Learning Target As a result of this presentation I can: Recognize different ways to summarize information Implement at least one idea that can enhance.

Learning Target

As a result of this presentation I can:• Recognize different ways to summarize

information• Implement at least one idea that can

enhance ELL students’ understanding of summarizing

Summarizing

• Strategies that enhance students’ ability to synthesize information– Students separate important information

from extraneous information – Students state the information in their own

words

Meta-analysis Results for Summarizing & Note Taking

• Average Effect Size 1.00 • Average Percentile Gain 34% • Number of Studies 179

Generalizations from the Research

• Students must delete some information, substitute some information, and keep some information when they summarize.

• To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

• Being aware of the explicit structure of information can help students to summarize.

What Students Usually Do

• Write down everything

• Write down next to nothing

• Write way too much

• Don’t write enough

• Copy word for word

When We Want Students to Do

• Strip away the extra verbiage and extraneous examples

• Focus on the heart of the matter

• Seek key words and phrases that manage to capture the gist

• Save the main ideas and crucial details that support them

• Take succinct but complete notes

What Teachers Need to Do

• Keep in mind—it’s not easy

• Hard to learn/hard to teach

• Model repeatedly

• Give students practice time

Recommendations forClassroom Practice

• Use reciprocal teaching with ELL students.

• Teach students about text patterns and graphic organizers.

Summarizing• We naturally summarize familiar

situations. Content is not familiar. • When working with students, we need to

understand that summarizing academic learning doesn’t come automatically.

• We need to provide and MODEL a variety of approaches for students to use as they develop the skill of summarizing.

Avenues for Summarization• Paper/pencil• Keyboard• Orally• Dramatically• Artistically• Visually• Physically• Musically

• In groups• Individually • Before instruction• During instruction• After instruction• Short, quick checks• Elaborate responses

Summarizing Learning Activities:

• Magnet SummariesMagnets attract metalMagnet words attract information

• Buehl: Classroom Strategies for Interactive Learning and WiLearns

Inner or Outer Circle• Half of the class will stand in a large circle• Other half forms another circle facing the

students in the inner circle.• Select one circle to remain in position, the

other will move • Ask a summarization question. Students will

have 30 seconds to one minute to discuss the summary question.

• Instruct the moving circle to move a particular number of people to either the left or the right

• Ask another summarizing question…

Summarizing Learning Activities:

• Journalists’ Questions and the GISTWhoWhatWhenWhere WhyHow

• 20-Word Summary

• Gardner, Jones, Gray

Summarizing Learning Activities:

• Quick SummariesDon’t Look Back1 Sentence ParaphraseOne-Word SummariesRefine and Reduce

• Jones, Lawwill, Wormeli

Summarizing Strategies

• “Rule-Based” Strategy• Summary Frames• Reciprocal Teaching • Human Bingo• Share One, Get One • Taboo Game • Word Splash

“Rule-Based” Strategy

• Delete trivial, unnecessary material• Delete redundant material• Substitute super ordinate terms for

lists –Daisies, tulips, and roses become

“flowers” • Select a topic sentence or invent

one if it is missing• Marzano, et al: Classroom Instruction that Works, pages 32-33

Summary Frames• Designed to highlight important

elements of specific patterns commonly found in text– Narrative or story– Topic-Restriction-Illustration (T-R-I)– Definition– Argumentation– Problem or Solution– Conversation

o Marzano, et al: Classroom Instruction that Works, pages 34-35

Reciprocal Teaching

• “One of the best researched strategies available to teachers.”

• Student led discussion: –Summarizing–Questioning–Clarifying–Predicting

Reciprocal Teaching Roles

• Marzano, et al: Classroom Instruction that Works, pages 42-43

Human Bingo

• Teacher creates “Bingo” Cards with categories written in the squares

• Students move around the room getting classmates to answer and “sign” each of their categories

• Classmates can only sign one spot on each player’s card, but can sign as many cards as they can

Share One, Get One

• Works as a “brain dump” to break up lectures, review or extend learning experiences

• Ask students to draw a grid of nine squares • In any three squares, students record facts,

skills, concepts, etc… from the lesson• Then, students move around the room

asking classmates to fill in remaining squares with learning not yet recorded

Taboo Game

• Object of the game – to get someone to say the designated word or phrase without using any of the identified clues

• Students summarize twice:– While making the cards– While guessing what the speaker is trying to get

them to say

• Materials Needed:– Timer– Buzzer

Sample Taboo Cards

Decimals Feudalism

Point

Place value

Base 10

Whole

metric

Serf

Economic

Lord

Manor

land

Chronological Sequence

Compare/Contrast Pattern

Concept/Definition Pattern

Description Pattern

Episode Pattern

Generalization/Principle Pattern

Your Turn

• Select a lesson you’ll be teaching.• Develop a lesson that will assist

students in understanding how to summarize information

• Share that lesson with a colleague for feedback

Questions and Concerns