Summarizing and Note Taking Handouts/Attachmentsrapps.pbworks.com/f/CITW+Webinar+#3+-+Summarizing-Note+Taking+... · 3/28/11 4 13 Examples of Summary Frames 1. Narrative/Story Frame

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Copyright McREL 2008 © 2008 McREL

Mid-continent Research for Education and Learning

Summarizing and Note Taking Handouts/Attachments

• Summarizing Template

• Summary Frames

To this point, we have explored these instructional strategies :

•  Setting Objectives

•  Providing Feedback

•  Reinforcing Effort

•  Providing Recognition

•  Identifying Similarities & Differences

Copyright McREL 2008

Category Average Effect Size

Percentile Gain

Identifying Similarities & Differences 1.61 45

Summarizing & Note Taking 1.00 34

Reinforcing Effort & Providing Recognition .80 29

Homework & Practice .77 28

Nonlinguistic Representation .75 27

Cooperative Learning .73 27

Setting Objectives & Providing Feedback .61 23

Generating & Testing Hypotheses .61 23

Cues, Questions, & Advance Organizers .59 22

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SUMMARIZING

Framing Question

In your personal and professional life, how many times a day do you engage in summarizing tasks?

SUMMARIZING

When we read, hear, or see

information, we do not take it in

exactly as we experience it. We pick and choose

what is most important.

To help students fill in missing parts and to

translate information into a synthesized form.

Four Planning Questions for Instruction:

Summarizing

Which strategies will provide evidence that students have learned

that knowledge?

What knowledge will students learn?

Which strategies will help students acquire and

integrate that knowledge?

Which strategies will help students practice, review, and apply that

knowledge?

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Whatdoescurrentresearchtellusaboutsummarizing?

Studentsmustdeletesomeinformation,substitutesomeinformation,andkeepsomeinformation.

Toeffectivelydelete,substitute,andkeepinformation,studentsmustanalyzetheinformationatafairlydeeplevel.

Beingawareoftheexplicitstructureofinformationisanaidtosummarizinginformation.

Askingstudentstosummarizeinformationrequiresthemtofindthemainpatternrunningthroughthestoryoreventandmakeconnectionsamongimportantpiecesofinformation.Thisinvolvesfillinginmissingpartsandtranslatingtheinformationintoasynthesizedform.

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Whatrecommendationscanbemadeforusingsummarizingintheclassroom?

ClassroomRecommendations

1.Teachstudentstherule-basedsummarizingstrategy.

2.Usesummaryframes.

3.Teachstudentsreciprocalteachingandthegroup-enhancedsummary.

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ReflectingOnMyOwnBeliefsAndPractices

Inwhatsituationsisitimportantformystudentstosummarize?

Whatdoessummarizinghelpmystudentsdo?

WhatdoIdotohelpstudentsunderstandandusetheprocessofsummarizing?

WhatquestionsdoIhaveaboutusingsummarizinginmyclassroom?

ModelForSummarizingStepsforRule-BasedSummarizing StepsinRule-BasedSummarizingfor

YoungerStudents

1.  Delete trivial material that is unnecessary to understanding.

2.  Delete redundant material.

3.  Substitute super-ordinate terms for more specific terms(e.g., use fish for rainbow trout, salmon, and halibut).

4.  Select a topic sentence or create one if it is missing.

1.  Take out material that is not important to your understanding.

2.  Take out words that repeat information

3.  Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple).

4.  Find a topic sentence. If you cannot find a topic sentence, make one.

To make these rules come alive for students, you must demonstrate them in some detail, let students practice, and then give them

feedback on how they are doing.

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Examples of Summary Frames

1.  Narrative/Story Frame 2.  Topic-Restriction-Illustration (T-R-I) Frame 3.  Definition Frame 4.  Argumentation Frame 5.  Problem/Solution Frame 6.  Conversation Frame

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Narrative/Story Frame

1.  Who are the main characters? What distinguishes them from other characters?

2.  When and where did the story take place? What were the circumstances?

3.  What prompted the action in the story? 4.  How did the characters express their feelings? 5.  What did the main characters decide to do? Did

they set a goal? What was it? 6.  How did the main characters try to accomplish

their goals? 7.  What were the consequences?

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Topic-Restriction-Illustration Frame

1. Topic: What is the general statement or topic?

2. Restriction: What information does the author give that boxes in or narrows the general statement or topic?

3. Illustration: What examples does the author give to illustrate the topic or restriction?

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Definition Frame

1. What is being defined? 2.  To which general category does the item

belong? 3. What characteristics separate the item

from the other items in the general category?

