summarizing & note taking

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

Physical Education Teachers

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 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


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


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



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.

Example of Oral Example of Oral SummarizingSummarizing

• Say in your own words what you just observed, completed, or the basic rules of the game.


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/Story FrameThe Narrative/Story Frame• Who are the main characters? What

distinguishes them from other characters?• When and where did the story take place? What

were the circumstances?• What prompted the action in the story?• How did the characters express their feelings?• What did the main characters decide to do? Did

they set a goal? What was it?• How did the main characters accomplish their

goals?• What were the consequence?

Narrative Frame ExampleNarrative Frame Example• In the late 1800’s, the sports of football, baseball and

track and field were very popular. However, a need for an indoor aerobic activity existed to keep men active during the winter months. To solve this problem, Dr. James Naismith developed the game of basketball. At a YMCA in Springfield, Massachusetts, Dr. Naismith nailed peach baskets to the wall at an approximate height of 10 feet. The object of the game was to throw a leather ball into the peach basket. At first ladders were used to get the ball after a score, then someone suggested to cut the bottom of the peach basket so the ball could drop through. Lacrosse was developed and also very popular with the American Indians.

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?

Example: Topic-Restriction Example: Topic-Restriction Illustration Illustration

Basketball:• T - Dribbling• R – Must Use One Hand• I – Apply skill in basketball game.

Personal Fitness:• T – What is the meaning of anaerobic?• R – How do anaerobic activities vary from aerobic

activities?• I – List examples of aerobic and anaerobic

activities.

The Definition FrameThe Definition Frame• What is being defined? • To which general category does the

item belong? • What characteristics separate the

item from the other items in the general category?

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

Example: Definition FrameExample: Definition Frame• Term: Cardiovascular Fitness• Set: Components of Fitness• Gross Characteristics: How well the systems of the body (i.e.,

circulatory, respiratory and vascular),work in transporting oxygen to all parts of the body.

• Minute Differences:Target heart rateMaximum heart ratePulseResting heart rateTarget heart rate zoneAerobic/anaerobic activities

Argumentation FrameArgumentation Frame• 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 to the claim, are presented?

Example: ArgumentationExample: Argumentation• Proximity to a basketball hoop is a great

determiner of successfully making a basket.

• LOCATION - LOCATION – LOCATION • Example: Shequille O’Neil has one of the

best field goals percentages in the NBA. He seldom shoots from further than 4 feet from the basket.When he moves to the 12ft. Line, he is

one of the worst free-throw shooters in the league

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?

Example: Problem SolutionExample: Problem Solution• Problem:

A student in your class sustains an injury. How can this student alter his personal fitness plan and still achieve the maximum benefits?

• Solutions:1. Stretch adequately 2. Tone down intensity3. Isolate area and continue other

parts of the plan.4. Use fitness plan as part of rehabilitation.

The Conversation FrameThe Conversation Frame• How did the members of the conversation greet each other?• What question or topic was insinuated, revealed, or referred

to?• How did their discussion progress?

Did either person state facts? Did either person make a request of the other? Did either person make a promise to perform a certain action? Did either person demand a specific action of the other? Did either person threaten specific consequences if a demand was

not met? Did either person indicate that he values something the other did?

• How did the conversation conclude?

Example: Conversation Example: Conversation 1. Two students meet in the locker room to dress

out for P.E. class, they say “what’s up,” ready to run $%*&^$ mile? “No……., sure hope I do better than last time!””

2. Two students talked about the fitness test that they are about to take.

3. They talked about previous times they tested and how they hope to improve. To help pace each other, they plan to stay together when running.

4. Whomever wins, the other person has to buy H20.



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?

Example: Reciprocal Example: Reciprocal TeachingTeaching

Perform Lay up:1. Summarizing:

What did you see our partner do?2. Questioning:

Are you using the backboard?Are you extending with the shooting hand?

3. Clarifying:Student tells performer what to do.(Take off with the foot opposite your shooting side).

4. Predicting:Non-dominant/dominant hand percentage of shots increased.

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


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


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


Note TakingNote Takinga. Give Teacher-Prepared Notes

– Model

Teacher Prepared Notes

Graphic Questions

i. THR A. Your THR is ideal

training heart rate. B. The intensity of

your work level.

ii. Characteristics A. RHR B. Taking pulse C. Application and Formula.


Note TakingNote Takingb. Teach Multiple Formats

1. Informal outline2. Webbing3. Combination notes.


Note TakingNote Taking

c. Use Combination Notes

Uses 3 parts:

1. Informal outlining

2. Graphic representation

3. summary

Combination NotesCombination Notes

Regular notesSymbol, picture

or graphic

Summary

Example: Combination Example: Combination NotesNotes

• Flexibility:Increases-

Muscles warmActivityRegular participation in flexibility exercises.

Decreases-AgeInactivityInjury

Flexibility is dependent on activity.

Using a whipUsing a whipWhat have you learned about

summarizing and note taking?

What thoughts, questions,

challenges, or ideas do you have?

summarizing & note taking

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