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Summarizing & Note Taking. Physical Education Teachers.
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Summarizing & Note Taking Physical Education Teachers 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
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
Example of Oral Summarizing • Say in your own words what you just observed, completed, or the basic rules of the game.
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
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?
Narrative Frame Example • In the late 1800’s, the sports of football, baseball and track and field were very popular. However, a need for an indoor aerobic activity existed to keep men active during the winter months. To solve this problem, Dr. James Naismith developed the game of basketball. At a YMCA in Springfield, Massachusetts, Dr. Naismith nailed peach baskets to the wall at an approximate height of 10 feet. The object of the game was to throw a leather ball into the peach basket. At first ladders were used to get the ball after a score, then someone suggested to cut the bottom of the peach basket so the ball could drop through. Lacrosse was developed and also very popular with the American Indians.
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?
Example: Topic-Restriction Illustration Basketball: • T - Dribbling • R – Must Use One Hand • I – Apply skill in basketball game. Personal Fitness: • T – What is the meaning of anaerobic? • R – How do anaerobic activitiesvary from aerobic activities? • I – List examples of aerobic and anaerobic activities.
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?
Example: Definition Frame • Term: Cardiovascular Fitness • Set: Components of Fitness • Gross Characteristics: How well the systems of the body (i.e., circulatory, respiratory and vascular),work in transporting oxygen to all parts of the body. • Minute Differences: Target heart rate Maximum heart rate Pulse Resting heart rate Target heart rate zone Aerobic/anaerobic activities
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?
Example: Argumentation • Proximity to a basketball hoop is a great determiner of successfully making a basket. • LOCATION - LOCATION – LOCATION • Example: Shequille O’Neil has one of the best field goals percentages in the NBA. He seldom shoots from further than 4 feet from the basket. When he moves to the 12ft. Line, he is one of the worst free-throw shooters in the league
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?
Example: Problem Solution • Problem: A student in your class sustains an injury. How can this student alter his personal fitness plan and still achieve the maximum benefits? • Solutions: 1. Stretch adequately 2. Tone down intensity 3. Isolate area and continue other parts of the plan. 4. Use fitness plan as part of rehabilitation.
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?
Example: Conversation 1. Two students meet in the locker room to dress out for P.E. class, they say “what’s up,” ready to run $%*&^$ mile? “No……., sure hope I do better than last time!”” 2. Two students talked about the fitness test that they are about to take. • They talked about previous times they tested and how they hope to improve. To help pace each other, they plan to stay together when running. • Whomever wins, the other person has to buy H20.
Recommendations for Classroom Practice onSummarizing • Teach Students Reciprocal Teaching • 4 step process • Summarizing • Questioning • Clarifying • Predicting
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?
Example: Reciprocal Teaching Perform Lay up: 1. Summarizing: What did you see our partner do? 2. Questioning: Are you using the backboard? Are you extending with the shooting hand? 3. Clarifying: Student tells performer what to do. (Take off with the foot opposite your shooting side). 4. Predicting: Non-dominant/dominant hand percentage of shots increased.
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 1. Informal outline 2. Webbing 3. Combination notes.
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
Example: Combination Notes • Flexibility: Increases- Muscles warm Activity Regular participation in flexibility exercises. Decreases- Age Inactivity Injury Flexibility is dependent on activity.
Using a whip What have you learned about summarizing and note taking?
