Summarizing Strategies

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Summarizing Strategies

• Locking in knowledge

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Top 5 LFS/Marzano Strategies
Strategies That Most Impact Achievement Strategies That Most Impact Achievement Strategies That Most Impact Achievement
RANK STRATEGY PERCENTILE GAIN
1 EXTENDING THINKING SKILLS (Compare/Contrast, Cause/Effect, Classifying, Analogies/Metaphors) 45
2 Summarizing 34
3 Vocabulary in Context 33
4 Advance Organizers 28
5 Non-Verbal Representations 25
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Summarizing

• Student Review
• Student Elaboration
• Student Guided Practice
• Student summarization is a learning strategy not
  a teaching strategy.
• Distributed throughout a lesson - not
  just at the end

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To be effective the student summarizes what
they have learned.
This is not the same as the teacher summarizing
what they have taught!
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Key Points -

• All students participate
• Allocate time do not skip to catch up
• Use feedback during summarizing to monitor
  student understanding
• Frequent summarizing prevents misconceptions
• Focuses on a key point of the lesson

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Distributed Summarizing Strategies

• Pair Share
• Draw a picture
• Guided practice with summarizing statements
• Statement of understanding

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Summarizing at the end of the lesson

• Should answer the essential question
• Can be informal or formal
• Causes students to create a schema/ context for
  new knowledge and skills
• Provides the teacher with information on skills
  that need to be re-taught

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CulminatingSummarizing Strategies

• The most important thing
• 3 2 1
• Reflection Activities
• Letter to absent student
• End of lesson ticket
• Culminating strategies should verify that
  students can answer the lesson essential question

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Essential Question Design

• Should be written in student language
• Should include the skills and or vocabulary
  required to answer the question correctly
• Lesson EQs should be more specific than unit EQs
• Students should know what the EQ for each lesson
  and unit is before they start.
• Refer back to unit EQs as students get pieces of
  the answer
• The next EQ should build on the answers of prior
  questions and lead to the unit EQ

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Nuts and bolts of writing EQs

• Can you turn your objective/standard into an
  effective question?
• What question would you ask at the end of a
  lesson to see if the students get it before
  moving on?
• What questions will foster transfer?
• Make sure
• The question does NOT have a yes/no answer
• The question connects skills and content
• Multiple part questions dont need to be split
  into 2 separate questions.
• KEEP IT SIMPLE

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Sample Skill-based EQs

• What was Lincolns purpose in his 2nd inaugural
  address?
• How should I define the process of mitosis?

• How does knowing how to make inferences help me
  identify Lincolns purpose in his 2nd inaugural?
• How can I use sequencing to help me define and
  explain mitosis based on the assigned article?

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More EQs

• How would I use the associative and distributive
  properties to solve complex single variable
  equations?
• How does understanding cause and effect help me
  understand the spread of AIDS?

• How do you solve complex single variable
  equations?
• What are 3 causes of the spread of AIDS?