Research-Based Strategies for Research-Based Strategies for Increasing Student AchievementIncreasing Student 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 TakingNote Taking

Participant OutcomesParticipant OutcomesParticipants will:• Understand the purpose and

importance of summarizing and notetaking

• Identify ways to implement summarizing and notetaking in the classroom

• Review examples of summarizing and notetaking 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 art room 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 aboutSummarizingSummarizing

Generalization #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.

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

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” for Summarizing

Applied to Reading Art Content

. Delete less important details

. Delete redundant information

. Substitute general for specific

. Select or create topic sentence

Pablo Picasso, Les Pablo Picasso, Les Demoiselles Demoiselles

d’Avignon 1907d’Avignon 1907

In 1907, Pablo Picasso exploded into a fury of creativity that produced this nerve shattering and unpleasant, yet beautiful imagine of humanity that changed the course of art forever. Three faces seem to be African masks. The bodies are flat planes of raw color. A more abstract depiction of humanity cannot be imagined. Face it, the work is not pretty. Picasso kept the radical canvas hidden for several years. When it was finally shown to his friends at a drunken party, his colleagues, exclaimed, “After this, we’ll all have to drink gasoline”. From the creation of this chaotic, repellent, magnetic, and lyrical painting onward, art no longer had to be aesthetically right or nice to be a masterpiece. Art for Dummies Thomas Hoving IDG Books Worldwide INC. 1999

Pablo Picasso, Les Demoiselles Pablo Picasso, Les Demoiselles

d’Avignon 1907d’Avignon 1907

In 1907, Pablo Picasso painted a new, radical image of humanity. Three of the faces seem to be African masks. The bodies are flat planes of raw color. Picasso had this canvas hidden for several years. His creation of this diverse painting, art not longer had to be aesthetically acceptable.

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

The Narrative FrameThe Narrative Frame

Characters – Who Setting – Where Initiating event – Starts action Internal response – Reaction to event Goal – What they decide to do Consequence – How they meet the goal Resolution – How it turns out

A “Narrative Frame” is found in fiction and in Narrative Art. It contains:

Narrative Frame Art ExampleSteps of Narrative Frame1. Characters – who are

they?2. Setting –where does it

take place3. Initiating event – what

happened at the beginning

4. Internal response – what happened at the beginning?

5. Goal – What do the characters decide to do?

6. Consequence – What happens because of their decision?

7. Resolution – How does it end?

Read the paragraph describes The action in the painting “The Wedding” by Pieter Breughel the Elder. Use the steps of narrative frame to Interpret and analyze it.

The Topic-Restriction-The Topic-Restriction-Illustration FrameIllustration Frame

• Topic: What is the general statement or topic?

• Restriction: What information does the author give that narrows or restricts the general statement or topic?

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

opicopic

What are the differences between Abstract and Realistic Art?

•Topic: What is the general statement or topic?

estriction•Restriction: What information narrows or restricts the general statement or topic?

•Compare the styles of Brancussi and Audubon to illustrate the differences and similarities between abstract and realistic art.

llustration•Illustration: What examples illustrate the topic or restriction?

The Definition FrameThe Definition Frame

A “Definition Frame” describes a particular concept and related concepts:

Term – Word to be definedSet – General category it is inGross Characteristics – How it differs?Minute Differences – What are sub classes?

1.Term: Shape

2.Set: Elements of Design.

3.Gross Characteristics: Closed space, two dimensional, creates negative space.

4.Minute differences: Organic, geometric.

Argumentation FrameArgumentation FrameAn “Argumentation Frame” contains

information to support a claim.

Evidence – What info leads to a claim?Claim – Asserts that something is trueSupport – Examples that support claimQualifiers - Restrictions

“The Secret Bench”

Is this public art suitable for Naples?

Does this sculpture represent the community?

What statements in the article support the claim?

What concessions are made about the claim?

