Summarizing & Note Taking

1. Summarizing & Note Taking Research-Based Strategies for Increasing Student AchievementFromClassroom Instruction that WorksbyR. Marzano, D. Pickering, J. PollockCreated by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools

2. Participant Outcomes Participants 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

4. Summarizing Discussion question: How do you currently teach students in your art room to summarize information to enhance student learning?

5. Research and Theory aboutSummarizing • Generalizations based on research: • Students must delete, substitute, and keep some information when summarizing. • Deep analysis is needed in order to do #1. • Must be aware of explicit structure of information.

6. Research and Theory aboutSummarizing • 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 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.

7. Recommendations for Classroom Practice onSummarizing • Teach the “Rule-Based” Strategy • Follows a set of rules that produce a summary

8. Recommendations for Classroom Practice onSummarizing

9. “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

10. Pablo Picasso, Les Demoiselles d’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

11. Pablo Picasso, Les Demoiselles d’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 severalyears. His creation of this diverse painting, art not longer had to be aesthetically acceptable.

12. Recommendations for Classroom Practice onSummarizing • Use Summary Frames • Choose frame to match information type • 6 different types of frames • Narrative • Topic-restriction-illustration • Definition • Argumentation • Problem/solution • conversation

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

14. Narrative Frame Art Example • Steps of Narrative Frame • Characters – who are they? • 2. Setting –where does it take place • 3. 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.

15. The Topic-Restriction-Illustration 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?

16. T opic • Topic: What is the general statement or topic? What are the differences between Abstract and Realistic Art?

17. R 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.

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

19. The Definition Frame A “Definition Frame” describes a particular concept and related concepts: • Term – Word to be defined • Set – General category it is in • Gross Characteristics – How it differs? • Minute Differences – What are sub classes?

20. Term: Shape • Set: Elements of Design. • Gross Characteristics: Closed space, two dimensional, creates negative space. • Minute differences: Organic, geometric.

21. Argumentation Frame An “Argumentation Frame” contains information to support a claim. • Evidence – What info leads to a claim? • Claim – Asserts that something is true • Support – Examples that support claim • Qualifiers - Restrictions

22. “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?

23. 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. 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.

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

25. Problem: Clay drying too quickly while working on a vessel. Possible Solutions: 1. 2. 3. Which solution has the best chance of succeeding? Why?

26. The Conversation Frame A “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

27. 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?

28. Recommendations for Classroom Practice onSummarizing • Teach Students Reciprocal Teaching • 4 step process • Summarizing • Questioning • Clarifying • Predicting

29. Reciprocal Teaching • Summarize what was taught. • What did you understand or not understand about the topic? Why? What questions did you have as you learned the lesson? • Were there any words you did not understand? • What do you think will be taught next? How do you think this concept could be used in the future or real world?

30. Monet, Claude: Rouen Cathedral Reciprocal Teaching -provides for a deep level of understanding necessary for an effective summary Leader summary ask questions clarify Students clarify (discussion of important facts) Leader predicts (what are you going to next with this topic?) to gain deep understanding of topic.

31. Leader: Summary Ask questions Clarify Students: Clarify (Discussion of important facts) Leader: Predicts (What are you going to do next?)

32. Note Taking Discussion statement: It is appropriate for the teacher to provide students with a complete set of notes on a topic.” Do you…

33. Research and Theory aboutNote Taking • Generalizations based on research: • Verbatim note taking is least effective. • Should be a work in progress. • Should be used as study guides for tests. • The more notes taken, the better.

34. Research and Theory aboutNote Taking Generalization #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

35. Research and Theory aboutNote Taking Generalization #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

36. Recommendations for Classroom Practice onNote Taking • Give Teacher-Prepared Notes Sketchbook Assignment – Use Emphasis in a Drawing

37. Recommendations for Classroom Practice onNote Taking • Teach Multiple Formats Drawing crayons Oil pastels blending glue Pencils Detail drawing pastels charcoal markers

38. Recommendations for Classroom Practice onNote Taking • Use Combination Notes Uses 3 parts: • Informal outlining • Graphic representation • summary

39. Combination Notes Regular notes Symbol, picture or graphic Summary

40. Combination Notes 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.

41. Using a whip What have you learned about summarizing and note taking?

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