Summarizing and Note Taking Math PowerPoint

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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
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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

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(No Transcript)
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Summarizing

• Think, Pair, Share
• How do you currently teach students in your
  classroom to summarize information to enhance
  student learning?

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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.

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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

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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

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Research and Theory aboutSummarizing

• 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.

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Recommendations for Classroom Practice on
Summarizing

• Teach the Rule-Based Strategy
• Follows a set of rules that produce a summary

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Recommendations for Classroom Practice on
Summarizing
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Rule-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)
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Rule-Based Strategy
After using the Rule Based Strategy the problem
can be summarized as What is 160 tons minus
50,000 pounds?
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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

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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 consequences?

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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?

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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?

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The 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

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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?

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Argumentation 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.
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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?

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Kissin 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?

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Problem / 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

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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 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?

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Recommendations for Classroom Practice on
Summarizing

• Teach Students Reciprocal Teaching
• 4 step process
• Summarizing
• Questioning
• Clarifying
• Predicting

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Reciprocal Teaching

1. 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

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Summarizing
Summarizing is synthesizing information. Summariz
ing can be verbal or written.
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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
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Research and Theory aboutNote Taking

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

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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

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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

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Recommendations for Classroom Practice on Note
Taking

• Teach Multiple Formats
• Teacher Prepared Notes
• Combination Notes
• Cornell Notes
• Foldables
• Frayer Model
• Graphic Organizers

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Recommendations for Classroom Practice on Note
Taking

• Teacher Prepared Notes
• Model

Teacher Prepared Notes Graphic Questions
The Basics
ii. Characteristics
Students draw examples
A Rectangle is a polygon
Students create questions

• Comprised of lines segments and is closed
• Opposite sides are equal in length and parallel
• Angles measure 90 degrees

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Recommendations for Classroom Practice on Note
Taking

• Combination Notes
• Uses 3 parts
• Informal outlining
• Graphic representation
• summary

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Combination Notes
Regular notes
Symbol, picture or graphic
Summary
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Combination Notes Example

Learning Goal Understand Scientific Notation


Picture, Symbol, Graphic, Examples 32,000,000
0.00089 3.2000000 00008.9 3.2 x 107
8.9 x 10-4

• Scientific Notation
• Used to express very large or very small numbers
• Place decimal points to create a number between 1
  and 10
• Use powers of 10 to indicate original decimal
  point
• Moving to the right from the new point yields a
  positive exponent. Moving to the left from the
  new point yields a negative exponent.
• Count the number of spaces you move.

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.
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Recommendations for Classroom Practice on Note
Taking Cornell Notes
Cornell Notes
Alg. 1
Per.3/Sept.9  What is the
3773 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
(43)84(38) 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.
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Recommendations for Classroom Practice on Note
Taking - Foldables

• Foldable Examples
• Layered-Look Book
• Shutter Fold
• Tab Book
• Trifold Book, Pyramid Fold
• Envelope Fold
• Magic Fold
• Four Door Fold
• Resources Glencoe Books and Dinah Zikes Big
  Book of Math for Middle School and High School

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Recommendations for Classroom Practice on Note
Taking Frayer Model

 
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Recommendations for Classroom Practice on Note
Taking Graphic Organizers
Students insert example or summarize concepts
Identifying solutions xlt3 Graphing and writing
inequalities (Graph)
3-2 Solving Inequalities Using Addition and
Subtraction
3-3 Solving Inequalities Using Multiplication and
Division
3-1 Inequalities and Their Graphs
Solving Inequalities
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Think, Pair, Share

• What have you learned about summarizing and note
  taking?

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