learning target as a result of this presentation i can: recognize different ways to summarize...
TRANSCRIPT
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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
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Summarizing
• Strategies that enhance students’ ability to synthesize information– Students separate important information
from extraneous information – Students state the information in their own
words
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Meta-analysis Results for Summarizing & Note Taking
• Average Effect Size 1.00 • Average Percentile Gain 34% • Number of Studies 179
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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.
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What Students Usually Do
• Write down everything
• Write down next to nothing
• Write way too much
• Don’t write enough
• Copy word for word
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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
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What Teachers Need to Do
• Keep in mind—it’s not easy
• Hard to learn/hard to teach
• Model repeatedly
• Give students practice time
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Recommendations forClassroom Practice
• Use reciprocal teaching with ELL students.
• Teach students about text patterns and graphic organizers.
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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.
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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
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Summarizing Learning Activities:
• Magnet SummariesMagnets attract metalMagnet words attract information
• Buehl: Classroom Strategies for Interactive Learning and WiLearns
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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…
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Summarizing Learning Activities:
• Journalists’ Questions and the GISTWhoWhatWhenWhere WhyHow
• 20-Word Summary
• Gardner, Jones, Gray
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Summarizing Learning Activities:
• Quick SummariesDon’t Look Back1 Sentence ParaphraseOne-Word SummariesRefine and Reduce
• Jones, Lawwill, Wormeli
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Summarizing Strategies
• “Rule-Based” Strategy• Summary Frames• Reciprocal Teaching • Human Bingo• Share One, Get One • Taboo Game • Word Splash
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“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
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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
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Reciprocal Teaching
• “One of the best researched strategies available to teachers.”
• Student led discussion: –Summarizing–Questioning–Clarifying–Predicting
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Reciprocal Teaching Roles
• Marzano, et al: Classroom Instruction that Works, pages 42-43
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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
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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
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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
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Sample Taboo Cards
Decimals Feudalism
Point
Place value
Base 10
Whole
metric
Serf
Economic
Lord
Manor
land
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Chronological Sequence
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Compare/Contrast Pattern
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Concept/Definition Pattern
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Description Pattern
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Episode Pattern
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Generalization/Principle Pattern
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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
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Questions and Concerns
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