Newcomers Session for Educators

1. Newcomers Session for Educators Summarizing How to get Beyond the 3-5 Sentence Recommendation

2. What Happens When You Ask Your Students to Summarize? • Jot down a few items • Compare with a partner/table • Create a list of things students do Cornell Notes, HO pgs 15-20

3. What Happens When You Ask Your Students to Summarize? • they write down everything • they write down next to nothing • they give incomplete sentences • they write way too much • they don't write enough • they copy word for word

4. What Do You Want Them To Do? • pull out main ideas • focus on key details • use key words and phrases • break down the larger ideas • write only enough to convey the gist • take succinct but complete notes

5. What Is Summarizing? • Summarizing is taking larger selections of text and reducing them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. • Webster's calls a summary the "general idea in brief form.”

6. What Are We Doing When We Summarize? • Strip away the extra verbiage and extraneous examples. • Focus on the heart of the matter. • Try to find the key words and phrases that, when said later, still manage to capture the gist of what we've read. • Capture the main ideas and the crucial details necessary for supporting key words and phrases.

7. How Can I Teach My Students to Summarize? Please be warned: teaching summarizing is one of the hardest strategies for students to grasp, and one of the hardest strategies for you to teach. You have to repeatedly model and give ample time and opportunities to practice it.

8. The CORNELL WAY • Summaries help students link notes to actual learning. • Hence, the Learning Link of the CORNELL WAY is vital for students to have good, complete C-Notes. HO pg 2

9. Learning Link Step 1: Read the essential question at the top. Step 2: Respond to the essential question in 1 sentence. (This will be your introductory sentence to the summary) Step 3: Review the 1st chunk of notes on the right. Step 4: Reread the first question written for the 1st chunk. Step 5: Write a 1 sentence response to this question. (incorporate content-based vocabulary) HO pg 2

10. Learning link Step 6: Repeat this process until all your questions are incorporated into the summary, accounting for all the main ideas in your notes. Step 7: Reread your summary for clarity and accuracy, addition transitions, when possible. Step 8: Review your summary to study for test/quizzes, writing essays, completing the Cornell Note Reflection Log, tutorials, etc. HO pg 2

11. CORNELL WAY • Investigate the sample C-Notes that have been through the Learning Link processes. How do these notes differ from your students’ notes? What is the potential impact for your students’ success if their questioning and summarizing skills improve? What is your next step? HO 3, 4, 5

12. Don’t Look BackOverweight Preteens more Likely to Eat School-provided Lunches Frequently, the most important information is what students are able to recall. • Read Overweight Preteens more Likely to Eat School-Provided Lunches, by Alexandra Thomas. • Use selective underlining while reading the selection. • After reading, turn the sheet over and attempt to create a summary paragraph of what you can remember of the key ideas in the piece. HO 6

13. Don’t Look BackOverweight Preteens more Likely to Eat School-provided Lunches • Get with a partner and compare paragraphs. • Revise/Rewrite as needed. • Create a concise 100 word summary paragraph for the article. Look back at the underlining. Should you modify your paragraph? How will you use this with your students? Tutors? HO 6, 7

14. Magnet Summaries • Magnet Summaries help students expand on key terms or concepts from a reading. These “magnet’ words help organize information that becomes the basis for the summary. • Just as magnets attract metal, these key terms attract information. HO 8 http://wilearns.state.wi.us/apps/default.asp?cid=18

15. Magnet Summaries Overweight Preteens more Likely to Eat School-provided Lunches • As you review, look for key concepts that organize the material. • Discuss possible Magnet words with your elbow partner. At your table: • Choose one Magnet word • Generate and record additional words, ideas, details that support the Magnet word. • Write a paragraph using the Magnet word and the details. HO 6, 8

16. Magnet Summaries • Helpful hints: • Select magnet words in advance • Chunk/Jigsaw reading and combine summaries for a complete summary of the article • Place magnet words and supporting details on the front of index cards, summary on the back. What are some other hints/ways to utilize this strategy?

17. Read All About It! Teach students to go with the newspaper mantra; have them use the key words or phrases to identify onlyWho, What, When, Where, Why, and How.

18. Read All About It! Read “A second chance for juvenile offenders.” • Who is the article about? • What was the most important event or detail? • When did the event occur? • Where did it happen? • How will this impact society? What other summarizing tool could be used as an extension of this strategy? HO 9

19. P-M-I • P-M-I stands for pluses, minuses and interesting. • Have students read an article, their Cornell notes, or Socratic seminar log. • Concoct a position statement based on the information. • Complete the P-M-I Chart. • Support information in Pluses • Negative/disadvantages in Minus • Neither + or -, in the Interesting. HO 10

20. P-M-I • Read “How many calories would you like with those fries?” • Create a position statement. • Complete the P-M-I Chart. • Compare with someone who you’ve not partnered with previously. What is the next step? What would you have your students do? HO 10, 11, 12

21. 10-2-2 Note-Taking Strategy • The structure involves: • Allowing students time to process information during lecture time. • Greater retention of information • Improved quality of notes, questions, and summaries HO 13

22. 10-2-2 Note-Taking Strategy • 10 Minutes Whole Group: Teacher gives information or presentation while students take C-Notes. • 2 Minutes Partners/Small Groups : Students process information by working collaboratively to share or revise notes, clarify information, create questionsNo Questions may be asked of the teacher! • 2 Minutes Independently: Students take 2 minutes to process information and create a 1 sentence summary across the page just below the chunk of notes. HO 13

23. 10-2-2 Note-Taking Strategy • Repeat the process until all information is presented. • Last 5 Minutes of Class: Whole Group • Teacher/Student interactions • Resolve unanswered questions • Get clarification • Sort out misconceptions/gaps HO 13

24. Summary vrs Reflection • Reflection: Students reflect on themselves as learners when they evaluate the thinking processes they used to determine which strategies worked best. They can then apply that information about how they learn as they approach learning in the future. • Summary: When you write a summary, you first look for the most important ideas.Then, you then put all the main ideas together, in a logical order.

25. Summary vrs Reflection • Reflections are used on TRF’s, learning logs, and methodologies concentrated on how the student learned or what process worked for him/her. • Summaries are used for Cornell notes, highlighting key ideas in chunks of information, and other activities that require the student to synthesize information.

26. Conclusion • Summaries don’t always have to be 3-5 sentences. • It takes time and modeling for the students to gain the skill. • Scaffolding is paramount! • Don’t give up!

27. Evaluation • Please Complete the Evaluation. • Thanks for your participation! HO 14