Research-Based Strategies for Increasing Research-Based Strategies for Increasing Student AchievementStudent Achievement

FromFromClassroom Instruction that WorksClassroom Instruction that Works

bybyR. Marzano, D. Pickering, J. PollockR. Marzano, D. Pickering, J. Pollock

Created by The School District of Lee County, CSDC Created by The School District of Lee County, CSDC in conjunction with in conjunction with

Cindy Harrison, Adams 12 Five Star SchoolsCindy Harrison, Adams 12 Five Star Schools

Summarizing & Summarizing &

Note Taking for Note Taking for the Performing the Performing

ArtsArts

Participant OutcomesParticipant OutcomesParticipants 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

Average Eff ect Percentile

Size (ES) Gain

I dentif ying similarities and diff erences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing eff ort and providing recognition 0.80 29 21

Homework and practice 0.77 28 134

Nonlinguistic representations 0.75 27 246

Cooperative learning 0.73 27 122

Setting objectives and providing feedback 0.61 23 408

Generating and testing hypotheses 0.61 23 63

Questions, cues and advance organizers 0.59 22 1,251

Category No. of ESs

SummarizingSummarizingDiscussion question:

How do you currently teach students in your classroom to summarize information to enhance student learning?

Generalizations based on researchGeneralizations based on research::

1.1. Students must delete, Students must delete, substitute, and keep some substitute, and keep some information when summarizing.information when summarizing.

2.2. Deep analysis is needed in order Deep analysis is needed in order to do #1.to do #1.

3.3. Must be aware of explicit Must be aware of explicit structure of information.structure of information.

Research and Theory Research and Theory aboutabout

SummarizingSummarizing

Research and Theory aboutResearch and Theory about

SummarizingSummarizing

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

Research and Theory aboutResearch and Theory about

SummarizingSummarizingGeneralization #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.

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

SummarizingSummarizinga. Teach the “Rule-Based”

Strategy– Follows a set of rules that produce a

summary

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

SummarizingSummarizing

MODEL FOR SUMMARIZING Steps in Rule-Based Summarizing for

Older Students Steps in Rule-Based Summarizing for

Younger Students 1. Delete trivial material that is

unnecessary to understanding. 2. Delete redundant material. 3. Substitute subordinate terms for

more specific terms (e.g., use fish for rainbow trout, salmon, and halibut.)

4. Select a topic sentence of invent one if it is missing.

1. Take out material that is not important to 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 up.

Rule-based Strategy Example:Rule-based Strategy Example: Dancers learn by repetition. When they first attempt a

movement there is generally excessive muscle use and much tension in the body. This is easily demonstrated by the professional dancer, who makes a difficult movement appear easy because the body has learned how to produce the movement appear easy because the body has learned how to produce the movement efficiently, with as little tension as possible. By repetition of a movement the dancer learns to use the minimal amount of muscular contraction to reproduce the step required. By eliminating excessive tension in the body the pattern of a movement becomes ingrained in the body. It is easy to describe this as ‘muscle memory’. There are complicated functions going on inside the body involving brain conditioning and nerve pathways that make an initially complicated series of actions become a smooth relaxed action. The dancer no longer has to tell each set of muscles in the body how to do a pas de chat; the ‘muscle memory’ already has that information.

Handout 1

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

SummarizingSummarizingb. Use Summary Frames

– Choose frame to match information type

– 6 different types of frames• Narrative• Topic-restriction-illustration• Definition• Argumentation• Problem/solution• conversation

Narrative FrameNarrative FrameNarrative FrameNarrative Frame

• Characters: the characteristics of the main characters in the story.

• Setting: the time, place, and context in which the story took place.

• Initiating event: the impetus that starts the action rolling in the story.

• Internal response: how the main characters react emotionally to the initiating event.

• Goal: what the main characters decide to do as a reaction to the initiating event (sometimes this is the goal the set)

• Consequence: how the main characters try to accomplish the goal.

• Resolution: how the goal turns out.

1. Who are the main characters? And what distinguishes them form 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?

Handout 2, 2a

Narrative or Story Pattern Narrative Frame

Topic-Restriction-IllustrationTopic-Restriction-Illustration FrameFrame

1. Topic: A general statement about the topic to be discussed

2. Restriction: statements that limit the information in some way.

3. Illustration: statements that exemplify the topic or restriction.

1.Restriction: what information does the author give that narrows or restricts the general statement or topic?

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

3.Topic: what is the general statement or topic?

Handout 3, 3a

T-R-I Illustration Pattern T-R-I Frame

The Definition FrameThe Definition Frame

1. Term: The subject to be defined

2. Set: the general category to which the term belongs

3. Gross Characteristics: those characteristics that separate the term from other elements in the set.

4. Minute differences: the different classes of objects that fall directly beneath the term

1.Restriction: what information does the author give that narrows or restricts the general statement or topic?

