Summarizing &
Note Taking
7th Grade Life Science
Presented by
Lindsay Oser
Teron Jackson
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
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
Average Effect
Category
Identifying similarities and differences
Percentile
Size (ES)
Gain
1.61
45
No. of ESs
31
Summarizing and note taking
1.00
34
179
Reinforcing effort and providing recognition
0.80
29
21
Homework and practice
0.77
28
134
Nonlinguistic representations
0.75
27
246
Cooperative learning
0.73
27
122
Setting objectives and providing feedback
0.61
23
408
Generating and testing hypotheses
0.61
23
63
Questions, cues and advance organizers
0.59
22
1,251
Summarizing
Discussion question:
How do you currently teach students
in your classroom to summarize
information to enhance student
learning?
Research and Theory about
Summarizing
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
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
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.
Recommendations for Classroom Practice on
Summarizing
a. Teach the “Rule-Based” Strategy
– Follows a set of rules that produce a
summary
Recommendations for Classroom Practice on
Summarizing
MODEL FOR SUMMARIZING
Steps in Rule-Based Summarizing for
Steps in Rule-Based Summarizing for
Older Students
Younger Students
1. Delete trivial material that is
1. Take out material that is not
unnecessary to understanding.
important to understanding.
2. Delete redundant material.
2. Take out words that repeat
3. Substitute subordinate terms for
information.
more specific terms (e.g., use fish
3. Replace a list of things with a word
for rainbow trout, salmon, and
that describes the things in the list
halibut.)
(e.g., use trees for elm, oak, and
4. Select a topic sentence of invent
maple).
one if it is missing.
4. Find a topic sentence. If you
cannot find a topic sentence, make
one up.
• The Ebola virus is named for the Ebola
River in Africa. In 1976, the first known
outbreak of Ebola killed half of the men,
women, and children in a Sudan village;
60 percent of those who were infected
died. Two months later, a more deadly
form of Ebola swept through 50 villages in
nearby Zaire. It killed more than 430
people, 90 percent of those infected. Both
times, the virus was controlled by isolating
its victims.
The first Ebola virus outbreak in 1976, killed
60% of the people in a Sudan village. A
more deadly form killed 90% in 50 villages
in Zaire. The virus was controlled by
isolating the victims.
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
Narrative/Story Frame
1.
2.
3.
4.
5.
6.
Who are the characters?
What is the setting?
What is the initiating event?
What did the characters do?
What were the consequences?
What was the end resolution?
Examples
•
•
•
•
The Lorax
Movies, videos, or films
Magazine articles
Science Journals
Topic-Restriction Illustration
Frame
1. Topic: general statement about the topic
to be discussed
2. Restriction: information that limits the
topic in some way
3. Illustration: examples of the topic or
restriction
T-R-I Frame
The events of photosynthesis can be summed up
in a chemical equation. The raw materials—six
molecules of carbon dioxide and six molecules
of water—are on the left side of the equation.
The products—one molecule of glucose and six
molecules of oxygen—are on the right side of
the equation. An arrow connects the raw
materials to the products. Light energy, which is
necessary for the chemical reaction to occur, is
written above the arrow.
Example
T- Photosynthesis
R- Carbon dioxide, water, sunlight
I- equation of photosynthesis
Definition Frame
1. What is being defined?
2. To which general category does the item
belong?
3. What characteristics separate the item
from other things in the general
category?
4. What are some of the types of the item
being defined?
Example
• Cell Transport video clip
Definition Frame
1. Concept: Cell Transport
2. General category: Cell Processes
3. Characteristics that separate the item
from other things in the general category:
Movement of Materials vs. Building and
Reproducing
4. Types of the item: Active and Passive
Argumentation Frame
1. Evidence= What information is presented that
leads to a claim?
2. Claim: What is the basic statement or claim
that is the focus of the information?
3. Support: What examples or explanations are
presented to support this claim?
4. Qualifier: What concessions are made about
the claim?
Example
• Summarizing ethical questions
– Stem cell research
– Use of laboratory animals
– Cloning
– Evolution
– Use of resources/land development
– Any others?
Problem/Solution Frame
1.
2.
3.
4.
What is the problem?
What is a possible solution?
What is another possible solution?
Which solution has the best chance of
succeeding?
Melaleuca are an Exotic and
invasive species
Think Pair Share
• Think about the possible solutions
• Discuss these with a partner for two
minutes
Potential Means of
eliminating the Melaleuca Tree
•
•
•
•
•
Fire
Cutting
Ring the tree
Poison
Beetle
The Conversation Frame
1.
2.
3.
4.
How did they greet each other?
What was the subject?
How did their discussion progress?
How did the conversation end?
Example
•
•
•
•
Role playing
Skits/plays
Current events
Others?
Recommendations for Classroom Practice on
Summarizing
c. Teach Students Reciprocal Teaching
– 4 step process
1. Summarizing
2. Questioning
3. Clarifying
4. Predicting
Reciprocal Teaching
Contains 4 Components:
1. Summarizing- where student leader
summarizes what was read
2. Questioning- student leader asks questions to
identify important information
3. Clarifying- student leader tries to clarify
confusing points
4. Predicting- student leader asks for predictions
of what will occur in the next segment
What is the first lesson where you
could use Reciprocal Teaching?
• Take two minutes and discuss this with
your partner?
What is the first lesson where you
could use Reciprocal Teaching?
•
•
•
•
•
•
Classroom Rules
Course Syllabus/Objectives
Safety Contract
Scientific method
Nature of Science
Others
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
Agree
Disagree
Strongly
Disagree
Research and Theory about
Note Taking
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
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
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
Recommendations for Classroom Practice on
Note Taking
Teach Multiple Formats
1. Teacher Prepared Notes
2. Combination Notes
3. Informal Outline
4. Webbing – (graphic organizer)
5. Cornell Notes – two column (not McRel)
Recommendations for Classroom Practice on
Note Taking
1. Give Teacher-Prepared Notes
–
Model
Teacher Prepared Notes
i.
A.
The Basics
ii. Characteristics
A.
Graphic
Questions
Teacher Prepared Notes
Teacher Prepared Notes
I. The Basics: CELLS
A. the basic unit of
structure and
function
B. Prokayotes &
Eukaryotes
C. All living things are made
of cell(s)
ii. Characteristics
A. Types of cells contain
the same components
B. Contain a nucleus
centrally located which
directs all activities of the
cell
Graphic
Questions
Recommendations for Classroom Practice on
Note Taking
2. Use Combination Notes
Uses 3 parts:
a) Informal outlining
b) Graphic representation
c) summary
Combination Notes
Regular notes Symbol, picture
or graphic
Summary
Informal Outlines
• Note-taking strategy which uses
indentation to indicate major ideas and
their related details
Webbing
• Note-taking strategy
-uses the relative size of circles to indicate the
importance of ideas
-uses lines to indicate relationships
Advantage- provides a visual representation of
the information
Disadvantage-limits the amount of information
that can be stored because the circles can only
hold so many words
Using a whip
What have you learned about summarizing
and note taking?
What thoughts,
questions, challenges,
or ideas do you have?