives faces obstacles and concerns. There
  is not one correct answer, rather, the solution
  will be different for different countries.

24
Example of a Problem/Solution Frame Continued

• 1 What is the problem? Depletion of fossil fuels
• 2 What is a possible solution? Alternative energy
  sources, such as nuclear energy
• 3 What is another possible solution?
  Hydroelectric energy
• 4 What is another possible solution? Solar energy
• 5 What is another possible solution? Wind energy
• 6 Which solution has the best chance of
  succeeding? The best solution depends on a number
  of factors, such as geography, resource
  availability, and environmental concerns.

25

• Guiding Questions for a Conversation Frame
• 1 How did the members of conversation greet each
  other?
• 2 What question or topic was insinuated,
  revealed, or referred to?
• 3 How did their discussion progress?
• 4 How did the conversation conclude?

26
Example of a Conversation Frame

• Summary A worker in a restaurant tells a
  customer that the restaurant has no menus. The
  restaurant apparently serves only specific foods
  on certain days of the week. The customer tries
  to order a hamburger and then roast beef, but is
  told he can only have corned-beef hash or warm
  peach cobbler. Finally, the customer asks about
  the warm peach cobbler.
• 1 How did the members of conversation greet each
  other? A worker in a restaurant told a customer
  they had no menus.

27
Example of a Conversation Frame Continued

• 2 What question or topic was insinuated,
  revealed, or referred to? Ordering something to
  eat.
• 3 How did their discussion progress? The
  restaurant worker said hamburgers were available
  only on Tuesday, roast beef was only available on
  the weekend, and the customer could have what
  everyone else was eating.
• 4 How did the conversation conclude? The
  restaurant worker told the customer the peach
  cobbler is divine.

28
Recommendations for Classroom Practice on
Summarizing

• Teach Students Reciprocal Teaching
• - 4 step process
• 1. Summarizing
• 2. Questioning
• 3. Clarifying
• 4. Predicting

29
Example of Reciprocal Teaching

• Summarizing The operating system is the
  software that makes a computer work, It does
  three big things. Number one, it tells the
  computer hardware, like the mouse, printers, the
  monitor, and the computer memory, what to do.
  Two, it deals with hardware errors and data loss.
  And, three, it organizes the files you store on
  the hard drive, a floppy disk, a CD, or a Zip
  disk. Todays operating systems, like Windows or
  Mac or UNIX, can do several things at one time.
  Thats called multitasking.

30
Example of Reciprocal Teaching

• Questioning When an operating system is
  multitasking, what is it actually doing? What is
  virtual memory?
• Clarifying How does a multitasking operating
  system create the illusion of process running
  simultaneously? On computers with only one CPU, a
  multitasking operating system runs each process
  individually for a set period of time.
• Predicting The title of the next passage is
  Computer Memory. I think the next section will
  talk about how a computer stores data. And it
  will probably explain RAM and ROM, as well as,
  other ways of storing data like floppy disks and
  CD-ROMs.

31
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 Agree Disagree Strongly Disagree
32
Research and Theory aboutNote Taking

• Generalizations based on research
• Verbatim note taking is least effective.
• Should be a work in progress.
• Should be used as study guides for tests.
• The more notes taken, the better.

33
Research and Theory aboutNote 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

34
Research and Theory aboutNote 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

35
Recommendations for Classroom Practice on Note
Taking

• Give Teacher-Prepared Notes
• Model

Teacher Prepared Notes Graphic Questions
The Basics A.
ii. Characteristics A.
36
Recommendations for Classroom Practice on Note
Taking

• 1. Informal Outline for the Circulatory System
• Transport Systems
• 3 Functions One of Four Parts
• carries food and oxygen plasma
• carries waste from cells red blood cells
• protects body from disease white blood cells
• 3 Parts platelets
• Heart
• Blood vessels
• Blood

37
Recommendations for Classroom Practice on Note
Taking

• c. Use combination notes
• Uses three parts
• Informal outlining
• Graphic representation
• summary

38
Combination Notes
Regular Notes Symbol, picture or graphic
Summary
39
Example of Combination Notes

• NOTES
• Evaporation
• part of water cycle
• the process of a liquid changing into a gas
  without boiling
• water from rivers, lakes, oceans, and soil
  evaporates into the air
• Water that evaporates eventually falls to the
  earth again as rain, ect.

GRAPHIC REPRESENTATION
SUMMARY Evaporation is an important process on
earth because it returns the water to the
atmosphere. .
40
Using a whip

• What have you learned about summarizing and note
  taking?

41
What thoughts, questions, challenges, or ideas do
you have?