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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 SchoolsAdapted by the Foreign Language Cadre Arlene DunnDavid FlechaDebbie FuchsCristina Hernandez
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
Summarizing Discussion question: How do you currently teach students in your classroom to summarize information to enhance student learning?
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.
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
Research and Theory aboutSummarizing 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.
Recommendations for Classroom Practice onSummarizing • Teach the “Rule-Based” Strategy • Follows a set of rules that produce a summary
L’Argent des JeunesDiscovering Frenchp275 • 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 Strategy This is what the same paragraph might look like after summarizing • American teenagers work • French teenagers are expected to concentrate on their studies
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
Narrative 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 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 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 FrameQuinceañera Buen 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 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 FrameUne BoumDiscovering 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-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?
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 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?
Uniformes 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 Frame • What is the problem? • What is a possible solution? • Are there any other solutions? • Which solution has the best chance of succeeding?
Diálogo Patricio: ¿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 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 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?
Recommendations for Classroom Practice onSummarizing • Teach Students Reciprocal Teaching • 4 step process • Summarizing • Questioning • Clarifying • Predicting
Summarizing Please refer to ThePoncho. 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 Taking Discussion statement: It is appropriate for the teacher to provide students with a complete set of notes on a topic.” Do you…
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.
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
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
Recommendations for Classroom Practice onNote Taking • Give Teacher-Prepared Notes • Model
Recommendations for Classroom Practice onNote Taking • Teach Multiple Formats Insert example(s): • Venn diagram: compare & contrast • Graphic organizers: timelines, categorize, • Cornell Note taking System
Habitaciones de la Casa LA SALA EL DORMITORIO el sofá el sillón la lámpara la televisión el teléfono la cama el armario
Recommendations for Classroom Practice onNote Taking • Use Combination Notes Uses 3 parts: • Informal outlining • Graphic representation • summary
Combination Notes Regular notes Symbol, picture or graphic Summary
The PonchoCombination Notes (Cornell Note Taking)(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 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?
SQ3R 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”
