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Summarizing and Note Taking

0. Summarizing and Note Taking. Category – Summarizing and Note Taking. Key Premises Two of the most useful academic skills students can have. Note taking then summarizing. Templates help students organize thinking. Techniques Note taking Summarizing.

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Summarizing and Note Taking

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  1. 0 Summarizing andNote Taking

  2. Category – Summarizing and Note Taking • Key Premises • Two of the most useful academic skills students can have. • Note taking then summarizing. • Templates help students organize thinking. • Techniques • Note taking • Summarizing

  3. Category – Summarizing and Note Taking • The research identifies three generalizations: • To effectively summarize, students must delete some information, substitute some information, and keep some information. • To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. • Being aware of the explicit structure of the information is an aid to summarizing information.

  4. Strategy – Note Taking • Note Taking • Notes must be considered a work in progress. • Notes should be used as study guides. • Least effective: verbatim notes. • The more notes – the better. • Many approaches to taking notes. • Two-column, Cornell, Mixed, Outline

  5. Strategy - Note Taking • Classroom Practice: • Teacher-Prepared Notes • Student Notes: Informal Outline • Student Notes: Webbing • Student Notes: Combination Technique

  6. Strategy – Summarizing • Take out the material that is not important for your understanding. • Take out the words that repeat information. • Replace a list of things with a word that describes the things in a list. (e.g., use trees for elm, oak, and maple.) • Find a topic sentence. If you cannot find a topic sentence, make one up.

  7. Strategy - Summarizing • Tips for success • Teach students the rule-based summarizing strategy. • Use summary frames. • Teach students reciprocal teaching and the group-enhanced summary.

  8. Summary Frames • The Narrative Frame • The Topic-Restriction-Illustration Frame • The Definition Frame • The Argumentation Frame • The Problem/Solution Frame • The Conversation Frame

  9. Narrative Frame Questions • Who are the main characters and what distinguishes from them others? • 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, and, if so, what was it? • How did the main characters try to accomplish their goal(s)? • What were the consequences?

  10. The Topic-Restriction-Illustration Frame Questions • Frame Questions • T – What is the general statement or topic? • R – What information narrows or restricts the general statement or topic? • I – What examples illustrate the topic or restriction?

  11. The Definition Frame Questions • Frame Questions • What is being defined? • To what general category does the item belong? • What characteristics separate the item from other things in the general category? • What are some different types or classes of the item being defined?

  12. The Argumentation Frame Questions • Frame Questions • What information is presented that leads to a claim? • What is the basic statement or claim that is the focus of the information? • What examples or explanations are presented to support this claim? • What concessions are made about the claim?

  13. The Problem/Solution Frame Questions • Frame Questions • What is the problem? • What is a possible solution? • What is another possible solution? • What solution has the best chance if succeeding?

  14. The Conversation Frame Questions • Frame Questions • 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 the person state facts? • Did either person make a request of the other? • 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/she valued something that the other had not done? • How did the conversation conclude?

  15. Strategy - Reciprocal Teaching • Incorporates the process of summarizing and engages students in other thinking processes. • Summarizing • Questioning • Clarifying • Predicting

  16. Make it Your Own Brainstorm a lesson that you would be able to incorporate the use of Summarizing and Note Taking.

  17. 0 Keep this in mind! …no instructional strategy works equally well in all situations…Instructional strategies are tools only. -Robert Marzano

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