Summarizing and Note Taking

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Summarizing and Note Taking

• Chapter 3
• Classroom Instruction that Works
• Marzano, Pickering and Pollock

Additions and revisions by Karadean Grayson Ethel
Boyes Elementary Idaho Falls District 91
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Summarizing and Notetaking

• Summarizing and note taking require that students
  distill information into a concise, synthesized
  form and focus on important points.
• Most research on summarizing strategies
  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 for improving student
  achievement because students are not engaging
  their minds in generating or synthesizing
  information.
• 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

• Summarizing and note taking are in the same
  category of instructional strategies because 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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Focus On

• Summarizing

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Two Strategies for Teaching Summarizing

• Rule-Based Strategy
• Using Frames

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Rule-Based Summarizing Strategy
  The rules in the strategy are as follows  1)
Delete trivial material that is unnecessary to
understanding  2) Delete redundant
material  3) Substitute subordinate terms for
lists (e.g., flowers for daisies,
tulips, and roses) 4) Select a topic
sentence, or invent one if it is missing.  To
make these rules come alive for students, a
teacher might initially demonstrate them in some
detail. Brown, Campione, and Day (1981)
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Summarizing Strategy Using Frames
Present students with summary frames. Using
summary frames is a powerful summarizing strategy
that teachers can effectively use to enhance
students understanding. A summary frame is a
series of questions that the teacher provides to
students that helps them develop an accurate
summary of the text. For more on frames, see Oja
(1996) Using Story Frames to Develop Reading
Comprehension in the Classroom ED 395 281
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Summarizing Strategy Using Frames

• There are different types of frames that students
  can use to help them summarize different types of
  text that they encounter.
• The Narrative Frame to summarize stories or
  other narratives
• The Topic-Restriction-Illustration (T-R-l) Frame
  to summarize informational or explanatory text
• The Definition Frame to summarize text that
  defines a concept or term
• The Argumentation Frame to summarize text that
  presents an argument
• The Problem /Solution Frame to summarize text
  that presents a problem and one or more
  solutions
• The Conversation Frame to summarize text that
  presents a conversation between people or
  characters in a story.

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Narrative or Story Frame

• The narrative or story frame commonly contains
  the following
• elements
• Characters the characteristics of the main
  characters in the story
• Setting the time, place, and context in which
  the story took place
• Initiating event the event that starts the
  action rolling in the story
• Internal response how the main characters feel
  about and react to the initiating event
• Goal what the main characters decide to do as a
  reaction to the initiating event the goal they
  set
• 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?
• 6. How did the main characters try to accomplish
  their goal?
• 7. 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

• Students can use the T-R-I Frame with most
  expository material, such as books and other
  nonfiction reading material. The T-R-l pattern is
  commonly found in expository material. The
  elements of the T-R-l frame are
• 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.
• The T-R-I (topic, restriction, illustration)
  pattern can have a number of restrictions and
  accompanying 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
The purpose of a definition pattern is to
describe a particular concept and identify
subordinate concepts.Definition patterns contain
the following elements 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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Argumentation Frame

• The argumentation frame is designed to identify
  information proposed to support a claim.
  Argumentation frames contain the following
  elements
• Evidence information that leads to a claim.
• Claim the assertion that something is true --
  the claim that is the focal point of the
  argument.
• Support examples of or explanations for the
  claim.
• 4. Qualifier a restriction on the claim or
  evidence for the claim.

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Argumentation Frame Questions

• What information is presented that leads to a
  claim
• What is the basic statement or claim that is the
  focus of the information?
• What examples or explanations are presented to
  support this claim?
• 4. What concessions are made about the claim?

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Argumentation Frame

• Example (Handout)

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The Problem/Solution Frame

• Problem/solution frames are designed to help
  identify a problem and one or more solutions to
  the problem.
• Problem/solution format
• Problem A statement of something that has
  happened or might happen that is problematic.
• Solution A description of one possible
  solution.
• Solution A statement of another possible
  solution.
• 4) Solution A statement of another possible
  solution.
• 5) Solution Identification of the solution with
  the greatest chance of success.

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Problem/Solution Frame Questions

• What is the problem?
• What is a possible solution?
• What is another possible solution?
• Which solution has the best chance of succeeding?

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Problem/Solution Examples

• Teachers are often confronted with students,
  parents, and other interested parties who are in
  emotional states. Perhaps a student just failed
  a test or got caught in a fight. Maybe an irate
  parent came to school ready for battle, or a
  teacher at your school had just had it.
• What is the likelihood that an effective
  solution will be developed while one of these
  people is primarily running on emotions?
  Probably none, because it is as difficult to
  reason with people drunk on emotions as it is to
  deal with people drunk on alcohol. To solve a
  problem, or even get an adequate perspective on a
  situation, we must be engaged in clear thinking
  that is not distorted by the faulty perception
  that comes with being in an emotional state.

Handout p. 5
Teaching with Love and Logic
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The Conversation Frame

• Identifying the elements of a conversation or
  verbal interchange between two or more people.
• Greeting some acknowledgement that the parties
  have not seen each other for a while.
• Inquiry a question about some general or
  specific topic.
• Discussion and elaboration or analysis of the
  topic.
• Conclusion the conversation ends in some way.

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Conversation Frame

• A conversation discussion commonly includes one
  or more of the following components
• Assertions statements of facts by the speaker.
• Requests statements that solicit actions from
  the listener.
• Promises statements that assert that the
  speaker will perform certain actions
• Demands statements that identify specific
  actions to be taken by the listener
• Threats statements that specify consequences to
  the listener if commands are not followed.
• Congratulations statements that indicate the
  value the speaker puts on something done by the
  listener.

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Conversation Frame Questions

• 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?
• How did the conversation conclude?

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Conversation Discussion Elements to Consider

• Did either person state facts?
• Did either person make a request of the other?
• 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/she valued
  something that the other had done?

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Conversation Discussion Story Examples

• The Three Billy Goats Gruff
• The Three Little Pigs
• Little Red Riding Hood

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Reciprocal Teaching

• Another Summarizing Strategy

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Components of Reciprocal Teaching

• Summarizing
• Questioning
• Clarifying
• predicting

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Reciprocal Teaching Process

• SummarizingAfter students have read a passage
  the student leader summarizes what has been read.
• Questioning The student leader asks some
  questions about specific information in the
  passage.
• Clarifying The student leader leads a discussion
  to clarify confusing points in the passage.
• Predicting The student leader asks for
  predictions about what will happen next.

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Clarifying

• Confusing points?

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Examples of Reciprocal Teaching

• Classroom Instruction That Works Professional
  Development
• Literature Circles
• Science discussions
• Others
• __________________
• __________________

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Note Taking

• Related to Summarizing

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Note Taking

• Not verbatim
• Work in progress
• Study guides for tests
• More is better!

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Note Taking in Practice

• Teacher prepared notes
• Informal Outline
• Webbing
• Combination
• T-Notes AKA Stop light notes

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Other examples Handouts
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Study Skills
Summarizing and note taking are often referred to
as study skills. They provide students with
tools for identifying and understanding the most
important aspects of what they are learning.