Summarizing Ideas: Making Learning count

1. Summarizing Ideas: Making Learning count K-6 Bernadette Boerckel – Warrior Run SD

2. Why Summarize? • Summarizing is a life skill • It promotes comprehension • Research shows the brain remembers best what it learns first and last • Based on research by Robert Marzano: summarizing strategies assist students in retaining information and making connections to prior knowledge • We work hard to TEACH we want to ensure students RETAIN • Let’s us know what they know

3. Strategies that Most Impact Student Achievement ~based on Robert Marzano

4. Summarizing… • Must be done by the student to have any impact on learning • Requires every student to answer the essential question • Seems straightforward but is actually complex • Depends on numerous mental processes • Can be oral or written • Students can’t “fake it” • Provides evidence of learning • Is used to formatively assess to set the learning path

5. Apply an APL Strategy: 10-2 After every 10 minutes of instruction Check for understanding for 2 minutes

6. In the Lesson Plan, summarizing… Can be DISTRUBUTED in the form of Assessment Prompts throughout the lesson Or Can be found at the end of the lesson as a final summary Let’s take a look…….

7. Lesson Plan What do students need to learn to answer the LEQ?(These are statements) Assessment Prompt 1: Assessment Prompt 2: Assessment Prompt 3: --------------------------------------------------------------------------------------------- Instruction for AP 1: Activity to Check for Understanding of AP 1: Instruction for AP 2: Activity to Check for Understanding of AP 2:

8. Lesson Plan Sample: LEQ: How does a bill become a law? Assessment Prompt 1: sequence of steps in a bill becoming a law Assessment Prompt 2: the role of the President in whether a bill becomes a law Assessment Prompt 3: --------------------------------------------------------------------------------- Instruction for AP #1: Read House Mouse, Senate Mouse to complete the flow chart graphic organizer showing the steps in a bill being sent to the President. Students create non-verbal representations to go with each step on the graphic organizer. AP #1: Give each pair an envelope with the different steps involved in a bill becoming a law to put in the correct order

9. Let’s Look at some MORE! • Look at samples • With a partner, discuss how the samples reinforce what we have reviewed about effective summarizing thus far. • Questions?

10. This workshop was entitled “Hands On…” Here we go!

11. Password / $10,000 Pyramid • Pair up with a partner. • Decide who is a 1 and who is a 2. • 1’s turn away from the screen. • 2’s turn to face the screen and your partner. • A series of pictures or terms are revealed. 2’s start at the bottom left and go across giving clues to your partner. When your partner guesses correctly, start the next series of clues. • Follow the arrows until you and your partner reach the top of the pyramid.

12. Vacation Picnic Restaurant Pool Creek Swamp Start here

13. K – Community Helpers

14. 4th – Newton’s Laws Force Newton’s 1st Law Newton’s 2nd Law Position Motion Direction

15. Tic-Tac-Know • Using a board of images or words, explain to your table or a partner how 3 of the pictures or terms relate or connect - in a row either up, down, across, or diagonal • Can have students discuss or write

16. 5th– Informational Text

17. 1st – Symbols of Our Country

18. Collaborative Card Sort • Students have the chance to classify topics, words, and phrases into categories • Process of sorting and classifying strengthens the student's ability to comprehend and retain difficult information • Through a discussion of possible solutions, students negotiate the contextual meaning of the topics, words, or phrases • This can have a GO with titles, or not!

19. Examples • K math: sort shapes, can have pictures on cards or actual objects to sort • 3rd grade science: sort examples of heat production (electrical, mechanical, friction) • 5th grade math: sort equivalent fractions • 6th grade LA: Include the titles Character, Plot Events, and Setting on a GO and have students sort through samples of each into the correct category.

20. Let’s make one for our class!

21. Words Matter: • Using Bloom to differentiate checking for understanding and summarizing • http://uwf.edu/cutla/SLO/ActionWords.pdf • Bloom YouTube

22. Shaping Up Review • “The Heart” – students write one thing that they loved learning about in the lesson • “The Square” – students write four things that they feel are important concepts from the lesson being reviewed; one concept in each corner • “The Triangle” – students write the three most important facts they learned from lesson being reviewed; one fact in each corner. • “The Circle” – students write one, all-encompassing (global- like the circle) statement that summarizes all of the important concepts and facts learned in the lesson being reviewed

23. Visual Prompts • Teacher provides students with a picture along with a prompt: • a magazine photo, an illustration, a slide, transparency, snapshot, etc. • Students respond to it in writing or in a classroom discussion using one of the following formats: • narrative, descriptive, persuasive, or expository

24. For Example…. • You just finished a lesson on the weather…or Independence Day…or Persuasive Writing • You could show the following images at the end of the lesson (or at a point 10 minutes into instruction) and ask students to write down or tell a neighbor how the image relates to what they just learned.

26. Explain why the moon looks different over time.

27. Mystery Box • Teacher displays a box with a variety of objects or vocabulary cards inside relating to the content. • Teacher selects students to draw an object or card from the bag, one by one. • Students discuss orally or in writing what they know about each item as it relates to the content. • (Before the lesson, this activates prior knowledge, after, it summarizes what was learned.)

28. Letter Bag

29. Letter Bag / Acrostics • Topic: The Beach • Students choose a letter from the bag. • Each student shares a word that begins with his letter and that summarizes the lesson’s content. • Or…create a list with as many words as you can beginning with the letter • Or…ACROSTICS: Give a word to the WHOLE class and have them come up with words starting with each letter. • Try this with BEACH with a partner

30. Hot Seat • Before the beginning of class, the teacher prepares 4-5 questions related to the topic of study and writes them on sticky notes. • Place the sticky notes underneath student desks so they are hidden from view. • At beginning of class, inform students that several of them are sitting in “Hot Seats” and will be asked to answer the questions. • Have the students check their desks for the strategically placed sticky notes. • Students who are in the “Hot Seats” take turns answering the questions.

31. Check your seats!

32. Spark Video

33. 3-2-1 • 3 things you learned • 2 things that inspired you • 1 your spark

34. Draw A Picture • Summarize the video by drawing a picture or diagram of your spark. • On my cue, share with a partner and relate your photo to the talk you heard.

35. Relay Summary Students are divided into small groups. The first student starts with a blank piece of paper and writes a sentence about the topic discussed during the lesson. The second person adds a sentence then passes it on. This continues until all students have written one sentence each.

36. Recipe • Using the Spark Video: • 1 List ingredients to making a difference in kids lives • 2 create a narrative to accomplish a task

37. Anticipation Guide • See handout for example (pg 25)

38. “Dear _________” • Dear ______ (Absent Student, teacher, Principal, etc.) Write a letter to ____________________ explaining what has been learned and answering the essential question. • Guide with prompts: • This lesson was about…I already knew…but was surprised to learn…You would have enjoyed…To summarize, I think…Hurry back to class…Sincerely