Improving Student Achievement: Instructional Strategies
Summarizing and Note Taking
Agar-Blunt-OnidaFebruary 1, 2008
Ice Breaker
Valentine memory
sweet or not….
Strategy Explanation
Summarizing and note taking are identified as two of the most useful academic skills for all students.
Summarizing and note taking are grouped together since both require students to distill and then synthesize.
Research on Summarizing
• Students must delete, substitute and keep information.
• Students must analyze information at a deep level of understanding.
• Students must be aware of the information’s structure in order to effectively summarize.
Marzano, et al: Classroom Instruction that Works, pages 30-32
Note Taking Research
Verbatim note taking is the least effective way. Notes are a work in progress. Notes should be used as test study guides. The more notes taken, the better.
Marzano, et al: Classroom Instruction that Works, pages 43-44
Essential Questions
How can summarizing and note taking strategies be effectively integrated into classroom routines?
Why are summarizing and note taking essential strategies for students?
Students will know:
What effective summarizing and note taking looks like.
How summarizing and note taking impact student learning.
That summarization and note taking are teachable skills.
Students will be able to
Apply summarizing and note taking strategies to their own learning.
Explicitly teach the skills of summarizing and note taking.
Summarizing When we summarize, we take larger
selections of text and reduce them to their bare essentials.
Bare essentials: the gist, the key, the main points worth remembering.
Summarizing from Marzano
When working with struggling students, we need to understand that summarizing academic learning doesn’t come automatically. In fact, we need to provide students with a variety of approaches to use as they attempt to summarize.
What Students Usually Do
Write down everythingWrite down next to nothingWrite way too muchDon’t write enoughCopy word for word
What Teachers Need to Do
Keep in mind—it’s not easy Hard to learn/hard to teach Model repeatedly Give students practice time
W = Help the students know where the unit is going and What is expected? Where are the students at in their prior knowledge and interests?
H = Hook all students and Hold their interest?
E = Equip students, help them Experience the key ideas and Explore the issues.
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implications.
T – Be Tailored (personalized) to the different needs, interests, and abilities of learners.O = Be Organized to maximize initial and sustained engagement as well as effective learning.
What learning experiences and instruction will enable students to achieve the desired results?
The WHERE TO design!
SD DOE Strategy
This strategy is a great way for finding background knowledge or schema of your students and also of their understanding during and after a lesson.
Taking Notes
The next several slides include a variety of strategies of note taking.
Summarizing Learning Activities:
“Rule-Based” StrategyDelete trivial material
Delete redundant material
Substitute broad terms for lists
• Marzano, et al: Classroom Instruction that Works, pages 32-33
Summarizing Learning Activities:
Reciprocal TeachingSummarizing
Questioning
Clarifying
Predicting
• Marzano, et al: Classroom Instruction that Works, pages 42-43
Summarizing Learning Activities: (see packet)
Quick SummariesDon’t Look Back
1 Sentence Paraphrase
One-Word Summaries
Refine and Reduce
Jones, Lawwill, Wormeli
Summarizing Learning Activities:
Magnet SummariesMagnets attract metal
Magnet words attract information
• Buehl: Classroom Strategies for Interactive Learning and WiLearns
Summarizing Learning Activities
Journalists’ Questions and the GISTWho
What
When
Where
Why
How
• 20-Word Summary
• Gardner, Jones, Gray
Note Taking Learning Activities:
Teacher Prepared NotesStraight-forward way to give key information
Models good note-taking
Beware – Don’t just give kids another piece of text that needs to be summarized!
Note Taking Learning Activities:
Informal OutlineUses indentation to indicate major ideas and
related details
Quick way to organize
Easy to teach kids
Note Taking Learning Activities:
WebbingCan visually show relationships
Quick and easy
Relative size of circles can indicate importance of ideas
Provides a lot of white space on the page.
Beware – This method takes up a lot of space.
Note Taking Learning Activities:
Combination NotesPage is divided into three parts
1) informal outline, 2) web, 3) summariesProvides a visual representation of ideasAllow students time to write pause and write
create the visual aspect and to write summaries
Strategy forces kids to think a second time on information
Note Taking Learning Activities:
HighlightingTeach kids how
Can be done on reproduced handouts
A good way to learn summarizing skills
Note Taking Learning Activities:
Skeleton NotesBased on the explicit framework
generalization
Teacher provides the framework
Skeleton provides guidance and layout or structure of ideas
Note Taking Learning Activities:
Two-column notesA line down the middle separates the right
and left sides of the page
Major headings or concepts on the left
Supporting details on the right
One side is viewed at a time for studying
Note taking activity
Ear Wax Pets Are Forever What to do with Dirty Rotten Sneakers?
• Cornell Notes
• Double Entry Journals (two to pick from)
• Q Notes
• Combination Notes
Summary to note taking:
Not worksheets…but scaffolds sheets to hold their thinking
Power in teaching of skimming and scanning to draw quickly to the mind the information needed.
Note taking lesson
Find in the packet, one strategy that you HAVE NOT
Share with your group how you can use this strategy in your subject area.
