Improving Student Achievement: Instructional Strategies Summarizing and Note Taking Agar-Blunt-Onida February 1, 2008

1. Improving Student Achievement: Instructional StrategiesSummarizing and Note TakingAgar-Blunt-OnidaFebruary 1, 2008

2. Ice Breaker Valentine memory sweet or not�.

3. Strategy Explanation Summarizing and note taking are identified as two of the most useful academic skills for all students. Summarizing and note taking are grouped together since both require students to distill and then synthesize. The purpose of this slide is to define the professional piece that you have developed for them � a definition per say. The purpose of this slide is to define the professional piece that you have developed for them � a definition per say.

4. Research on Summarizing Students must delete, substitute and keep information. Students must analyze information at a deep level of understanding. Students must be aware of the information�s structure in order to effectively summarize. Marzano, et al: Classroom Instruction that Works, pages 30-32 The purpose of this slide is to cite the research that identifies the effectiveness of your strand/strategy.The purpose of this slide is to cite the research that identifies the effectiveness of your strand/strategy.

5. Note Taking Research Verbatim note taking is the least effective way. Notes are a work in progress. Notes should be used as test study guides. The more notes taken, the better. Marzano, et al: Classroom Instruction that Works, pages 43-44

6. Essential Questions How can summarizing and note taking strategies be effectively integrated into classroom routines? Why are summarizing and note taking essential strategies for students?

7. Students will know: What effective summarizing and note taking looks like. How summarizing and note taking impact student learning. That summarization and note taking are teachable skills. What key knowledge and skills will students acquire as a result of this unit?What key knowledge and skills will students acquire as a result of this unit?

8. Students will be able to Apply summarizing and note taking strategies to their own learning. Explicitly teach the skills of summarizing and note taking.

9. Summarizing When we summarize, we take larger selections of text and reduce them to their bare essentials. Bare essentials: the gist, the key, the main points worth remembering.

10. Summarizing from Marzano When working with struggling students, we need to understand that summarizing academic learning doesn�t come automatically. In fact, we need to provide students with a variety of approaches to use as they attempt to summarize.

11. What Students Usually Do Write down everything Write down next to nothing Write way too much Don�t write enough Copy word for word

12. What Teachers Need to Do Keep in mind�it�s not easy Hard to learn/hard to teach Model repeatedly Give students practice time

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14. SD DOE Strategy This strategy is a great way for finding background knowledge or schema of your students and also of their understanding during and after a lesson. Refer to handoutRefer to handout

15. Taking Notes The next several slides include a variety of strategies of note taking. Hand out Taking Notes packetHand out Taking Notes packet

16. Summarizing Learning Activities: �Rule-Based� Strategy Delete trivial material Delete redundant material Substitute broad terms for lists Marzano, et al: Classroom Instruction that Works, pages 32-33 What learning experiences and instruction will enable students to achieve the desired results? How will the design: W = Help the students know where the unit is going and What is expected? Where are the students at in their prior knowledge and interests? H = Hook all students and Hold their interest? E = Equip students, help them Experience the key ideas and Explore the issues. R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implications. T � Be Tailored (personalized) to the different needs, interests, and abilities of learners. O = Be Organized to maximize initial and sustained engagement as well as effective learning. What learning experiences and instruction will enable students to achieve the desired results? How will the design: W = Help the students know where the unit is going and What is expected? Where are the students at in their prior knowledge and interests? H = Hook all students and Hold their interest? E = Equip students, help them Experience the key ideas and Explore the issues. R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implications. T � Be Tailored (personalized) to the different needs, interests, and abilities of learners. O = Be Organized to maximize initial and sustained engagement as well as effective learning.

17. Summarizing Learning Activities: Reciprocal Teaching Summarizing Questioning Clarifying Predicting Marzano, et al: Classroom Instruction that Works, pages 42-43

18. Summarizing Learning Activities: (see packet) Quick Summaries Don�t Look Back 1 Sentence Paraphrase One-Word Summaries Refine and Reduce Jones, Lawwill, Wormeli Find in the packet, one strategy that you HAVE NOT taught, read it over and explain to your group how you as a teacher would use it with your students.Find in the packet, one strategy that you HAVE NOT taught, read it over and explain to your group how you as a teacher would use it with your students.

19. Summarizing Learning Activities: Magnet Summaries Magnets attract metal Magnet words attract information Buehl: Classroom Strategies for Interactive Learning and WiLearns

20. Summarizing Learning Activities Journalists� Questions and the GIST Who What When Where Why How 20-Word Summary Gardner, Jones, Gray

21. Note Taking Learning Activities: Teacher Prepared Notes Straight-forward way to give key information Models good note-taking Beware � Don�t just give kids another piece of text that needs to be summarized!

22. Note Taking Learning Activities: Informal Outline Uses indentation to indicate major ideas and related details Quick way to organize Easy to teach kids

23. Note Taking Learning Activities: Webbing Can visually show relationships Quick and easy Relative size of circles can indicate importance of ideas Provides a lot of white space on the page. Beware � This method takes up a lot of space.