4. What are some types or classes of the item being defined?

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Argumentation Frame

1.  Evidence: What information is presented that leads to a claim?

2. Claim: What is asserted as true? What basic statement or claim is the focus of the information?

3.  Support: What examples or explanations support the claim?

4. Qualifier: What restricts the claim, or what evidence counters the claim?

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The Conversation Frame

1.  How did the members of the conversation greet each other?

2.  What question or topic was insinuated, revealed, or referred to?

3.  How did their discussion progress? 4.  How did the conversation conclude?

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Problem/Solution Frame

1.  What is the problem?

2.  What is a possible solution?

3.  What is another possible solution?

4.  What is another possible solution?

5.  Which solution has the best chance of succeeding and why?

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An Example: Narrative/Story Frame

1.  Who are the main characters? What distinguishes them from other characters?

2.  When and where did the story take place? What were the circumstances?

3.  What prompted the action in the story? 4.  How did the characters express their feelings? 5.  What did the main characters decide to do? Did

they set a goal? What was it? 6.  How did the main characters try to accomplish

their goals? 7.  What were the consequences?

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A Kindergarten Example… Hey Little Ant

by: Phillip and Hannah Hoose, Authors and Debbie Tilley, Illustrator

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Who were the main characters?

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Kindergarten Example of the Narrative Story Frame Book: Hey Little Ant

Where and when did the story take place?

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Kindergarten Example of the Narrative Story Frame Book: Hey Little Ant What prompted the action?

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Kindergarten Example of the Narrative Story Frame Book: Hey Little Ant

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How did the characters express their feelings?

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Kindergarten Example of the Narrative Story Frame Book: Hey Little Ant

What did the characters decide to do?

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Kindergarten Example of the Narrative Story Frame Book: Hey Little Ant

What were the consequences?

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Kindergarten Example of the Narrative Story Frame Book: Hey Little Ant Reflecting on Practice

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Take a few minutes to reflect on how you will support Summarizing in your school using the chat feature.

Be prepared to share one of your thoughts with the group.

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Note Taking

Enhance students’ ability to organize it in a way that captures the main ideas and supporting details.

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Four Planning Questions for Instruction:

Note Taking

Which strategies will provide evidence that students have learned

that knowledge?

What knowledge will students learn?

Which strategies will help students acquire and

integrate that knowledge?

Which strategies will help students practice, review, and apply that

knowledge? 30

Words to ponder…

“Although we sometimes refer to summarizing and note taking as mere “study skills,” they are two of the most powerful skills students can cultivate. They provide students with tools for identifying and understanding the most important aspects of what they are learning.” Marzano, 2001

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Note taking is closely related to summarizing. To take effective notes, a student must make a determination as to what is most important, and then record only that information.

Notes that are revised, revisited, and elaborated on provide the structure for students to deepen their understanding of the new knowledge.

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Generalizations from the Research on Note Taking

1.  Verbatim note taking is, perhaps, the least effective way to take notes.

2.  Notes should be considered a work in progress.

3.  Notes should be used as study guides for tests.

4.  The more notes that are taken, the better.

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Recommendations for Classroom Practice: Note Taking

1. Give students teacher prepared notes.

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Givestudentsteacherpreparednotes.

TeacherPreparedNotes Graphic QuestionsI.TheBasics

A.  Antsarepartofafamilyofinsectsthathaveaveryorganizedsociallife.

B.  Nearly9,000speciesexist.

C.  Antsarefoundaroundtheworld,exceptinthepolarregionsatthehighestaltitudes.

II.Characteristics

A.  Antsarerelatedtowasps-haveanabdomenthatisjoinedtothethoraxbya“pedicel.”

B.  Haveantennaethathave“elbows”orjointsinthemiddle.

C.  Someantshaveastingthattheworkersusetodefendthecolonyorthemselves.

D.  Manyspeciessecreteatypeofacidthatisastrongrepellent.

Teacherpreparednotesprovidestudentswithaclearpictureofwhattheteacherconsidersimportantandmodelsforstudentshownotesmightbetaken.

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Name____________________________ The Bermuda Triangle Symbolic Representation Whereisitlocated?• North• South• East• West

Whattheoriessupportitsexistence?1.2.3.4.

Whataresomeexamplesofdisappearances?Flight19USSCyclops

WhatistheBermudatriangle?

Whatdoesresearchtellus?

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Recommendations for Classroom Practice: Note Taking

1. Give students teacher prepared notes.

2. Teach students a variety of note taking formats.

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Use Different Formats

•  Outline (formal and informal) •  Webbing •  Two Column Notes •  Cornell Method •  Non-linguistic (symbols/pictures) •  Combination Notes

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Teachstudentsavarietyofnotetakingformats.