Web Resources Estes, Thomas H., Univ. Virginia.
http://curry.edschool.virginia.edu/go/readquest/edis771/column_notes.html
IRA/NCTE/MarcoPolo’s Read, Write, Think:
http://www.readwritethink.org Oxford Primary Connection. http://
www.oup.co.uk/oxed/primary/primlit/connections/skeleton/ Raymond Jones’ ReadingQuest.org: Making Sense in Socials Studies:
http://readingquest.org Study Guides and Strategies. http://www.studygs.net/guidednotes.htm Traci Gardner’s Traci’s Lists of Ten: http://tengrrl.com/tens/016.shtml University of Kansas’ KU Writing Center: http://www.writing.ku.edu Wisconsin Literacy Education and Reading Network Source’s
WiLearns: http://wilearns.state.wi.us/apps/
Print Resources:
Buehl, D. (2001) Classroom strategies for interactive learning (2nd ed.). Newark, DE: IRA. Frey, N., Fisher, D., & Hernandez, T. (2003) What’s the GIST? Summary writing for struggling
adolescent writiers. Voices from the Middle, 11(2), 43-49. Lawwill, K.S. Using writing-to-learn strategies: Promoting peer collaboration among high school
science teachers (doctoral dissertation, Virginia Polytechnic Institute and State University, 1999).
Marzano, R.J., et al. (2001) A handbook for classroom instruction that works. Alexandria, VA: ASCD.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001) Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Preszler, J., & Rowenhorst, R. (Eds.). (2006) On target: Bringing writing into content area classrooms. Rapid City, SD: BHSSC.
Sejnost, R., & Thiese, S. (2006) Reading and writing across content areas. Thousand Oaks, CA: Corwin.
Urquhart, V., & McIver, M. Teaching Writing in the Content Areas. Alexandria, VA: ASCD. Wormeli, R. (2005) Summarization in any subject: 50 techniques to improve student learning.
Alexandria, VA: ASCD.
BREAK!
Improving Student Achievement Instructional
StrategiesCooperative Learning
Research Results:
…seemingly more can be done to improve education by
improving the effectiveness teachers than any other single
factor
Established Goals:
•Teachers will understand the research that supports cooperative
learning as a tool for increasing student achievement.
• Teachers will understand best practices for using cooperative
learning to increase student achievement.
Strategy Explanation
•Cooperative learning occurs when two or more individuals work interdependently,
engaging in interaction and/or group processing, studying together and teaching
one another as a team for the primary purposes of maximizing each member’s own academic achievement and of other on the
team.
Cooperative Learning is NOT:
Counting off by numbers, BUT rather it is mixture of high and low students
Filling out worksheets for busy work
Research
When cooperative learning is compared with individual competition and individual student tasks, the effect
size is .78.
More research….
Organizing students in cooperative learning groups
has a powerful effect on learning regardless of
whether groups compete with one another or not.
There may be no other instructional strategy that simultaneously achieves such diverse
outcomes as cooperative learning, The research validates the use of cooperative learning to
achieve diverse outcomes , included: Achievement Time on task
Motivation Transfer of learning
And other benefits
Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect
learning.
(teacher need to plan for time to get feed back on learner)
Research supports:
Enhances student satisfaction with their learning
Develops students social skills Helps students develop oral
communication skills Promotes students self esteem Promotes inclusion of special needs
students
Research says…………..
3- 4 in a a group is ideal!
Group discussion at table:
Problem to discuss and solve:
According to Map Quest it is 18.38 miles from the Onida School building to the Blunt School building.
How far is it according to the way the crow flies?
Activity # 2 ( Handout #1-1)
The Original Jigsaw
Article An Overview of Cooperative Learning
Do steps 1-8 Step 1 – select leader (leader is
responsible for steps and evaluation)
Cooperative Handouts # 3 & 4
Each individual will fill out handout # 3
Leader is responsible to filling out handout # 4 with group input
Activity # 3 – Handout 6-1
Brief Overview of 12 Social Roles
Divide and conquer…..give a one sentence description about your role.
(One Sentence summary strategy)• Write on index card
What Research Says about Designing Groups
Number in a group• Groups of 3-4 produce the largest percentile
gain at 9.
• Pairs indicates the next largest percentile gain at 6.
• Groups of 5-7 indicate a negative results with -1.
• (in other words…..don’t do what we did today)
More Research that says about forming Cooperative Learning Groups
Informal Groups• A few minutes or a class period
• Pair-share• Turn-to-your-neighbor
• Formal Groups• Several days or even weeks
• The tasks will be designed to include the basic cooperative learning components.
• Base Groups• Long Term (semester or year)
Designed to provide support
Grouping Research
Heterogeneous groups perform better than homogeneous groups.• Low ability homogeneous groups displayed a
percentile loss of 23.
• High ability homogeneous groups displayed a percentile gain of 3.
• Medium ability homogenous groups displayed a percentile gain of 19.
Best Classroom Management Practices When Incorporating Cooperative
Learning
KEY 1 – PLANNING KEY 2 – TEAM BUILDING (refer to handouts#8-1)
• Team Identity• Mutual support• Valuing differences• Developing synergy• Sharing
KEY 3 – TEACHER’S ROLE• Facilitator• Assessment• Self-reflection
If you have knowledge, let others light their candles at it.
Margaret Fuller
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