24. Note Taking Learning Activities: Combination Notes Page is divided into three parts 1) informal outline, 2) web, 3) summaries Provides a visual representation of ideas Allow students time to write pause and write create the visual aspect and to write summaries Strategy forces kids to think a second time on information

25. Note Taking Learning Activities: Highlighting Teach kids how Can be done on reproduced handouts A good way to learn summarizing skills

26. Note Taking Learning Activities: Skeleton Notes Based on the explicit framework generalization Teacher provides the framework Skeleton provides guidance and layout or structure of ideas

27. Note Taking Learning Activities: Two-column notes A line down the middle separates the right and left sides of the page Major headings or concepts on the left Supporting details on the right One side is viewed at a time for studying

28. Note taking activity Ear Wax Pets Are Forever What to do with Dirty Rotten Sneakers? Cornell Notes Double Entry Journals (two to pick from) Q Notes Combination Notes Chose an article at your table..chose a note taking strategy� ( 12 minutes)Chose an article at your table..chose a note taking strategy� ( 12 minutes)

29. Summary to note taking: Not worksheets�but scaffolds sheets to hold their thinking Power in teaching of skimming and scanning to draw quickly to the mind the information needed.

30. Note taking lesson Find in the packet, one strategy that you HAVE NOT Share with your group how you can use this strategy in your subject area. 5 minutes5 minutes

31. Web Resources Estes, Thomas H., Univ. Virginia. http://curry.edschool.virginia.edu/go/readquest/edis771/column_notes.html IRA/NCTE/MarcoPolo�s Read, Write, Think: http://www.readwritethink.org Oxford Primary Connection. http://www.oup.co.uk/oxed/primary/primlit/connections/skeleton/ Raymond Jones� ReadingQuest.org: Making Sense in Socials Studies: http://readingquest.org Study Guides and Strategies. http://www.studygs.net/guidednotes.htm Traci Gardner�s Traci�s Lists of Ten: http://tengrrl.com/tens/016.shtml University of Kansas� KU Writing Center: http://www.writing.ku.edu Wisconsin Literacy Education and Reading Network Source�s WiLearns: http://wilearns.state.wi.us/apps/

32. Print Resources: Buehl, D. (2001) Classroom strategies for interactive learning (2nd ed.). Newark, DE: IRA. Frey, N., Fisher, D., & Hernandez, T. (2003) What�s the GIST? Summary writing for struggling adolescent writiers. Voices from the Middle, 11(2), 43-49. Lawwill, K.S. Using writing-to-learn strategies: Promoting peer collaboration among high school science teachers (doctoral dissertation, Virginia Polytechnic Institute and State University, 1999). Marzano, R.J., et al. (2001) A handbook for classroom instruction that works. Alexandria, VA: ASCD. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001) Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Preszler, J., & Rowenhorst, R. (Eds.). (2006) On target: Bringing writing into content area classrooms. Rapid City, SD: BHSSC. Sejnost, R., & Thiese, S. (2006) Reading and writing across content areas. Thousand Oaks, CA: Corwin. Urquhart, V., & McIver, M. Teaching Writing in the Content Areas. Alexandria, VA: ASCD. Wormeli, R. (2005) Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: ASCD.

33. BREAK!

35. Research Results:

36. Established Goals:

37. Strategy Explanation

38. Cooperative Learning is NOT: Counting off by numbers, BUT rather it is mixture of high and low students Filling out worksheets for busy work

39. Research

40. More research�.

43. Research supports: Enhances student satisfaction with their learning Develops students social skills Helps students develop oral communication skills Promotes students self esteem Promotes inclusion of special needs students

44. Research says����.. 3- 4 in a a group is ideal!

45. Group discussion at table: Problem to discuss and solve: According to Map Quest it is 18.38 miles from the Onida School building to the Blunt School building. How far is it according to the way the crow flies? Three minutes Three minutes

46. Activity # 2 ( Handout #1-1) The Original Jigsaw Article An Overview of Cooperative Learning Do steps 1-8 Step 1 � select leader (leader is responsible for steps and evaluation)

47. Cooperative Handouts # 3 & 4 Each individual will fill out handout # 3 Leader is responsible to filling out handout # 4 with group input

48. Activity # 3 � Handout 6-1 Brief Overview of 12 Social Roles Divide and conquer�..give a one sentence description about your role. (One Sentence summary strategy) Write on index card

49. What Research Says about Designing Groups Number in a group Groups of 3-4 produce the largest percentile gain at 9. Pairs indicates the next largest percentile gain at 6. Groups of 5-7 indicate a negative results with -1. (in other words�..don�t do what we did today)

50. More Research that says about forming Cooperative Learning Groups Informal Groups A few minutes or a class period Pair-share Turn-to-your-neighbor Formal Groups Several days or even weeks The tasks will be designed to include the basic cooperative learning components. Base Groups Long Term (semester or year) Designed to provide support

51. Grouping Research Heterogeneous groups perform better than homogeneous groups. Low ability homogeneous groups displayed a percentile loss of 23. High ability homogeneous groups displayed a percentile gain of 3. Medium ability homogenous groups displayed a percentile gain of 19.

52. Best Classroom Management Practices When Incorporating Cooperative Learning KEY 1 � PLANNING KEY 2 � TEAM BUILDING (refer to handouts#8-1) Team Identity Mutual support Valuing differences Developing synergy Sharing KEY 3 � TEACHER�S ROLE Facilitator Assessment Self-reflection

53. If you have knowledge, let others light their candles at it. Margaret Fuller

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