Classroom Instruction That Works

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Classroom Instruction That Works
PowerPoint by Patsy Shipley

• Chapter 3 Summarizing and Notetaking

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What constitutes an effective summary?What are
some classroom practices that work?What note
taking techniques are effective?How can I
encourage good practices in the classroom?
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What constitutes an effective summary?

• After reading, students must choose
• a. What to delete
• b. What to substitute
• c. What to keep
• 
  Kintsch 1979 Dijk 1980
• 
  Marzano p. 30

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• 2. Students must analyze the
• information presented.
• Rosenshine Meister 1994
• 
  Marzano p.
  32
• 3. Students must be aware of the
• explicit structure of the information.
• Meyer Freedle 1984
• 
  Marzano P.
  32

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What are some classroom practices that work?

• Rule-Based Strategy
• Teacher models the steps and gives opportunity
  for practice.
• Delete trivia.
• Delete redundant material.
• Substitute general for specific.
• Select or invent a topic sentence.
• Brown,
  Campione, and Day 1981
• 
  Marzano p. 32

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• Summary Frames
• 1. The Narrative Frame
• The teacher asks the questions who, when, what,
  how.
• Students fill in with characters, setting,
  events, goals, consequences, and resolutions.
• Marzano pp. 34-36
• The Topic-Restriction-Illustration Frame
• The teacher asks what is the topic, what
  information restricts it, and what examples
  illustrate it.
• Students answer with expository material.
• 
  Marzano p. 37

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• 3. The Definition Frame
• The teacher asks what are the differences.
• The student defines the terms, set (or category)
  characteristics.
• 
  Marzano p. 38
• 4. The Augmentation Frame
• The teacher asks for evidence, claim, support, or
  qualifier.
• The student answers with information, examples,
  or concessions.
• 
  
  Marzano p. 39
• 5. The Problem/Solution Frame
• The teacher asks what is the problem and how can
  it be solved.
• The student comes up with one or more solutions.

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• 6. The Conversation Frame
• The teacher asks about the verbal interchange
  between two or more people how did they greet,
  what questions or topic was revealed, how did the
  discussion progress, and what was the conclusion.
• The students analyze the conversation.
• 
  Marzano p. 41

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• C. Reciprocal Teaching (Best researched
  strategy)
• 1. A student leader is assigned.
• 2. They summarize the information.
• 3. They ask the group if there are any
  questions.
• 4. Clarification is made.
• 5. Predictions are made.
• 
  Rosenshine Meister 1994
• 
  Marzano pp.
  42-43

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What note taking techniques are effective?

• Verbatim notes are ineffective
• A. They are difficult to acquire.
• b. There is no synthesis involved.
• 
  
  Marzano p. 43
• Notes should be a work in process.
• A. A student should add and revise.
• B. They should identify and correct
  misconceptions.
• 
  
  Marzano p. 44

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• 3. Notes should be used for chapter reviews
  and test taking.
• 
  
  Marzano p. 44
• 4. The more the better.
• A. There is a strong relationship between the
  amount of
• information and the achievement
  on tests.
• 
  
  Marzano p. 44

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How can I encourage good practices in my
classroom?

• 1. Teacher-prepared notes.
• 
  
  Marzano p. 45
• 2. Formatting.
• A. Informal with indentions as illustrated
  here.
• B. Webbing with large and small circles
  connecting
• concepts.
• c. Combination with three divisions on a
  page as
• illustrated on
  the next slide.
• 
  Marzano pp. 46-48

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Summaries conclusions go here

• Normal notes go here

• Illustrations go here

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• For a listing of great summarizing
  worksheets, check Shelleys March District
  Newsletter!
• Also, this Chapter has an awesome power point
  in the resources to give everyone ideas for their
  own presentation!
• Thank you for your kind remarks! Have a great
  day!