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

Adapted by the Foreign Language CadreAdapted by the Foreign Language Cadre

Summarizing & Note Summarizing & Note TakingTaking

Arlene DunnArlene DunnDavid FlechaDavid FlechaDebbie FuchsDebbie Fuchs

Cristina HernandezCristina Hernandez

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.

L’Argent des JeunesL’Argent des JeunesDiscovering FrenchDiscovering French p275p275

• Do you have a job? Do you have an older brother or sister who works in a supermarket or a restaurant? In the United States, many teenagers work to earn money. Because French labor laws restrict the type of work that young people can do, few French teenagers have regular jobs. (In addition, during the school year most families expect their children to concentrate on their studies.)

Rule Based StrategyRule Based StrategyThis is what the same paragraph might

look like after summarizing

• American teenagers work • French teenagers are expected to

concentrate on their studies


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 Frame Cuhzoma is a skilled Aztec weaver. She weaves cloth

into colorful and intricate ponchos. Cuhzoma often takes the ponchos to the market to sell. The market is a fascinating place. Farmers sell onions, leeks, watercress, corn, artichokes, and dozens of other items. Caravans from different parts of the empire bring exotic items such as wood, leather furniture, pottery, fine feathers and fabrics, gold, silver, gemstones and slaves. As Cuhzoma sets up her ponchos in the market she looks over at where a group of slaves are wearing yokes of heavy wooden rings, locked at the joint by wooden bolts tied to a bamboo pillory. Cuhzoma gasps in surprise when she recognizes one of the slaves……

Narrative FrameNarrative Frame• Who are the main characters?• When and where did the story take

place?• How does the main character feel

about the market?• What do you predict the main

character will do?

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?

Definition FrameDefinition FrameQuinceañera Quinceañera

Buen Viaje p. 180Buen Viaje p. 180

En los Estados Unidos celebramos Sweet Sixteen. Sweet Sixteen es una fiesta en honor de la muchacha que cumple dieciséis años. En una familia hispana hay una celebración en honor de la quinceañera. ¿Quién es la quinceañera? La quinceañera es la muchacha que cumple quince años. La familia siempre da una gran fiesta en su honor. Todos los parientes y amigos asisten a la fiesta.

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?

Topic-Restriction-Illustration FrameTopic-Restriction-Illustration FrameUne BoumUne Boum

Discovering French p 107Discovering French p 107

On weekends, French teenagers like to go to parties that are organized in a French home. Often, the guests contribute something to the buffet: sandwiches or soft drinks. There is also a lot of music and dancing. (French teenagers love to dance!)

These informal parties have different names according to the age group of the participants. For students at a collège or junior high, a party is sometimes known as une boum or une fête. For older students as a lycée or high school, it is called une soirée or une fête.

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?

SelenaSelenabased on the movie Selenabased on the movie Selena

• Selena states that being a Tejana is twice as difficult as being an American or Mexican.

• Explanation: She expresses that not only does she have to know everything about being an American but also everything about being a Mexican, including speaking two languages.

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?

UniformesUniformes

In general, in Hispanic speaking countries public school students are required to wear uniforms.

High schools in Lee County are considering moving towards uniforms. This may present problems for many of our students.

Should public school students in Lee County be required to wear uniforms? Give three possible solutions.

Which solution has the best chance of succeeding?

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?

DiálogoDiálogoPatricio: ¿De dónde son Uds.?Manuel: ¿Nosotros? Somos americanos.Patricio: ¿Ah, sí? ¿De dónde?Manuel: Somos de Tejas, de San Antonio.

¿De qué nacionalidad son Uds.?Patricio: Somos mexicanos. Somos de

Coyoacán.Manuel: ¿Coyoacán?Patricio: Sí, es una colonia de la Ciudad de

México, la capital.

Después de ConversarDespués de Conversar• How did the members greet each

other?• What question or topic was referred

to?• How did the discussion progress?• How did the conversation conclude?

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?



c. Teach Students Reciprocal Teaching

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

SummarizingSummarizingPlease refer to The Poncho.

Summary: Cahzuma is a weaver who sells her ponchos at the market. She see a group of slaves and recognizes one of them.

Question: Who was the slave? Why did she gasp?

Prediction: What do you predict happened after she recognized the slave?

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. The Basics A.

ii. Characteristics A.


Note TakingNote Takingb. Teach Multiple Formats

Insert example(s):– Venn diagram: compare & contrast– Graphic organizers: timelines, categorize, – Cornell Note taking System

el sofá

el sillón

la lámpara

la televisión

el teléfono

la cama

el armario

Habitaciones de la Casa Habitaciones de la Casa LA SALA EL DORMITORIO


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

The PonchoThe PonchoCombination Notes (Cornell Note Taking)Combination Notes (Cornell Note Taking)

(notes) (visual cues)(notes) (visual cues)

• Cuzhoma works at the market

• She makes ponchos.• She sells ponchos at

the market.• She recognizes a

slave in chains.

summary: Cuzhoma weaves ponchos that she sells at the market where she recognizes a slave.

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?

SQ3RSQ3R

SQ3R (Survey, Question, Read, Recite, Review)

Referring to the two handouts you will now be receiving, please use this strategy to summarize the article on

“THE OKTOBERFEST”

What thoughts, questions,

challenges, or ideas do you have?

summarizing & note taking

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