1. Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools Summarizing & Note Taking Media Cadre

2. Participant Outcomes Participants will: Understand the purpose and importance of summarizing and note taking Identify ways to implement summarizing and note taking in the classroom Review examples of summarizing and note taking activities

4. Summarizing Discussion question: How do you currently teach students in your classroom to summarize information to enhance student learning?

5. Generalizations based on research: 1.Students must delete, substitute, and keep some information when summarizing. 2.Deep analysis is needed in order to do #1. 3.Must be aware of explicit structure of information. Research and Theory about Summarizing

6. Generalization #1: Students must delete, substitute, and keep some information when summarizing. Condensing information Looking for patterns Distilling (extracting) and synthesizing information Modeling by teachers

7. Research and Theory about Summarizing Generalization #2: To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. Seems simple but requires analyzing content Students need practice to be good at analyzing information Generalization #3: Must be aware of explicit structure of information. Most writers present information with an explicit structure or pattern. The more students understand these structures, the better they are able to summarize information.

8. Recommendations for Classroom Practice on Summarizing a.Teach the “Rule-Based” Strategy –Follows a set of rules that produce a summary

9. Recommendations for Classroom Practice on Summarizing Steps in Rule-Based Summarizing for Older Students Steps in Rule-Based Summarizing for Younger Students 1.Delete trivial material that is unnecessary to understanding. 2.Delete redundant material. 3.Substitute subordinate terms for more specific terms (e.g. use fish for rainbow trout, salmon, and halibut.) 4.Select a topic sentence of invent one if it is missing. 1.Take out material that is not important to understanding. 2.Take out words that repeat information. 3.Replace a list of things with a word that describes the things in the list (e.g. use trees for elm, oak and maple). 4.Find a topic sentence. If you cannot find a topic sentence, make one up.

10. Original Passage Most scientists believe our solar system was formed 4.6 billion years ago with the gravitational collapse of the solar nebula, a cloud of interstellar gas, dust, and ice created from previous generations of stars. As time went on the grains of ice and dust bumped into and stuck to one another, eventually forming the planets, comets, and asteroids as we know them today.

11. Paragraph with Edits Most scientists believe our solar system was formed 4.6 billion years ago with the gravitational collapse of the solar nebula. As time went on the grains of ice and dust bumped into and stuck to one another, eventually forming the solar system as we know it today.

12. Recommendations for Classroom Practice on Summarizing b.Use Summary Frames - Choose frame to match information type - 6 different types of frames Narrative Topic-restriction-illustration Definition Argumentation Problem/solution Conversation

13. Guiding Questions for the Narrative/Story Frame 1 Who are the main characters? What distinguishes them from other characters? 2 When and where did the story take place? What were the circumstances? 3 What prompted the action in the story? 4 How did the characters express their feelings? 5 What did the main characters decide to do? Did they set a goal? What was it? 6 How did the main characters accomplish their goals? 7 What were the consequences?

14. Example of a Narrative Frame 1 Who are the main characters? What distinguishes them from other characters? Cinderella, Godmother, & Step Mother; Each play a pivotal role in Cinderella’s life. 2 When and where did the story take place? What were the circumstances? Once upon a time in a land far far away in a small house. 3 What prompted the action in the story? The prince was having a ball to find a wife. 4 How did the characters express their feelings? The step sisters each wanted to be the prince’s wife. The step mother wanted one of her daughters to be chosen. Cinderella just wanted to go to the ball. 5 What did the main characters decide to do? Did they set a goal? What was it? Cinderella decided to go to the ball once she was transformed by the Godmother. Her goal was to get to the ball. 6 How did the main characters accomplish their goals? Cinderella wished for a way to attend the ball. Magically, a Fairy Godmother appeared and made it all happen. 7 What were the consequences? The clock struck twelve and Cinderella raced out of the ball losing her shoe. The prince searched high and low for the girl he met at the ball. Ultimately, good wins over evil.

