Summarizing and Notetaking 7th Grade PowerPoint - PowerPoint PPT Presentation

1 / 45
About This Presentation
Title:

Summarizing and Notetaking 7th Grade PowerPoint

Description:

Title: Summarizing and Notetaking 7th Grade PowerPoint Author: Edna Last modified by: Varsity Lakes Middle Created Date: 2/18/2003 10:15:00 PM Document presentation ... – PowerPoint PPT presentation

Number of Views:199
Avg rating:3.0/5.0
Slides: 46
Provided by: edna74
Category:

less

Transcript and Presenter's Notes

Title: Summarizing and Notetaking 7th Grade PowerPoint


1
(No Transcript)
2
Summarizing 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
3
Participant 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)
5
Summarizing
  • Discussion question
  • How do you currently teach students in your
    classroom to summarize information to enhance
    student learning?

6
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.

7
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

8
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.

9
Recommendations for Classroom Practice on
Summarizing
  • Teach the Rule-Based Strategy
  • Follows a set of rules that produce a summary

10
Recommendations 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.

13
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

14
Narrative/Story Frame
  1. Who are the characters?
  2. What is the setting?
  3. What is the initiating event?
  4. What did the characters do?
  5. What were the consequences?
  6. What was the end resolution?

15
Examples
  • The Lorax
  • Movies, videos, or films
  • Magazine articles
  • Science Journals

16
Topic-Restriction Illustration Frame
  1. Topic general statement about the topic to be
    discussed
  2. Restriction information that limits the topic in
    some way
  3. Illustration examples of the topic or restriction

17
T-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.

18
Example
  • T- Photosynthesis
  • R- Carbon dioxide, water, sunlight
  • I- equation of photosynthesis

19
Definition Frame
  1. What is being defined?
  2. To which general category does the item belong?
  3. What characteristics separate the item from other
    things in the general category?
  4. What are some of the types of the item being
    defined?

20
Example
  • Cell Transport video clip

21
Definition Frame
  1. Concept Cell Transport
  2. General category Cell Processes
  3. Characteristics that separate the item from other
    things in the general category Movement of
    Materials vs. Building and Reproducing
  4. Types of the item Active and Passive

22
Argumentation Frame
  1. Evidence What information is presented that
    leads to a claim?
  2. Claim What is the basic statement or claim that
    is the focus of the information?
  3. Support What examples or explanations are
    presented to support this claim?
  4. Qualifier What concessions are made about the
    claim?

23
Example
  • Summarizing ethical questions
  • Stem cell research
  • Use of laboratory animals
  • Cloning
  • Evolution
  • Use of resources/land development
  • Any others?

24
Problem/Solution Frame
  1. What is the problem?
  2. What is a possible solution?
  3. What is another possible solution?
  4. Which solution has the best chance of succeeding?

25
Melaleuca 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

27
The Conversation Frame
  1. How did they greet each other?
  2. What was the subject?
  3. How did their discussion progress?
  4. How did the conversation end?

28
Example
  • Role playing
  • Skits/plays
  • Current events
  • Others?

29
Recommendations for Classroom Practice on
Summarizing
  • Teach Students Reciprocal Teaching
  • 4 step process
  • Summarizing
  • Questioning
  • Clarifying
  • Predicting

30
Reciprocal 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

31
What is the first lesson where you could use
Reciprocal Teaching?
  • Take two minutes and discuss this with your
    partner?

32
What is the first lesson where you could use
Reciprocal Teaching?
  • Classroom Rules
  • Course Syllabus/Objectives
  • Safety Contract
  • Scientific method
  • Nature of Science
  • Others

33
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
34
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.

35
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

36
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

37
Recommendations 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)

38
Recommendations for Classroom Practice on Note
Taking
  • 1. Give Teacher-Prepared Notes
  • Model

Teacher Prepared Notes Graphic Questions
The Basics A.
ii. Characteristics A.
39
Teacher 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
40
Recommendations for Classroom Practice on Note
Taking
  • 2. Use Combination Notes
  • Uses 3 parts
  • Informal outlining
  • Graphic representation
  • summary

41
Combination Notes
Regular notes
Symbol, picture or graphic
Summary
42
Informal Outlines
  • Note-taking strategy which uses indentation to
    indicate major ideas and their related details

43
Webbing
  • 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

44
Using a whip
  • What have you learned about summarizing and note
    taking?

45
What thoughts, questions, challenges, or ideas do
you have?
Write a Comment
User Comments (0)
About PowerShow.com