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

3.Topic: what is the general statement or topic?

Handout 4

The Definition Pattern The Definition Frame

The Argumentation FrameThe Argumentation Frame

Evidence: information that leads to a claim

Claim: the assertion that something is true (identify the claim that is the focal point of the argument)

Support: examples of or explanations for the claim

Qualifier: a restriction on the claim or evidence counter to the claim

Evidence: What information does the author present that leads to a claim?

Claim: What does the author assert is true? What basic statement or claim is the focus of the information?

Support: What examples or explanations support the claim?

Qualifier: What restrictions on the claim, or evidence counter the claim, are presented?

Handout 5, 5a

The Argumentation Pattern

The Argumentation Frame

Problem or Solution FrameProblem or Solution Frame

Problem: a statement of something that has happened or might happen that is problematic

Solution: a description of one possible solution

Solution: a description of another possible solution

Solution: a description of another possible solution

Solution: identification of the solution with the greatest chance of success

What is the problem?

What is a possible solution?

What is another possible solution?

What is another possible solution?

Which solution has the best chance of succeeding?

Handout 6, 6a

The Problem or Solution Pattern

The Problem or Solution Frame

Conversation FrameConversation Frame

Problem: a statement of something that has happened or might happen that is problematic

Solution: a description of one possible solution

Solution: a description of another possible solution

Solution: a description of another possible solution

Solution: identification of the solution with the greatest chance of success

What is the problem?

What is a possible solution?

What is another possible solution?

What is another possible solution?

Which solution has the best chance of succeeding?

Handout 7,7a,7b,7c

The Conversation Pattern

The Conversation Frame

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

SummarizingSummarizing

c. Teach Students Reciprocal Teaching

– 4 step process1. Summarizing2. Questioning3. Clarifying4. Predicting

Handout 8

Reciprocal TeachingReciprocal TeachingGroup Summarizing ExampleGroup Summarizing Example

A Deeper Look at Giselle1. Show students the first half of the ballet, Giselle (Other ballets

or performances may be substituted). Ask students to read the first half of the story of the ballet Giselle. Appoint a summarizing student, a questioning student, a clarifying student, and a predicting student.

2. The summarizing student tells the important points of what has been read and seen. The teacher may provide some clues or prompts.

3. The questioning student asks the class at least three questions about the story. The other students try to answer based on what they have learned.

4. The clarifying student points out parts of the ballet that may be confusing and asks the students to explain them more thoroughly. Students can go back to the text to clarify specific parts.

5. The predicting student asks students to make predictions about what they think will happen next in the story and records them on the board or on a poster.

6. Finish watching the ballet and reading the text. Revisit the predictions to see how many of them were correct.

Note TakingNote TakingDiscussion statement:

How do you currently use note taking in your performing arts classroom?

Generalizations based on researchGeneralizations based on research::

1.1. Verbatim note taking is least Verbatim note taking is least effective.effective.

2.2. Should be a work in progress.Should be a work in progress.

3.3. Should be used as study guides Should be used as study guides for tests.for tests.

4.4. The more notes taken, the The more notes taken, the better.better.

Research and Theory Research and Theory aboutabout

Note TakingNote Taking

Research and Theory aboutResearch and Theory about

Note TakingNote TakingGeneralization #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

Research and Theory aboutResearch and Theory about

Note TakingNote TakingGeneralization #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

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

Note TakingNote Takinga. Give Teacher-Prepared Notes

– Model

Teacher Prepared Notes

Graphic Questions

i. The Basics A.

ii. Characteristics A.

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

Note TakingNote Taking

b.Teach Multiple Formats

• Web Handout 9

• Outline Handout 10

• Teacher Prepared Handout 11

Example Web

ConflictA problem that occurs

Kidnapping, getting lost

Elements of Drama

Characters

Tell the story

Jack, Peter Pan

SettingWhere the story

takes placeNeverland, castle,

forest

Action

What happens on stage

Car chase, swordfight

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

Note TakingNote Taking

c. Use Combination Notes

Uses 3 parts:

1. Informal outlining

2. Graphic representation

3. Summary

Handout 12

Combination NotesCombination Notes

Regular notes Symbol, pictureor graphic

Summary

Combination Notes ExampleCombination Notes Example

 Spotlights:

Cyc Lights:

Floodlights & Scoops:

Striplights:

Parlights:

Summary:

Theatrical Lighting Instruments

Share and DiscussShare and Discuss

Share best practices of possible classroom application

What thoughts, questions, challenges, or

ideas do you have?