Fainer/Lewellen

Grade 8: Note Taking and Summarizing

Research-Based Strategies for Increasing Student AchievementFromClassroom Instruction that WorksbyR. Marzano, D. Pickering, J. Pollock

Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools

Summarizing & Note Taking

Participant OutcomesParticipants 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

Average Eff ect Percentile

Size (ES) Gain

I dentif ying similarities and diff erences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing eff ort and providing recognition 0.80 29 21

Homework and practice 0.77 28 134

Nonlinguistic representations 0.75 27 246

Cooperative learning 0.73 27 122

Setting objectives and providing feedback 0.61 23 408

Generating and testing hypotheses 0.61 23 63

Questions, cues and advance organizers 0.59 22 1,251

Category No. of ESs

Summarizing

Discussion question:

How do you currently teach students in your classroom to summarize information to enhance student learning?

Generalizations based on research:1. Students must delete, substitute,

and keep some information when summarizing.

2. Deep analysis is needed in order to do #1.

3. Must be aware of explicit structure of information.

Research and Theory about

Summarizing

Research and Theory about

Summarizing

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

Research and Theory about

SummarizingGeneralization #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.

Recommendations for Classroom

Practice on Summarizing

a. Teach the “Rule-Based” Strategy

Follows a set of rules that produce a summary

Recommendations for Classroom Practice

on Summarizing

MODEL FOR SUMMARIZING Steps in Rule-Based Summarizing for

Older Students Steps in Rule-Based Summarizing for

Younger Students 1. Delete trivial material that is

unnecessary to understanding. 2. Delete redundant material. 3. Substitute subordinate terms for

more specific terms (e.g., use fish for rainbow trout, salmon, and halibut.)

4. Select a topic sentence of invent one if it is missing.

1. Take out material that is not important to understanding.

2. Take out words that repeat information.

3. Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple).

4. Find a topic sentence. If you cannot find a topic sentence, make one up.

Rule Based Strategy

Deciding if an object is in motion isn’t as easy as it sounds. For example, you are probably sitting as you read this paragraph. Are you moving? Other than your eyes blinking and your chest moving up and down, you would probably say that you (and this book) are not moving. An object is in motion when its distance from another object is changing. Since the distance between you and this book is not changing, you conclude that neither you nor the book is moving.

Teacher Summary

Deciding if an object is in motion isn’t as easy as it sounds. For example, you are probably sitting as you read this paragraph. Are you moving? Other than your eyes blinking and your chest moving up and down, you would probably say that you (and this book) are not moving. An object is in motion when its distance from another object is changing. Since the distance between you and this book is not changing, you conclude that neither you nor the book is moving.

Recommendations for Classroom

Practice on Summarizing

b. Use Summary Frames Choose frame to match information

type 6 different types of frames

Narrative Topic-restriction-illustration Definition Argumentation Problem/solution conversation

Elements Answers

Characters  

Setting  

Initiating Event  

Internal Response  

Goal  

Consequence  

Resolution  

Questions Topic / Restriction / Illustration

What is motion? Topic

What causes objects to move? Restriction

Give examples of forces causing motion. Illustration

Which of the above forces would cause rollercoaster motion? Restriction

Give examples of how applied forces change on a rollercoaster Illustration

Definition Elements Concept

Term Acceleration

Category (set) Motion

Differences Change in Velocity

Minute Differences Zero Acceleration

Mark(cm)

Velocity m/s (final)

Velocity m/s (initial) Time (sec)

Acceleration M/S2

20-40 10 5 2 2.50

20-40 25 15 7 1.43

20-40 40 20 5 4.00

Problem:What factors affects the acceleration of an object?

 

Solutions:What is the possible solution? (hypothesis)

 

 

What is another solution? (hypothesis)

 

 

What solution is best quantified?

 

Greeting  

Topic  

Discussions:  

  Facts

  requests

  demand action

  consequences

  learned value

Conclusions  

Recommendations for Classroom

Practice on Summarizing

c. Teach Students Reciprocal Teaching

4 step process1. Summarizing2. Questioning3. Clarifying4. Predicting

Reciprocal Teaching Student Safety Contract Safety is everyone’s responsibility. Each person should work carefully to assure that no one is injured, no one is exposed to any undo hazard, and every

lab experience is a success. If there is an accident, each person should know what to do and should be helpful in correcting the problem. Recognize the hazard. Know the protection. Use the protection. Know the response. Apply the response in time. Listening – Listen to your teacher, carefully follow all directions. Preparation – Prepare for each lab by reading all instructions before class. Follow all directions and review with your teacher the safety precautions

before beginning. Use only authorized materials and equipment. Do not perform unauthorized experiments. Never Alone – Never work alone. Work only under teacher supervision with your class. Clothing – Apparel must be appropriate for lab work. Long hanging necklaces, bulky jewelry, and excessive and bulky clothing should not be worn in the

lab. Cotton clothing is preferred over nylon, polyesters, or wool. Shoes must cover the feet completely. No open-toed shoes, sandals, or high heals are permitted.

Summarizing: Student leader Questioning: Class Participation Clarifying: Everyone Predicting: Lab application

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

Generalizations based on research:1. Verbatim note taking is least

effective.2. Should be a work in progress.3. Should be used as study guides for

tests.4. The more notes taken, the better.

Research and Theory about

Note Taking

Research and Theory about

Note 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

Research and Theory about

Note 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

Recommendations for Classroom Practice

on Note Taking

a. Teacher Prepared Notes: Motion-Acceleration

Teacher Prepared Notes

Graphic Questions

I Motion A. Describing and

Measuring MotionB. Slow Motion on Planet

EarthC. Acceleration

C. Acceleration1. Increase in

Speed2. Decrease in

Speed3. Change in

Direction

Recommendations for Classroom Practice

on Note Taking: Word Mapping

Definition Key Words

Illustration Captions/Descriptors

Recommendations for Classroom Practice

on Note Taking

Use Combination Notes

Uses 3 parts:

1. Informal outlining

2. Graphic representation

3. summary

Combination Notes

Regular notes Symbol, pictureor graphic

Summary

Combination Notes: (Informal)

Acceleration- the rate at which velocity changes•Increase in speed•Decrease in speed•Change in direction

Student pictures

Summarize in your own words

Using a whip

What have you learned about summarizing and note taking?

What thoughts, questions,

challenges, or ideas do you have?