Title: Summarizing and Notetaking 7th Grade PowerPoint
1(No Transcript)
2Summarizing 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
3Participant 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
4(No Transcript)
5Summarizing
- Discussion question
- How do you currently teach students in your
classroom to summarize information to enhance
student learning?
6Research 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.
7Research 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
8Research 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. -
9Recommendations for Classroom Practice on
Summarizing
- Teach the Rule-Based Strategy
- Follows a set of rules that produce a summary
10Recommendations for Classroom Practice on
Summarizing
11- 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.
12- 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.
13Recommendations 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
14Narrative/Story Frame
- Who are the characters?
- What is the setting?
- What is the initiating event?
- What did the characters do?
- What were the consequences?
- What was the end resolution?
15Examples
- The Lorax
- Movies, videos, or films
- Magazine articles
- Science Journals
16Topic-Restriction Illustration Frame
- Topic general statement about the topic to be
discussed - Restriction information that limits the topic in
some way - Illustration examples of the topic or restriction
17T-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.
18Example
- T- Photosynthesis
- R- Carbon dioxide, water, sunlight
- I- equation of photosynthesis
19Definition Frame
- What is being defined?
- To which general category does the item belong?
- What characteristics separate the item from other
things in the general category? - What are some of the types of the item being
defined?
20Example
- Cell Transport video clip
21Definition Frame
- Concept Cell Transport
- General category Cell Processes
- Characteristics that separate the item from other
things in the general category Movement of
Materials vs. Building and Reproducing - Types of the item Active and Passive
22Argumentation Frame
- Evidence What information is presented that
leads to a claim? - Claim What is the basic statement or claim that
is the focus of the information? - Support What examples or explanations are
presented to support this claim? - Qualifier What concessions are made about the
claim?
23Example
- Summarizing ethical questions
- Stem cell research
- Use of laboratory animals
- Cloning
- Evolution
- Use of resources/land development
- Any others?
24Problem/Solution Frame
- What is the problem?
- What is a possible solution?
- What is another possible solution?
- Which solution has the best chance of succeeding?
25Melaleuca are an Exotic and invasive species
Think Pair Share
- Think about the possible solutions
- Discuss these with a partner for two minutes
26 Potential Means of eliminating the Melaleuca
Tree
- Fire
- Cutting
- Ring the tree
- Poison
- Beetle
27The Conversation Frame
- How did they greet each other?
- What was the subject?
- How did their discussion progress?
- How did the conversation end?
28Example
- Role playing
- Skits/plays
- Current events
- Others?
29Recommendations for Classroom Practice on
Summarizing
- Teach Students Reciprocal Teaching
- 4 step process
- Summarizing
- Questioning
- Clarifying
- Predicting
30Reciprocal 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
31What is the first lesson where you could use
Reciprocal Teaching?
- Take two minutes and discuss this with your
partner?
32What is the first lesson where you could use
Reciprocal Teaching?
- Classroom Rules
- Course Syllabus/Objectives
- Safety Contract
- Scientific method
- Nature of Science
- Others
33Note 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
34Research 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.
35Research 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
36Research 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 -
37Recommendations 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)
38Recommendations for Classroom Practice on Note
Taking
- 1. Give Teacher-Prepared Notes
- Model
Teacher Prepared Notes Graphic Questions
The Basics A.
ii. Characteristics A.
39Teacher 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
40Recommendations for Classroom Practice on Note
Taking
- 2. Use Combination Notes
- Uses 3 parts
- Informal outlining
- Graphic representation
- summary
41Combination Notes
Regular notes
Symbol, picture or graphic
Summary
42Informal Outlines
- Note-taking strategy which uses indentation to
indicate major ideas and their related details
43Webbing
- 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
44Using a whip
- What have you learned about summarizing and note
taking?
45What thoughts, questions, challenges, or ideas do
you have?