CombinationNotesWeb

Notes Graphic

Summary

InformalOutline

THECIRCULATORYSYSTEM

Transportsystems3Functions•  carriesfoodandoxygen•  carrieswastefromcells•  protectsbodyfromdisease

3Parts•  heart•  bloodvessels•  bloodOneofFourParts•  plasma•  redbloodcells•  whitebloodcells•  platelets

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TheBillOfRights1.  WhatitisTheBillofRightsisthefirstamendmentstotheConstitution.Itprotectsfundamentalindividualrightsandliberties.

II.TheHistoryoftheBillofRights

A.  JamesMadison,congressmanfromVirginia,proposedaseriesofamendmentstotheConstitution.MadisonintroducedtheseamendmentsintheHouseofRepresentativesinMay,1789.

B.  CommitteesoftheHouseofRepresentativesandtheSenaterewrotetheamendments.

C.  CommitteesoftheHouseofRepresentativesapprovedtwelveamendmentsinSeptember,1789.

D.  TenofthetwelveproposedamendmentswereratifiedonDecember14,1791. 1.“Ratification”isthenameoftheprocessbywhichconstitutional

amendmentsareapproved.Tobeadopted,anamendmentmustbepassedbytwo-thirdsofeachhouseofCongressandthenbythree-fourthsofthestatelegislatures.

2.Thestatelegislaturesvotedoneachofthetwelveamendmentsseparately.Thefirsttwoproposedamendmentswerenotratifiedbythree-quartersofthestates.

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CLOUDS Four types of Clouds

High

-cirrus- feathery

-cirrostratus-find, like white veil- halo

-cirrocumulus-small fleecy balls and wisps

Middle

-altostratus- thick gray or blue veil

-altocumulus-dense fleecy balls/puffs

Low

-stratocumulus-big rolls, soft gray looking

-nimbostratus-thick, dark, no shape

-stratus-sheets of high fog, flat and white

Vertical

-cumulus-shaped like a dome

-cumulonimbus- dark, heavy looking

The informal outline uses indentations to indicate major ideas and their related details.

Students simply indent ideas that are more subordinate.

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Remindstudentstoreviewtheirnotes.

THECORNELLMETHOD

TheCornellmethodusesthecuecolumnasameansforstudentstousetheirnotesforreviewandstudy.

Thenotetakingandsummaryareasarecoveredupandthecuesareusedtotestthestudent’sknowledgeofthetopictheyarestudying.

Thestudentcanthencheckhisunderstandingusingthenotesandsummaries.

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Recommendations for Classroom Practice: Note Taking

1.  Give students teacher prepared notes.

2.  Teach students a variety of note taking formats.

3.  Use combination notes.

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Notes Graphic Representation

INFLATION Increases…

When the money supply is greater than value of nation’s output of goods and services (G&S)

OR

When expenditures for food, goods, investment, government spending, and net exports are greater than the value of nation’s output of G&S

Decreases……

When money supply is smaller than value of nation’s output of G&S

OR

When expenditures are less than value of nation’s output

Inflation results from the relationship between the money supply and the value of a nation’s output of goods and services.

$1.10

$1.00

$1.00

$1.10 Money Output

of G&S

$$$

Money

Supply

G&S

Com

bina

tion

Not

es

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Take notes about…

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Penguins are birds. The name “Penguin” is derived from Welsh terms ‘pen’, meaning head and ‘gwyn’, meaning white. Penguins mate for life. They are an ancient species that appeared 40 million years ago in the Eocene. Penguins don't fly, they swim. Penguins lay eggs and their chicks have fluffy feathers. A group of penguins is called a colony or rookery and they usually move in huge groups. Penguins use their wings for swimming. Penguins live in the Southern Hemisphere. Some penguins live in Antarctica, Coast of South America, South Africa, Galapagos, Southern Australia and New Zealand. Penguins hunt for fish, squid or shrimp like krill in the oceans to fill their stomach. Most penguins can swim about 15 miles per hour. Penguins have insulating layers of air, skin, and blubber. Penguins have tightly packed feathers that help them to keep warm. Penguins open their feathers to feel the cold. There are at least 18 different species of penguins. There may be as many as 100 million penguins in the world. Penguins can be endangered by oil spills, water pollution, and the over harvesting

Some facts about Penguins Penguins

Information Nonlinguistic

Representations

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BigIdeas

Notes

Pictures

Questions

NOTES

CombinationNotesForYoungerChildren

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Reflecting on Practice

Take a few minutes to reflect on how you will support Note Taking in your school using the chat feature.

Be prepared to share one of your thoughts with the group.

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Final Thoughts

•  How will you share this information at your school?

•  Where will you begin (Summarizing or Note Taking – or both)?

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Thank you!

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