Summarizing and Note Taking

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Summarizing and Note Taking
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Classroom Instruction That Works
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues and organizers
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Following Best Practices

• Based on current research
• meta-analysis of 2,455 studies pertaining to
  instructional practices
• Includes latest knowledge, technology and
  procedures
• Research continues through McRel
• Successful across student populations
• Applies across content areas and grade levels

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Classroom Instruction That Works Effect Size
Category Ave. Effect Size Percentile Gain of Studies
Identifying similarities and differences 1.61 45 31
Summarizing and note taking 1.00 34 179
Reinforcing effort and providing recognition .80 29 21
Homework and practice .77 28 134
Nonlinguistic representations .75 27 246
Cooperative learning .73 27 122
Setting objectives and providing feedback .61 23 408
Generating and testing hypotheses .61 23 63
Questions, cues and organizers .59 22 1251
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Effect Size and the Normal Curve
2 16 50 84 98
99.9
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Classroom Instruction That Works Effect Size

• Effect Size is a unit of measure used with
  meta-analysis that expresses the increase or
  decrease in student achievement
• Cohen simplified the range of effect sizes
• Small 0.20 to 0.49
• Medium 0.50 to 0.79
• Large 0.80 and above

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The Instructional Strategy Focus for the Day

• Summarizing and Note taking
• (ES 1.00)

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Summarizing and Notetaking

• Requires that students distill information into a
  concise, synthesized form and focus on important
  points.
• Research emphasizes the importance of breaking
  down the process of summarizing into a structure
  that can be easily understood by students.
• Verbatim note taking is the least effective
  note-taking technique
• Students should be encouraged to revisit and
  revise their notes after initial recording them.
• They should use different formats and make notes
  as complete as possible.

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Summarizing and Note Taking

• Both require students to distill information into
  a concise, synthesized form.
• Effective learners are able to sift through a
  great deal of information, identify what is
  important and then synthesize and restate the
  information.

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Summarizing
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Warm-up

• Reflect on your current summarizing beliefs using
  page 59 in handbook

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Three modes of summarizing

• Rule-based
• Frames
• Reciprocal Teaching

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Rule-Based Summarizing

• Steps for Rule-Based Summarizing
• Delete trivial material that is unnecessary to
  understanding.
• Delete redundant material.
• Substitute super-ordinate terms for more specific
  terms (e.g., use fish for rainbow trout, salmon,
  and halibut).
• Select a topic sentence or invent one if it is
  missing.

• Steps in Rule-Based Summarizing for Younger
  Students
• Take out material that is not important to your
  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.

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The word photography comes from the Greek word
meaning drawing with light.Light is the most
essential ingredient in photography. Nearly all
forms of photography are based on the fact that
certain chemicals are photosensitive- that is,
they change in some way when exposed to light.
Photosensitive materials abound in nature plants
that close their blooms at night are one example.
The films used in photography depend on a
limited number of chemical compounds that darken
when exposed to light. The compounds most widely
used today are called halogens (usually bromine,
chlorine, or iodine. Microsoft Encarta
Encyclopedia
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The word photography comes from the Greek word
meaning drawing with light.Light is the most
essential ingredient in photography. Nearly all
forms of photography are based on the fact that
certain chemicals are photosensitive- that is,
they change in some way when exposed to light.
Photosensitive materials abound in nature plants
that close their blooms at night are one example.
The films used in photography depend on a
limited number of chemical compounds that darken
when exposed to light. The compounds most widely
used today are called halogens (usually bromine,
chlorine, or iodine. Microsoft Encarta
Encyclopedia
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Research generalizations on summarizing

• Students must delete some information, substitute
  some information, and keep some information.
• To effectively delete, substitute, and keep
  information, students must analyze the
  information at a fairly deep level.
• Being aware of the explicit structure of
  information is an aid to summarizing information.
  Summary Frames

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The Six Summary Frames

• Narrative Frame
• Topic-Restriction-Illustration Frame
• Definition Frame
• Argumentation Frame
• Problem/Solution Frame
• Conversation Frame

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Narrative or Story Frame

1. Characters the characteristics of the main
   characters in the story
2. Setting the time, place, and context in which
   the story took place
3. Initiating event the event that starts the
   action rolling in the story
4. Internal response how the main characters feel
   about and react to the initiating event
5. Goal what the main characters decide to do as a
   reaction to the initiating event the goal they
   set
6. Consequence how the main characters try to
   accomplish the goal
7. Resolution how the story turns out.
8. (Components 3-7 are sometimes repeated to create
   what is called an episode.)