15. Guiding Questions for the TRI Frame 1 Topic: What is the general statement or topic? 2 Restriction: What information does the author give that narrows or restricts the general statement or topic? 3 Illustration: What examples does the author give to illustrate the topic or restriction?

16. Example of a TRI Frame Based on a passage about Mammals the following information can be used in a TRI Frame: Summary: Mammals are warm-blooded animals with backbones. Mothers feed their young with milk. Marsupials are a category of mammals. Two examples of marsupials are the kangaroo and the opossum. Topic: Mammals Restriction: Marsupials are one subgroup of mammals. Illustrations: Kangaroos are one kind of marsupial that live in Australia. The Virginia opossum is the only marsupial that lives in North America.

17. Guiding Questions for the Definition Frame 1 What is being defined? 2 To which general category does the item belong? 3 What characteristics separate the item from the other items in the general category? 4 What are some types or classes of the item being defined?

18. Example of a Definition Frame Summary: A sonnet is a lyric poem with 14 lines that follows a rhyming scheme. The Petrarchan or Italian sonnet consists of an octave and a sestet. The Shakespearean or English sonnet consists of three quatrains and a couplet. 1 What is being defined? The sonnet 2 To which general category does the item belong? The genre poetry 3 What characteristics separate the item from the other items in the general category? Sonnets consist of 14 lines and follow rhyming schemes. 4 What are some types or classes of the item being defined? Petrarchan and Shakespearean.

19. Guiding Questions for the Argumentation Frame 1 Evidence: What information does the author present that leads to a claim? 2 Claim: What does the author assert is true? What basic statement or claim is the focus of the information? 3 Support: What examples or explanations support the claim? 4 Qualifier: What restrictions on the claim, or evidence counter to the claim, are presented?

20. Example of an Argumentation Frame Summary: Although our state already has lottery games, joining a multistate lottery would provide more benefits to the state. Joining a multistate lottery would keep more money in the state and allow players to win bigger jackpots. 1 Evidence: What information does the author present that leads to a claim? The state benefits from state lottery games, and multistate lottery games offer more money for the state programs. 2 Claim: What does the author assert is true? What basic statement or claim is the focus of the information? Our state should join a multistate lottery.

21. Example of an Argumentation Frame Continued 3 Support: What examples or explanations support the claim? Multistate lotteries will give the state a source of revenue to spend on health and safety problems in public schools. People drive out of state to purchase tickets for big, multistate lottery games, but that money should stay in our state. Multistate lotteries are the only way for people in smaller states to win really big jackpots. Tickets for the big lottery games are usually cheap, but they give players the potential to win millions of dollars. 4 Qualifier: What restrictions on the claim, or evidence counter to the claim, are presented? Our state already has lottery games.

22. Guiding Questions for the Problem/Solution Frame 1 What is the problem? 2 What is a possible solution? 3 What is another possible solution? 4 What is another possible solution? 5 What is another possible solution? 6 Which solution has the best chance of succeeding?

23. Example of a Problem/Solution Frame Summary: Humans are consuming fossil fuels at much faster rates than they are produced in the Earth’s crust. We need to find ways to use alternative energy sources more efficiently. Nuclear energy, hydroelectric energy, solar energy, and wind energy are all possible sources for supplementing and eventually replacing the use of fossil fuels. Development of any of these alternatives faces obstacles and concerns. There is not one correct answer, rather, the solution will be different for different countries.

24. Example of a Problem/Solution Frame Continued 1 What is the problem? Depletion of fossil fuels 2 What is a possible solution? Alternative energy sources, such as nuclear energy 3 What is another possible solution? Hydroelectric energy 4 What is another possible solution? Solar energy 5 What is another possible solution? Wind energy 6 Which solution has the best chance of succeeding? The best solution depends on a number of factors, such as geography, resource availability, and environmental concerns.

25. Guiding Questions for a Conversation Frame 1 How did the members of conversation greet each other? 2 What question or topic was insinuated, revealed, or referred to? 3 How did their discussion progress? 4 How did the conversation conclude?

