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Summarizing & Note-Taking

Marzano's Nine High Yield Instructional Strategies
by

Re Ha

on 9 April 2013

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Transcript of Summarizing & Note-Taking

Effective Instructional
Strategies Overview Teaching must be explicit and systematic.
Careful thought must go into why we do what we do.
Research has been done to identify instructional strategies that work.
Our work must focus on results rather than intentions. Teaching vs Learning Is there a difference? Just because it has been taught does that mean it has been learned? Teaching on Purpose I listen I forget I see I believe I do I understand Meta-analysis over 800 research studies
Not an exhaustive list
Situational
Good place to start Identifying Similarities and Differences 45 Summarizing and Notetaking 34 Reinforcing Effort & Providing Recognition 29 Homework & Practice 28 Nonlinguistic Representations 27 Cooperative Learning 23 Setting Objectives & Providing Feedback 23 Generating and Testing Hypotheses 23 Cues, Questions & Advanced Organizers 22 Marzano's High Yield Instructional Strategies Identifying Similarities & Differences Summarizing & Notetaking Homework & Practice Reinforcing Effort & Providing Recognition Nonlinguistic Representations Cooperative Learning Setting Objectives & Providing Feedback Generating and Testing Hypothesis Cues, Questions & Advance Organizers Comparing is the process of identifying and articulating similarities and differences among items. Identifying Similarities & Differences Comparison Matrix Thinktrix Classifications Classifying asks students to group things into categories based on their attributes. Word/ Shape Sort T Chart Metaphors Human Blood Cell House Metaphors substitute one idea or object with
another. These comparisions are often made between two seemingly unrelated subjects, When students create analogies, they identify relationships between pairs of concepts. Analogies Teacher directed - have a lot of structure provided by the teacher. Happy is to sad
as
Up is to _____ Student directed -
heterogeneous responses, students provide more elements. Happy is to sad
as
_____ is to _____ _____ is to ______

rel. __________

as _______ is to _____ Instructional Strategies are to teachers
as ____________ are to ___________. Comparisons 3 generalizations a. Rules Based Strategy b. Use summary frames c. Reciprocal Teaching 3 generalizations Rules Based Summary Summary Frames Note Taking Rule-based summary

Include important ideas
Delete trivia
Delete repeated ideas
Collapse lists
Choose or create a topic sentence What Does a Good Summary Look Like? http://pbwiki.com

http://docs.google.com

http://yourdraft.com

http://www.writeboard.com Web 2.0 Resources Nonlinguistic representations
Concept webs
Flow charts
Venn Diagrams
Teacher Prepared Notes
Cloze notes
Informal outline
Skeleton notes Other Note Taking Strategies Example: Cornell Notes Combine various formats into one
Outlining
Webbing
Pictographs ***
Begin with an inverted T on paper
Record facts & notes on left
Nonlinguistic representation on right
Summarize on bottom
Works great in Word/Powerpoint/Journal Combination Note Taking Use key words & phrases
Use symbols & abbreviations
Put only one fact on a line
Spread notes out – fill in later
Paraphrase where possible; use synonyms Note Taking Rules Give students teacher-prepared notes or note frameworks
Teach students a variety of note-taking formats
Use combination notes
Have students use technology when it’s available Classroom Strategies Choose the frame that fits the information type
Narrative
TRI (topic-restriction-illustration)
Definition
Argumentation
Problem/solution
Conversation 6 Types of Summary Frames Summarizing http://notestar.4teachers.org/
Designed for grades 4-12
http://thinktank.4teachers.org/
Designed for grades 3-8
Rochester Institute of Technology
http://www.rit.edu/~369www/college_programs/lng_pwr/index.php3?l1=2&l2=1&l3=1&location=211 Web Resources Models good note taking
Provides a clear framework of important facts
Should be used sparingly
For ELL’s & SWD
Notes can take written form with pictorial representations
Notes can take written form with some of the words missing Teacher-Prepared Notes M – Main Idea
Identify main idea from Topic Sentence (if there is one) or use Basic Signal Words
I – Identify supporting details
D – Disregard unimportant information
A- Analyze redundant information
S – Simplify, categorize, and label important information The MIDAS Touch Definition
Frame T-R-I Frame Narrative
Frame Based on research by McREL To effectively summarize
Students must delete some info, substitute some info, and keep some info
Must analyze information at a fairly deep level
Must be aware of explicit structure of information as an aid Generalizations on Summarizing Inspiration/Kidspiration
Concept webbing PowerPoint
Tables
Outline using bullet points
Webbing using autoshapes Microsoft Word
Track changes
Auto summarize
Outline view
Tables (use for combination notes) Technology Tools You Have What 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 They write down everything
They write down next to nothing
They give complete sentences
They write way too much
They don’t write enough
They copy word for word What Usually Happens Summary Symbol, picture
or graphic Regular notes Combination Notes
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