Summarizing and Notetaking 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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• Insert rule-base strategy example here

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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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The Narrative/Story Frame

• Who are the main characters? What distinguishes
  them from other characters?
• When and where did the story take place? What
  were the circumstances?
• What prompted the action 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?
• How did the main characters accomplish their
  goals?
• What were the consequence?

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• Insert example of narrative frame

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The Topic-Restriction-Illustration Frame

• Topic What is the general statement or topic?
• Restriction What information does the author
  give that narrows or restricts the general
  statement or topic?
• Illustration What examples does the author give
  to illustrate the topic or restriction?

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• Insert example of topic-restriction-illustration
  frame

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The Definition Frame

• What is being defined?
• To which general category does the item belong?
• What characteristics separate the item from the
  other items in the general category?
• What are some types or classes of the item being
  defined?

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• Insert example of definition frame

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Argumentation Frame

• Evidence What information does the author
  present that leads to a claim?
• Claim What does the author assert is true?
  What basic statement or claim is the focus of the
  information?
• Support What examples or explanations support
  the claim?
• Qualifier What restrictions on the claim, or
  evidence counter to the claim, are presented?

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• Insert example of argumentation frame

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Problem / Solution Frame

• What is the problem?
• What is a possible solution?
• Are there any other solutions?
• Which solution has the best chance of succeeding?

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• Insert example of problem/solution frame

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The 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 make a promise to perform a
  certain action?
• 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 values
  something the other did?
• How did the conversation conclude?

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• Insert example of conversation frame

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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

• Summarize what was taught.
• What did you understand or not understand about
  the topic? Why? What questions did you have as
  you learned the lesson?
• Were there any words you did not understand?
• What do you think will be taught next? How do
  you think this concept could be used in the
  future or real world?

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• Insert examples for reciprocal teaching

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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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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
• Insert example(s) here

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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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• Insert examples for combination notes

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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?