26. Example of a Conversation Frame Summary: A worker in a restaurant tells a customer that the restaurant has no menus. The restaurant apparently serves only specific foods on certain days of the week. The customer tries to order a hamburger and then roast beef, but is told he can only have corned-beef hash or warm peach cobbler. Finally, the customer asks about the warm peach cobbler. 1 How did the members of conversation greet each other? A worker in a restaurant told a customer they had no menus.

27. Example of a Conversation Frame Continued 2 What question or topic was insinuated, revealed, or referred to? Ordering something to eat. 3 How did their discussion progress? The restaurant worker said hamburgers were available only on Tuesday, roast beef was only available on the weekend, and the customer could have what everyone else was eating. 4 How did the conversation conclude? The restaurant worker told the customer the peach cobbler is “divine”.

28. Recommendations for Classroom Practice on Summarizing c.Teach Students Reciprocal Teaching - 4 step process 1.Summarizing 2.Questioning 3.Clarifying 4.Predicting

29. Summarizing – The operating system is the software that makes a computer work, It does three big things. Number one, it tells the computer hardware, like the mouse, printers, the monitor, and the computer memory, what to do. Two, it deals with hardware errors and data loss. And, three, it organizes the files you store on the hard drive, a floppy disk, a CD, or a Zip disk. Today’s operating systems, like Windows or Mac or UNIX, can do several things at one time. That’s called “multitasking.” Example of Reciprocal Teaching

30. Questioning – When an operating system is multitasking, what is it actually doing? What is virtual memory? Clarifying – How does a multitasking operating system create the illusion of process running simultaneously? On computers with only one CPU, a multitasking operating system runs each process individually for a set period of time. Predicting – The title of the next passage is “Computer Memory”. I think the next section will talk about how a computer stores data. And it will probably explain RAM and ROM, as well as, other ways of storing data like floppy disks and CD- ROMs.

31. Note Taking Discussion statement: It is appropriate for the teacher to provide students with a complete set of notes on a topic.” Do you… Strongly Agree AgreeDisagreeStrongly Disagree

32. Generalizations based on research: 1.Verbatim note taking is least effective. 2.Should be a work in progress. 3.Should be used as study guides for tests. 4.The more notes taken, the better. Research and Theory about Note Taking

33. Generalization #1: Verbatim note taking is least effective. Not engaged in synthesis Only recording, not analyzing Generalization #2: Should be a work in progress. Continually add to notes Revise notes Time to review notes

34. Research and Theory about Note Taking Generalization #3: Should be used as study guides for tests. If well done, powerful study guide Generalization #4: The more notes taken, the better. Strong correlation between amount of notes and achievement on exams

35. Recommendations for Classroom Practice on Note Taking a.Give Teacher-Prepared Notes –Model Teacher Prepared Notes GraphicQuestions i.The Basics A. ii. Characteristics A.

36. Recommendations for Classroom Practice on Note Taking 1. Informal Outline for the Circulatory System Transport Systems 3 FunctionsOne of Four Parts carries food and oxygenplasma carries waste from cellsred blood cells protects body from diseasewhite blood cells 3 Partsplatelets Heart Blood vessels Blood

37. Recommendations for Classroom Practice on Note Taking c.Use combination notes Uses three parts: 1.Informal outlining 2.Graphic representation 3.summary

38. Combination Notes Regular NotesSymbol, picture or graphic Summary

39. Example of Combination Notes NOTES Evaporation part of water cycle the process of a liquid changing into a gas without boiling water from rivers, lakes, oceans, and soil evaporates into the air Water that evaporates eventually falls to the earth again as rain, ect. GRAPHIC REPRESENTATION SUMMARY Evaporation is an important process on earth because it returns the water to the atmosphere..

40. Using a whip What have you learned about summarizing and note taking?

41. What thoughts, questions, challenges, or ideas do you have?