1 / 16

OMHS April Presentation

OMHS April Presentation. Summarizing and Note-Taking. As educators, we are ineffective when our students are actively engaged in a meaningless task or passively involved in a meaningful one. Strategic Teaching. Reading Comprehension Strategic Teaching. Vocabulary study

tilden
Download Presentation

OMHS April Presentation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. OMHSApril Presentation Summarizing and Note-Taking

  2. As educators, we are ineffective when our students are actively engaged in a meaningless task or passively involved in a meaningful one. Strategic Teaching

  3. Reading ComprehensionStrategic Teaching • Vocabulary study • Building/calling forth background knowledge • Recognizing text structure • Generating/answering questions • Graphic/semantic organizers • Summarizing/note-taking • Monitoring comprehension (metacognition)

  4. Research Based Comprehension Strategy Summarizing Summarizing helps students to determine what is important in what they are reading, to condense the information, and to put it into their own words.

  5. Research and Theory • To summarize effectively, students must delete some information, substitute some information, and keep some information. • This task requires students to analyze the information at a fairly deep level. • Being aware of the explicit structure of information is an aid to summarizing.

  6. Summarizing • Crucial for adult success in most fields • Helps readers to understand better what they read • Becomes a habit in more proficient readers • Not a skill we are born with; must be taught

  7. Summarizing Activities • Group Summaries • Paired Summary • 3-2-1 • GIST • One Pager • Magnet Summary • Reciprocal Teaching

  8. Note-Taking • Closely related to summarizing • Student must determine what is most important; then state that information in a parsimonious form

  9. Research and Theory • Verbatim note-taking is the least effective way to take notes. • Notes should be considered a work in progress. • Notes should be used as study guides for tests. • The more notes that are taken, the better.

  10. Take Good Notes • Both an essential skill and a powerful tool for readers • Makes students more active readers • Forces them to evaluate • Use to record, organize, remember, and respond to what is read

  11. Effectiveness of Note-Taking • Research Conclusions: Taking notes is better than not taking notes. Reviewing notes is key to impact. Organizing notes effectively contributes to improved performance on tests.

  12. Cornell Notes • One teacher found that during the first semester, his students who made the most extensive use of Cornell note-taking scored twice as high on a national physics test as those who made the least use of this technique.

  13. Cornell Note-Taking • Involves using a page divided lengthwise into two sections (1/3 column on the left side, 2/3 column on the right). • May include a box at the bottom to sum up or respond to ideas on the page.

  14. Cornell Note-Taking • 2/3 column, or the note-taking area, is used during reading or listening to identify essential information, jot down questions as they occur, and record information that might be useful later.

  15. Cornell Note-Taking • 1/3 column, the connections column, allows readers to return to their notes and make connections. Questions might be answered. Reference information might be added. • See four example forms.

  16. Goal • Reading furnishes the mind with materials of knowledge; it is thinking that makes what we read ours. John Locke (1632-1704)

More Related