Classroom Instruction that Works – Marzano

1. Classroom Instruction that Works – Marzano Chapter 3: Summarizing and Note Taking /Chapter 4: Reinforcing Effort and Providing Recognition

2. “Rule-Based Strategy” • Summary techniques – simpler form: deleting, substituting (terms for lists), and keeping – retain necessary understanding • Sense of text structure – skimming-scanning – key word clues --- “Find” key in Microsoft – highlight the words around – primary colors

3. Example:Rule-Based Strategy Most scientists believe our solar system was formed 4.6 billion years ago with the gravitational collapse of the solar nebula, a cloud of interstellar gas, dust, and ice created from previous generations of stars. As time went on the grains of ice and dust bumped into and stuck to one another, eventually forming the planets, moons, comets and asteroids as we know them today.

4. Six types of Summarizing Frames: • Narrative or Story Frame – increased awareness of text structure --- characters, setting, events, character response, consequence • Topic – Restriction – Illustration Frame: - expository info – topic/restriction/illustration

5. Summary Frames: • The Definition Frame – term/category or set/characteristics/differences • The Argumentation Frame – evidence/claim or assertion of truth/support/qualifier (restriction on claim) • The Problem/Solution Frame –multiple solutions and best chance for success

6. Summary Frames: • The Conversation Frame – greeting of characters/inquiry – what questions insinuated/revealed / discussion – facts? request? demand? consequences? /conclusion • Reciprocal Teaching -Palinscar & Brown, (1984,1985). “First draft” of summary – analysis – questioning, clarifying, predicting – deeper understanding

7. Questions – Summary Frames • When would you use the frame? • What is helpful about the frame? What are its limitations? • What type of genre/text structure would adapt best to this frame? • How might you modify this frame to fit the work you are doing in the classroom?

8. The Giver by Lois Lowry • “I’m feeling apprehensive,” he confessed, glad that the appropriate descriptive word had finally come to him. • “Why is that, son?” His father looked concerned. • “I know there’s really nothing to worry about,” Jonas explained, “ and that every adult has been through it. I know you have, Father, and you too, Mother. But it’s the Ceremony that I’m apprehensive about. It’s almost December.” • Lily looked up, her eyes wide. “The Ceremony of Twelve,” she whispered in an awed voice. Even the smallest children – Lily’s age and younger – knew that it lay in the future for each of them. • “I’m glad you told us your feelings,” Father said.

9. Cornell Notes • Cue Column – Essential Questions/Essential Understandings • Notetaking Column – Supporting details to review • Summary – Reinforce concepts

10. Cornell Note Template • Microsoft Word has a template. • Editing tools in Microsoft Word

11. Tips for Teachers Allow review time Use as study guide tool More is better (Nye, et al.) Teacher Provided Outline – Informal and Webbing Combination Page Format

12. 21st Century Skills - Critical Information Literacy • Accuracy- cross reference multiple sources • Authority – author credentials • Objectivity- writer’s purpose/bias • Currency – time/date dependent • Coverage – acknowledge the big picture

13. Chapter 4: Reinforcing Effort and Providing Recognition • Help students make a connection between effort and achievement for themselves. Example: Effort and Achievement Rubrics • Praise for SPECIFIC performance tasks can be a powerful motivator • Scenarios (see attached)