Summarizing and Notetaking 7th Grade PowerPoint

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Summarizing Note Taking
7th Grade Life SciencePresented byLindsay
OserTeron JacksonResearch-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 note taking
• Identify ways to implement summarizing and note
  taking in the classroom
• Review examples of summarizing and note taking
  activities

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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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• The Ebola virus is named for the Ebola River in
  Africa. In 1976, the first known outbreak of
  Ebola killed half of the men, women, and children
  in a Sudan village 60 percent of those who were
  infected died. Two months later, a more deadly
  form of Ebola swept through 50 villages in nearby
  Zaire. It killed more than 430 people, 90
  percent of those infected. Both times, the virus
  was controlled by isolating its victims.

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• The first Ebola virus outbreak in 1976, killed
  60 of the people in a Sudan village. A more
  deadly form killed 90 in 50 villages in Zaire.
  The virus was controlled by isolating the victims.

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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/Story Frame

1. Who are the characters?
2. What is the setting?
3. What is the initiating event?
4. What did the characters do?
5. What were the consequences?
6. What was the end resolution?

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Examples

• The Lorax
• Movies, videos, or films
• Magazine articles
• Science Journals

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Topic-Restriction Illustration Frame

1. Topic general statement about the topic to be
   discussed
2. Restriction information that limits the topic in
   some way
3. Illustration examples of the topic or restriction

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T-R-I Frame

• The events of photosynthesis can be summed up in
  a chemical equation. The raw materialssix
  molecules of carbon dioxide and six molecules of
  waterare on the left side of the equation. The
  productsone molecule of glucose and six
  molecules of oxygenare on the right side of the
  equation. An arrow connects the raw materials to
  the products. Light energy, which is necessary
  for the chemical reaction to occur, is written
  above the arrow.

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Example

• T- Photosynthesis
• R- Carbon dioxide, water, sunlight
• I- equation of photosynthesis

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Definition Frame

1. What is being defined?
2. To which general category does the item belong?
3. What characteristics separate the item from other
   things in the general category?
4. What are some of the types of the item being
   defined?

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Example

• Cell Transport video clip

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Definition Frame

1. Concept Cell Transport
2. General category Cell Processes
3. Characteristics that separate the item from other
   things in the general category Movement of
   Materials vs. Building and Reproducing
4. Types of the item Active and Passive

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Argumentation Frame

1. Evidence What information is presented that
   leads to a claim?
2. Claim What is the basic statement or claim that
   is the focus of the information?
3. Support What examples or explanations are
   presented to support this claim?
4. Qualifier What concessions are made about the
   claim?

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Example

• Summarizing ethical questions
• Stem cell research
• Use of laboratory animals
• Cloning
• Evolution
• Use of resources/land development
• Any others?

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Problem/Solution Frame

1. What is the problem?
2. What is a possible solution?
3. What is another possible solution?
4. Which solution has the best chance of succeeding?

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Melaleuca are an Exotic and invasive species
Think Pair Share

• Think about the possible solutions
• Discuss these with a partner for two minutes

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Potential Means of eliminating the Melaleuca
Tree

• Fire
• Cutting
• Ring the tree
• Poison
• Beetle

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The Conversation Frame

1. How did they greet each other?
2. What was the subject?
3. How did their discussion progress?
4. How did the conversation end?

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Example

• Role playing
• Skits/plays
• Current events
• Others?

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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

• Contains 4 Components
• Summarizing- where student leader summarizes what
  was read
• Questioning- student leader asks questions to
  identify important information
• Clarifying- student leader tries to clarify
  confusing points
• Predicting- student leader asks for predictions
  of what will occur in the next segment

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What is the first lesson where you could use
Reciprocal Teaching?

• Take two minutes and discuss this with your
  partner?

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What is the first lesson where you could use
Reciprocal Teaching?

• Classroom Rules
• Course Syllabus/Objectives
• Safety Contract
• Scientific method
• Nature of Science
• Others

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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.
• 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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Recommendations for Classroom Practice on Note
Taking

• Teach Multiple Formats
• 1. Teacher Prepared Notes
• 2. Combination Notes
• 3. Informal Outline
• 4. Webbing (graphic organizer)
• 5. Cornell Notes two column (not McRel)

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Recommendations for Classroom Practice on Note
Taking

• 1. Give Teacher-Prepared Notes
• Model

Teacher Prepared Notes Graphic Questions
The Basics A.
ii. Characteristics A.
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Teacher Prepared Notes
Teacher Prepared Notes Graphic Questions
I. The Basics CELLS A. the basic unit of structure and function B. Prokayotes Eukaryotes C. All living things are made of cell(s)
ii. Characteristics A. Types of cells contain the same components B. Contain a nucleus centrally located which directs all activities of the cell
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Recommendations for Classroom Practice on Note
Taking

• 2. 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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Informal Outlines

• Note-taking strategy which uses indentation to
  indicate major ideas and their related details

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Webbing

• Note-taking strategy
• -uses the relative size of circles to indicate
  the importance of ideas
• -uses lines to indicate relationships
• Advantage- provides a visual representation of
  the information
• Disadvantage-limits the amount of information
  that can be stored because the circles can only
  hold so many words

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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?