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Narrative or Story Frame

• Frame Questions
• Who are the main characters? What makes them
  different from others?
• When and where did the story take place? What was
  the situation at the time?
• What starts the action rolling 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 try to accomplish
  their goal?
• How does the story turn out? Did the main
  characters accomplish their goal?

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Example Narrative Frame
(handout)
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T-R-I Frame for Expository Material

• Topic (T) a general statement about the
  information to be discussed
• Restriction (R) statements that limit the
  information in some way
• Illustration (I) statements that exemplify the
  topic or illustrations.

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T-R-I Frame
Frame Questions T What is the general topic?
R What information does the author give
that narrows or restricts the general topic?
I What examples does the author present to
illustrate the topic or restriction?
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Example T-R-I Frame(handout)
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Definition Frame
1.Term the subject to be defined (e.g.,
car) 2. Set the general category to which the
term belongs (e.g., vehicles for
transportation) 3. Gross (general)
characteristics those characteristics that
separate the term from other elements in the set
(e.g., runs on the ground, has four wheels) 4.
Minute differences those different classes of
objects that fall directly beneath the term
(e.g., sedans, convertibles).
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Definition Frame

• Frame Questions
• What is being defined here?
• To what general category does the item being
  defined belong?
• What characteristics of the item being defined
  separate it from other items in the general
  category?
• What are some different types or classes of the
  item being defined?

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ExampleDefinition Frame(handout)
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A summary is

• An essential condensation in your own words.
• Answers the question what is the author really
  saying?
• Is the result of careful listening to the
  author.
• Remains faithful to the authors emphasis and
  interpretation.
• Does not disagree with or critique the authors
  opinion.

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A summary is

1. A summary is a comprehensive but brief statement
   of what has been stated previously in a longer
   form.
2. A summary is a wrap-up----a general picture of
   the information--- much like TV networks produce
   at the end of a year.
3. Summaries provide a quick overview of a subject
   without having the reader wade through a lot of
   facts and details. Summaries help readers and
   writers boil information down to its most basic
   elements.
4. Encyclopedias, almanacs, and digests provide good
   examples of summaries.

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Procedural Knowledge
Summarizing is procedural knowledge. If
students are expected to become proficient in
procedural knowledge, they need to be able to
practice.
Mastering a skill or process requires a fair
amount of focused practice. Practice sessions
initially should be spaced very closely together.
Over time, the intervals between sessions can be
increased. Students also need feedback on their
efforts.
While practicing, students should adapt and shape
what they have learned.
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A Rubric for Summarizing
4 The student identifies the main pattern running through the information along with minor patterns.
3 The student identifies the main pattern running through the information.
2 The student addresses some of the features of the main pattern running through the information but excludes some critical aspects.
1 The student does not address the main pattern running through the information.
0 Not enough information to make a judgment.
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Planning for Summarizing

• What strategy will I ask students to use?
• Rule-based Summarizing Strategy
• Summary Frames
• Narrative or Story
• TRI
• Definition
• Argumentation
• Problem/Solution
• Conversation
• Group Enhanced Summary Strategy
• Other ___________

• What specific information will students need to
  summarize?
• film or video
• chapter
• lecture
• story
• article
• event
• other_______________

Do I need to set aside time to teach
them
the strategy? When and how? How much guidance
will I provide them? How will I monitor how well
students are doing?
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Independent Practice

• Read pg 74 in your handbook
• Take up to 10 minutes to read and summarize using
  pages 75-76
• Discuss in your table group

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Reflection

• Fill out reflection form on page 81

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Note Taking
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Goals

• Introduce a formal approach for informal outlines
• Highlight other graphical strategies

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Cornell
Notes
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History of Cornell Notes

• Developed in 1949 at Cornell University by Walter
  Pauk.
• Designed in response to frustration over student
  test scores.
• Meant to be easily used
  as a test study guide.
• Adopted by most major law schools as the
  preferred note taking method.

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First Last Name Class Title Period Date
Topic
Questions, Subtitles, Headings, Etc.
Class Notes
2 1/2
3 to 4 sentence summary across the bottom of the
last page of the days notes
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• Summary is added at the end of ALL note pages on
  the subject (not page)
• Summary added AFTER questions
• are finished
• Summary should answer the problem stated in
  the subject.

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(No Transcript)
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Rubric for Feedback
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Other Note taking ideas

• Concept webs
• Flow charts
• Venn Diagrams
• Teacher-prepared guided notes
• Cloze notes

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Reflection

• Please complete page 93 in workbook
• Share with table