Summarizing An Essential Strategy

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Summarizing An Essential Strategy
Jen Madison ESU 6, Professional
Development jmadison_at_esu6.org See
http//manila.esu6.org/jmadison for other
resources!
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Objectives

• Explain basic research and theory of using
  summarization as an instructional tool (when and
  why).
• Identify and use several methods of summarizing
  to increase student learning (how).

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Agree or Disagree Anticipation Guide

• Decide whether you agree or disagree with each
  statement.

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Why To Summarize

• Research-based
• Enduring skill
• Brain compatible
• Requires deep analysis

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When To Summarize

• Consider the Primacy-Recency Effect
• Sousa, D. (2001). How the Brain Learns

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When To Summarize

• Consider the Primacy-Recency Effect
• Before, during, after new information
• Difficult text (narrative expository)
• Lecture
• Discussion
• Modeling
• Film
• Activity or Practice

When should we ask students to summarize? Only
when we want them to remember something --Jane
E. Pollock
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Keep in Mind

• Effective Strategies
• Consistently applied
• Accurately applied
• Cannot assume students know how
• Teach techniques explicitly
• Model strategies
• Think-aloud
• Use tracking features in Word
• Encourage meta-cognition, learner reflection

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Agree or Disagree Anticipation Guide

• With a partner, review the statements on your
  anticipation guide.
• Have your responses changed? Explain the
  rationale for your decision.

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Statements of Learning

• In one sentence and in your own words, explain
  what you learned about ___ as a result of our
  lesson.
• Specify that students must include what they
  learned about the specific concept
• Not I learned how to summarize.
• Instead (I learned that) to summarize I should
  keep important information, get rid of
  unimportant stuff, and replace specific lists
  with general words.
• Monitor and provide feedback!
• Use quick desk checks, listen to groups
• Address misconceptions
• Model, provide examples
• Use as exit ticket

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Objectives

• Explain basic research and theory of using
  summarization as an instructional tool (when and
  why).
• Identify and use several methods of summarizing
  to increase student learning (how).

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Think - Pair - Share

• Think
• Identify one summary strategy weve already used.
  
• Pair Share
• Briefly share with a partner at your table.
• Paraphrase
• Listen restate the main idea ask for
  clarification

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Classroom Practices

• Explicitly teach summarizing (your
  expectations!)
• Communicated in learners words, style
• Contains essential elements
• Opinion-free
• Provide models
• Teach students to evaluate their own summaries
• Use brain friendly lessons
• Create or activate personal background
• Prime the brain
• Use varied summary formats
• written, artistic, oral, physical, musical
• Provide separate opportunities for synthesis So
  What?

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Classroom Practices (especially for text)

• Chunk text and experiences
• Implement the use of reading notations
• Allow students to mark consumable and
  non-consumable text
• Teach students to recognize familiar text
  structures, read your text
• Provide a purpose for reading the text
• Encourage two or more readings or exposures

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Five Cs of Summarizing McEwan, 2004, p.58

• Comprehend
• Read understand
• Chunk
• Divide into parts
• Compact
• Make each chunk smaller
• Conceptualize
• Think of key word for each chunk
• Connect
• Combine key words into a summary sentence

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Rule-based strategy Marzano, 2001, p. 32-35

• Delete material unnecessary to understanding
• specific statistics, examples, anecdotes
• Delete redundant (repetitive) material
• Substitute superordinate (general) terms for
  lists
• ex. flowers for roses, daisies, tulips, and
  lilies
• Select or compose a suitable topic sentence

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DKS

• Summarization requires that we
• Delete non-essential elements
• Keep essential elements
• Substitute some elements
• (Wormeli, R.)

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Summary Frames Marzano, 2001, p. 35-42

• Frameworks of questions (provided in advance by
  the teacher) to highlight critical elements
• Different for various types of information and
  purposes
• Narrative
• Topic-Restriction-Illustration
• Definition
• Argumentation
• Problem-Solution
• Conversation

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Reciprocal Teaching Marzano, 2001, p. 42-43

• a student-led cooperative strategy that requires
  students to summarize information and engage in
  further analysis
• Four Steps
• Summarizing
• Questioning
• Clarifying
• Predicting

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Key Word Strategy

• Read the text (or listen, view, etc.)
• Record up to ten of the most important words
• Modify/clarify list
• Question the author
• What is the author trying to tell me about these
  words or concepts?
• Encourage rereading or multiple exposures between
  steps whenever possible!

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Topic Sentences

• What is it about?
• What was the author trying to tell you about it?
• TS subject authors claim about subject
• Subject Dogs
• Claim make great pets if well-trained
• TS Well-trained dogs make great pets.

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Write A Headline

• Consider a chunk of information.
• Write a short headline to summarize the
  information.

Death, Insanity Dominate Shakespearean Tragedy
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Write News Article Beginning

• Most information in first two paragraphs
• Who?
• What?
• When?
• Where?
• Why?
• How?

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R.A.F.T

• Role
• Audience
• Format
• Topic
• Differentiate
• Raise Complexity choose items farther from
  natural fit
• Moderate/Lower Complexity choose items closer
  to natural fit
• (Wormelli, R.)

