Summarizing and Note-Taking Display this slide as the participants arrive for the day. Welcome everyone to the session.

Thought for the Day “The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.” - Sir William Bragg Read quote.

Graffiti Mat Ask participants to copy the Graffiti Mat in their notes.

Celebrate Effort - Reflection What did you experience when using List-Group-Label in your classroom? What went well? What would you do differently next time? Prompt participants to get out their half-page reflection (fieldwork between sessions) and student work sample Ask questions on the slide Distribute certificates (see Appendix E) as appropriate

Today’s Agenda Objectives Participant Activity Outline What did you learn? For next time … Also for next time … Read item one - Objectives When the facilitator gets to the Participant Activity Outline item, he/she will point out that instead of everything being listed on the agenda slide that the information for the day’s activities is within their participant activity outline handout. Continue reading the agenda.

Objectives After completing Session Nine and its fieldwork, teacher participants will be able to … utilize the online modules. describe the specific strategies, research generalizations, and resulting classroom implications for the summarizing and note-taking strategies. Review the Professional Learning Goals (objectives) for Session Nine with the participants. These are the learning objectives for the session. These will be reviewed again at the end of the session in an effort to recognize personal growth.

Objectives (Continued) recognize the ways in which they currently use the summarizing and note-taking strategies as part of their practice. recognize when these instructional strategies are used appropriately and meaningfully at their grade level range. assess their own use of the instructional strategies in their classrooms. Continue reviewing the objectives for Session Nine with the participants.

Quick Write "What [summarizing and note-taking] both have in common is the notion that the student is taking what's out there – what the teacher said, or what they read, or what they observed – and they're encoding it themselves. They're putting their own translation on it. And that's the critical aspect of this category." - Robert Marzano, McREL Participants will write responses in their notes and share.

Reciprocal Teaching Summarize The leader summarizes what was presented in the video. Other group members can add to the summary. The leader can point out clues that aid in the construction of a good summary. Clarify The leader clarifies confusing points in the video. The leader can ask other group members to point out confusing points from the video. The group tries to clear up confusions. Question The leader asks some questions to which the group responds. The questions are designed to help participants identify and understand important information presented in the video. Predict The leader can ask for predictions about the next video segment. Leave this slide up for reference while participants are watching the videos and completing the reciprocal teaching activity.

Questions What changes might you make in your classroom related to summarizing and note-taking? What kinds of explicit modeling or guided practice might you need to provide for your students? What steps might you take next? Read questions one at a time. Be sure to allow enough time for participants to share their thoughts after each question.

Rule-Based Summary Strategy Delete trivial material that is unnecessary to understanding Delete redundant material Substitute super ordinate terms for lists (e.g., “flowers” for “daisies, tulips, and roses”) Select a topic sentence, or invent one if it is missing Read steps one at a time Be sure to give participants enough time to complete each step of the strategy with their sample text

Summary Frames Of all the summary frames, which is the best to use with your specific content area. Why? Ask the question on the slide. Be sure to give groups enough time to discuss the question.

Objectives After completing Session Nine and its fieldwork, teacher participants will be able to … utilize the online modules. describe the specific strategies, research generalizations, and resulting classroom implications for the summarizing and note-taking strategies. Review the Professional Learning Goals (objectives) for Session Nine with the participants. Did we meet our objectives?

Objectives (Continued) recognize the ways in which they currently use the summarizing and note-taking strategies as part of their practice. recognize when these instructional strategies are used appropriately and meaningfully at their grade level range. assess their own use of the instructional strategies in their classrooms. Continue reviewing the objectives for Session Nine with the participants. Did we meet our objectives?

For next time … Test out your Experimental Inquiry hypothesis Are you ready to use the summary frame or combination notes in your classroom? Write a half-page reflection on your experiences. What went well? What would you do differently next time? Be prepared to share Tell participants they are to test their Experimental Inquiry Hypotheses. Tell participants that they are also being asked to try either the summary frame or combination notes in their classroom before next session. They will need to write a half-page reflection and be prepared to share their experiences for next time. Participants should also bring in student work samples to share.

Also for next time … Be sure to participate in the online discussion. Our focus will be on the “Generating and Testing Hypotheses” strategy. To prepare, please skim Chapter 9 of Classroom Instruction that Works. Use the advance organizer for Generating and Testing Hypotheses. Tell participants that next session’s focus is on the Generating and Testing Hypotheses strategy. Ask them to prepare by using their advance organizers to skim Chapter 9. Tell participants to use the advance organizer for Generating and Testing Hypotheses.

Any Questions? Are there any questions?

References Marzano, R. J. [et al.] (2001). A Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Upper Saddle River, NJ: Pearson Education, Inc.