Media Cadre
Summarizing &
Note Taking
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
Percentile
Size (ES)
Gain
Identifying similarities and differences
1.61
45
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-advance organizers
0.59
22
1,251
Category
No. of
ESs
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
Steps in Rule-Based Summarizing for
Older Students
Steps in Rule-Based Summarizing for
Younger Students
1.
1.
2.
3.
4.
Delete trivial material that is
unnecessary to understanding.
Delete redundant material.
Substitute subordinate terms for
more specific terms (e.g. use fish
for rainbow trout, salmon, and
halibut.)
Select a topic sentence of invent
one if it is missing.
2.
3.
4.
Take out material that is not
important to understanding.
Take out words that repeat
information.
Replace a list of things with a word
that describes the things in the list
(e.g. use trees for elm, oak and
maple).
Find a topic sentence. If you cannot
find a topic sentence, make one up.
• 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.
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.
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
• 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?
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.
• 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?
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.
• 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?
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.
• 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?
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.
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.
• 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?
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.
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.
• 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?
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.
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”.
Recommendations for Classroom Practice on
Summarizing
c. Teach Students Reciprocal Teaching
- 4 step process
1.
Summarizing
2.
Questioning
3.
Clarifying
4.
Predicting
Example of Reciprocal Teaching
• 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
• 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 CDROMs.
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
a. Give Teacher-Prepared Notes
–
Model
Teacher Prepared
Notes
i.
A.
The Basics
ii. Characteristics
A.
Graphic
Questions
Recommendations for Classroom Practice on
Note Taking
1. Informal Outline for the Circulatory System
Transport Systems
3 Functions
One of Four Parts
carries food and oxygen
plasma
carries waste from cells
red blood cells
protects body from disease
white blood cells
3 Parts
platelets
Heart
Blood vessels
Blood
Recommendations for Classroom Practice on
Note Taking
c. Use combination notes
Uses three parts:
1. Informal outlining
2. Graphic representation
3. summary
Combination Notes
Regular Notes
Symbol, picture
or graphic
Summary
Example of Combination
Notes
NOTES
GRAPHIC REPRESENTATION
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.
SUMMARY
Evaporation is an important process on
earth because it returns the water to the
atmosphere.
Using a whip
What have you learned about
summarizing and note taking?
What thoughts,
questions, challenges,
or ideas do you have?