The bronze sculpture located outside the Sarnia Library (at the corner of Christina St. S. and Wellington St.) was created by Canadian artist, Lea Vivot of Kleinburg, Ontario. "The Secret Bench" was installed on December 26, 1990. Vivot's inspiration for the work is based on the hopes, dreams and secrets of local residents which were submitted to her. Many of these inscriptions are included on the bench portion of the sculpture. The life-size sculpture was purchased by the board of the Sarnia Public Library and Art Gallery at a cost of $75,000. "The Secret Bench" depicts a boy and girl sitting on a park bench as the boy whispers into the girl's ear. Vivot has several similar sculptures in front of such well known buildings as the National Archives, the United Nations, Toronto's Hospital for Sick Children, and in New York City's Battery Park.

Sebastian Nagy, 85, is a letter writer to the Bonita Banner and a proponent of "The Secret Bench" in Bonita Springs

Though most of his letters stick to politics and politicians, the controversial sculpture in front of the banyan tree on Old 41 triggered his interest.

Problem / Solution FrameProblem / Solution Frame• What is the problem?• What is a possible solution?• Are there any other solutions?• Which solution has the best chance

of succeeding?

Clay drying too quickly while working on a vessel.Problem:

Possible Solutions:

1.

2.

3.

Which solution has the best chance of succeeding? Why?

The Conversation FrameThe Conversation FrameA “Conversation Frame” is a verbal

interchange between two or more people.

• Greeting - Conversation opener• Inquiry – General information• Discussion – Elaboration (Assertions,

Requests, Promises, Demands, Threats, Congratulations)

• Conclusion – Conversation ending

1.Did the members of the conversation greet each other?

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

3.How did the discussion progress?

Did either state facts?

Did either make a request of the other?

Did either demand a specific action of the other?

Did either threaten specific consequences if the demand was not met?

Did either indicate that he valued something the other had done?

4. How did the conversation conclude?

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

SummarizingSummarizing

c. Teach Students Reciprocal Teaching

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

Reciprocal TeachingReciprocal Teaching1. Summarize what was taught.2. What did you understand or not

understand about the topic? Why? What questions did you have as you learned the lesson?

3. Were there any words you did not understand?

4. What do you think will be taught next? How do you think this concept could be used in the future or real world?

Reciprocal Teaching -provides for a deep level of understanding necessary for an effective summary

Leadersummary ask questionsclarify

Students clarify (discussion of important facts)

Leaderpredicts (what are you going to next with this topic?) to gain deep

understanding of topic.

Monet, Claude: Rouen Cathedral

Leader: Summary

Ask questions

Clarify

Students:Clarify (Discussion of important facts)

Leader:Predicts (What are you going to do next?)

Note TakingNote TakingDiscussion statement:

It is appropriate for the teacher to provide students with a complete set of notes on a topic.”

Do you…

Strongly Agree

Agree Disagree Strongly Disagree

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 NotesSketchbook Assignment – Use Emphasis in a Drawing

Teacher Prepared Notes

Graphic Questions

The Basics – Emphasis1. Makes something

stand out.2. Creates a focal

point

(Draw illustration here) How can I use Emphasis to make my composition more visually interesting?

ii. Characteristics1. Contrast2. Focal Point3. Dominance

(Draw illustration here) How can I use the Elements of Art to create Emphasis?

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

Note TakingNote Takingb. Teach Multiple Formats

Drawing

Pencils

Oil pastels

pastels

markers

crayons

charcoal

glue blending

Detail drawing

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

Combination NotesCombination Notes

Regular notes Symbol, pictureor graphic

Summary

In 1907, Pablo Picasso painted a new, radical image of humanity.

Three of the faces seem to be African masks.

The bodies are flat planes of raw color.

His creation of this diverse painting, art not longer had to be aesthetically acceptable.

Pablo Picasso was a moving force in changing the way we view art today.

Combination NotesCombination Notes

Using a whipUsing a whipWhat have you

learned about summarizing and note taking?

What thoughts, questions, challenges, or ideas do you have?