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One-Word Summary

• Identify one word that sums up a particular
  concept or lesson
• Explain your choice
• in writing
• to a partner
• in a picture

• Most Important Step!
• isolation of critical
• attributes
• relevance, validity

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Sentence Strings

• Teacher provided frames to help students pick out
  important information

• Somebody
• wanted
• but
• so

• Something
• happened
• (and)
• then

The purpose of (source) is to _(inform,
persuade, etc.) (audience) about (topic)
by (methodsexamples, description, facts, etc.)
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Use Nonlinguistic Representation

• Graphic Organizers
• Tableau (or other kinesthetic representation)
• Pictures, Images, Graphics
• Music

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Learner Summary Mosaic

• Draw a window with 5 panes.
• Write a single word or short phrase in each pane
  representing the most important ideas
• Connect these ideas/concepts in (1-3) sentences.

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Lotus Notes
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Summarization Pyramid

• Provide structure and prompts to help students
  choose important information
• Potential prompts for lines
• synonym, analogy, question, attributes,
  alternative title, causes, effects, reasons,
  arguments, ingredients, opinion, larger category,
  formula/sequence, insight, tools

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Summary Cubes

• Record one important idea or concept per side.
• Emphasize Blooms Taxonomy levels (one per side)
• Use as a manipulative review stimulus
• Try the biocube at www.readwritethink.com

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Venn Diagram
Conclusion
So What?
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T-Chart
Informal outline or notes
Some visual depiction
Summary statements about the information,
reflections and comments on learning
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T-Chart

• Main Ideas
• Reasons President Wilson designed the plan for
  peace
• Three Immediate Effects on U.S. Allies
• Three Protocols created by the Plans
• Summary

• Details/Examples
• 1.
• 2.
• 3.
• 1.
• 2.
• 3.
• 1.
• 2.
• 3.

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Four Window Pane
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Four Window Pane Fractions
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Frayer Model
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Frayer Model
2 is the only even prime 0 and 1 are not
prime Every whole number can be written as a
product of primes
Definition A whole number with exactly two
divisors (factors)
Prime
Examples 2,3,5,7,11,13
Non-Examples 1,4,6,8,9,10
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Geometric Processing

• Name something that squared with what you
  already thought or already do in your classroom.
• Name something that made you view something from
  a new angle.
• Name an action or strategy that you will take as
  a result of todays training.

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Head, Heart, Foot Closing

• Something you thought differently about regarding
  similarities and differences
• Something you felt today
• Something you will do, based upon the information
  shared

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Objectives

• Explain basic research and theory of using
  summarization as an instructional tool (when and
  why).
• Identify and use several methods of summarizing
  to increase student learning (how).

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Two Stars a Wish

• Please record two of the most important or
  relevant ideas you heard.
• Please record something you wish about this
  session

I was put on earth by God in order to accomplish
a certain number of things right now I am so far
behind I will never die! --Calvin and Hobbes
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(No Transcript)
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References

• McEwan, E.K. (2004). 7 Strategies of Highly
  Effective Readers
• Sousa, D. (2006). How the Brain Learns. (Third
  Edition).
• Wolfe, P. (2001). Brain Matters Translating
  Research into Classroom Practice
• Wormeli, R. (2005). Summarization in Any
  Subject.

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Resources

• Lenny Vermaas Website
• http//manila.esu6.org/lvermaas
• ESU Instructional Strategies Website
• http//manila.esu6.org/instructionalstrategies/
• Cube Model Template
• http//www.mathsisfun.com/geometry/cube-model.html
  
• Read-Write-Think Summarizing with the Bio-Cube
• http//www.readwritethink.org/lessons/lesson_view.
  asp?id1028

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Meta-analysis Results Marzano, Pickering,
Pollock, 2001
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Brain Power!

• If you cant paraphrase information, you havent
  learned it! (Hunter)
• Personalized, meaningful information (notes in
  students own words) will be retained better,
  longer.
• Attaching meaning to teaching is one key element
  of the information processing model.
• Providing organizing structures helps the brain
  see patterns, relationships, and connections.

Information summarized by Heflebower, ESU 6
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Sousa, D. (2001). How the Brain Learns
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Cognitive Science Principles

• Nothing goes into long-term memory unless it is
  connected to something already in storage. Create
  prior knowledge where there is none.
• Our ability to retrieve information has more to
  do with how it first enters our minds, not how we
  study it later. Structure information the first
  time around - dont leave it to students.

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Brain Confabulation

• The brain seeks wholeness. It will fill holes in
  partial learning with made-up learning and
  experiments, and it will convince itself that
  this was the original learning all along. To
  prevent this
• Deal With Misconceptions!

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Priming The Brain

• A Home Is For Sale
• The first person to look at it is a contractor.
  After he goes through, ask him to summarize.
• The second is a young couple having a new baby in
  3 months. Ask them to summarize.
• Will their summaries be the same?

• Tell learners the purpose, structure, and reasons
  for summarizing.
• Those without priming remember .32 or less.
• Those with priming remember .85 or more.

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Summarizing vs. Paraphrasing
Conclusion What are the most important
characteristics shared by the summary and
paraphrase?
So What? Based on our definition, what specific
skills must we teach student explicitly in order
for them to use summary and paraphrase most
effectively?