Summarizing and Notetaking 6th Grade 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

• Discussion question
• 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
• 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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Summarizing

• The basic unit of length in the metric system
  is the meter (m). A meter is equal to 39.4
  inches, or a little more than a yard. Your
  height would be measured in meters. Most
  students your age are between 1.5 and 2 meters
  tall.

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Summarizing

• The basic unit of length in the metric system
  is the meter (m). A meter is equal to 39.4
  inches, or a little more than a yard. Your
  height would be measured in meters. Most
  students your age are between 1.5 and 2 meters
  tall.

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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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Narrative Frame

• Archimedes and the Gold Crown.
• Who are the main characters and what
  distinguishes them from each other.
• When and where did the story take place, what
  where the circumstances?
• What prompted the action in the story?
• How did the characters express their feelings?

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Narrative Frame

• What did the main characters decide to do? Did
  they set a goal, and, if so, what was it?
• How did the main characters try to accomplish
  their goals?
• What were the consequences?

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Topic-Restriction-Illustration Frame

• What is the topic?
• Measurement using a balance
• What is the unit of measure using the triple beam
  balance?
• grams
• What are the three ways to measure mass and what
  are the differences between each?
• Measure mass directly
• Find mass by difference
• Measure out a chemical substance

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Definition Frame

• Good for vocabulary development.
• What is being defined?
• Tools of measure
• To which general category of measure does each
  item belong?
• Linear, Volume, Mass, Time

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Definition Frame

• What characteristics separate the item from other
  things in the general category?
• What characteristics indicate what each tool
  measures? Ex. The shape of Beakers, graduated
  cylinders, and Flasks allow them to hold liquids.
• What are some different types or classes of the
  item being defined?
• Within the linear category, when would you use
  each tool?

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Argumentation Frame

• 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?
• What concessions are made about the claim?

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Problem/Solution Frame

• What is the problem?
• How would you measure the volume of a marble?
• What is a possible solution?
• Mathematical formula for volume of a sphere?
• What is another possible solution?
• Volume displacement with a graduated cylinder.
• What is another possible solution?
• Spill method.
• Which solution has the best chance of succeeding?
• Which method would be most accurate answer?

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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 demand a specific action of
  the other?
• Did either person threaten consequences if a
  demand was not met?
• Did either person indicate that he/she valued
  something that the other had done?
• How did the conversation conclude?

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Conversation Frame

• Ideas on how to use the conversation frame
• Strategies to analyze a debate.
• Guiding focus questions to approach
  controversial issues.
• Examples
• Stem cells research, Okeechobee water release
  into the Caloosahatchee river, boat speeds and
  manatees, Issues in Science from the textbook.

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Recommendations for Classroom Practice on
Summarizing

• Teach Students Reciprocal Teaching
• 4 step process
• Summarizing Can anyone tell me what the reading
  stated in their own words.
• Questioning Ask specific questions about the
  information from the reading selection.
• Clarifying Have group members explain confusing
  parts to each other.
• Predicting Leader asks group members what will
  happen in future reading.

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Reciprocal Teaching

• Calculating the density of a regular solid
  such as a cube is easy. Measure the sides of the
  object with a metric ruler and calculate the
  volume. Place the object on a balance to
  determine its mass. Then use the formula D M/V
  to calculate the objects density. But can you
  determine the density of an object that has an
  irregular shape and is not easy to measure? A
  rock, for example. Its easy when you know how.
  Follow along and you can become the density
  calculator for your class.

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Reciprocal Teaching

• Summarizing After the students have silently or
  orally read a passage, a single student acting as
  the student leader summarizes what has been read,
  heard, or seen.
• Questioning The student leader asks some
  questions, to which the group responds.
• Clarifying The student leader tries to clarify
  confusing points in the passage or the student
  leader might ask students to ask clarification
  questions.
• Predicting The student leader asks for
  predictions about what will happen in the next
  segment of the text.

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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

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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.

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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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Think-Pair-Share

• When is Note Taking note taking, and when is Note
  Taking copying notes?

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Recommendations for Classroom Practice on Note
Taking

• Give Teacher-Prepared Notes
• Model

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Recommendations for Classroom Practice on Note
Taking

• Teach Multiple Formats

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Recommendations for Classroom Practice on Note
Taking

• Use 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
Topic How to test whether the kings crown is
gold_________________ Date___________________
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Using a whip

• What have you learned about summarizing and note
  taking?

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