1. Review Nonlinguistic representation Advance organizers

2. What’s on Tap for Today (Our Learning Goals): Utilize technology to structure summary frames and note-taking strategies to help students distill information into a concise, synthesized form. 34% (Note: There’s an Inspiration Advance Organizer posted on School Fusion)

3. Summarizing

4. Let’s Look at What the Research Says: Category Average Effect Size Percentile Gain Number of Studies Identifying Similarities & Differences1.614531 Summarizing & Note Taking1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251

5. CATEGORYMcREL DEFINITION Summarizing and Note Taking Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.

6. Which strategies will help students practice, review, and apply that knowledge? Where does Summarizing and Note Taking fit in? Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge?

7. What Does the Research Say About Summarzing? 1. To effectively summarize students must delete some information, substitute some information, and keep some information. 2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. 3. Being aware of the explicit structure of information is an aid to summarizing information.

8. Recommendations for Classroom Practice: Summarizing Use summary frames. Teach students the rule-based summarizing strategy. Teach students reciprocal teaching.

9. Reciprocal Teaching Summarizing Questioning Clarifying Predicting

10. MS Word AutoSummary Features Open Word Go to the internet and find any article. Copy and paste that article into Word. Click on Tools Click on AutoSummarize Select Insert and Executive Summary… Take a peek at your document After you do that, delete that summary and try the Highlight Key Points option

11. Note Taking Note Taking enhances students’ ability to organize information in a way that captures the main ideas and supporting details.

12. What Does the Research Say About Note Taking 1. Verbatim note taking is, perhaps the least effective way to take notes. 2. Notes should be considered a work in progress. 3. Notes should be used as study guides for tests. 4. The more notes that are taken, the better.

13. Recommendations for Classroom Practice: Cues and Questions 1. Give students teacher prepared notes.

14. Recommendations for Classroom Practice: Cues and Questions 2.Teach students a variety of note taking formats.

15. Recommendations for Classroom Practice: Cues and Questions 3.Use combination notes.

16. Link to Combination Note Taking Template on School Fusion

17. Cooperative Learning

18. CATEGORYMcREL DEFINITION Cooperative Learning Provide students with opportunities to interact with each other in groups in ways that enhance their learning.

19. Let’s Look at What the Research Says: Category Average Effect Size Percentile Gain Number of Studies Identifying Similarities & Differences1.614531 Summarizing & Note Taking1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251

20. Which strategies will help students practice, review, and apply that knowledge? Where does Cooperative Learning fit in? Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge?

21. What Does the Research Say About Cooperative Learning? 1. Organizing groups based on ability levels should be done sparingly. 2. Cooperative learning groups should be rather small in size. 3. Cooperative learning should be used consistently and systematically, but should not be overused.

23. Recommendations for Classroom Practice: Cooperative Learning Use informal (pair-share), formal (lasting over several days), and base groups (throughout the year). Use a variety of criteria to group students. Don’t base solely on ability. Keep the groups to a manageable size (3-5). Combine cooperative learning with other classroom structures.

24. Resources Many Cooperative Learning Rubrics can be found at: http://www.uwstout.edu/soe/profdev/rubrics.s html#cooperative http://www.uwstout.edu/soe/profdev/rubrics.s html#cooperative http://whyfiles.larc.nasa.gov/text/educators/to ols/eval/coop_rubric.html http://whyfiles.larc.nasa.gov/text/educators/to ols/eval/coop_rubric.html

25. Technology-Infused Cooperative Learning Activities WebQuests….What’s a webquest?? A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. They are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation http://webquest.sdsu.edu/

26. Scavenger Hunts Black History Scavenger Hunt

27. Reinforcing Effort and Providing Recognition

28. CATEGORYMcREL DEFINITION Reinforcing Effort and Providing Recognition Enchances students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.

29. Let’s Look at What the Research Says: Category Average Effect Size Percentile Gain Number of Studies Identifying Similarities & Differences1.614531 Summarizing & Note Taking1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251

30. Which strategies will help students practice, review, and apply that knowledge? Where does Reinforcing Effort fit in? Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge?

31. What Does the Research Say About Reinforcing Effort? 1. Not all students realize the importance of believing in effort. 2. Students can learn to operate from a belief that effort pays off even if they do not initially have this belief.

32. Recommendations for Classroom Practice: Reinforcing Effort and Providing Recognition Have students keep track of their effort and achievement. Achievement Rubrics (p110) Explicitly teach students about the importance of effort. Some students are unaware of the relationship between effort and achievement!

33. Some Resources http://www.csba.org/qa/payne.htm Ruby Payne http://www.csba.org/qa/payne.htm http://homepages.wmich.edu/~ljohnson/Payn e.pdf Ruby Payne http://homepages.wmich.edu/~ljohnson/Payn e.pdf http://fredericksburg.com/News/FLS/2006/102 006/10222006/229496 Jensen Brain Break http://fredericksburg.com/News/FLS/2006/102 006/10222006/229496