Based on Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created

Based on Based on Research-Based Strategies for Increasing Student Research-Based Strategies for Increasing Student

AchievementAchievementFromFrom

Classroom Instruction that WorksClassroom Instruction that Worksbyby

R. Marzano, D. Pickering, J. PollockR. Marzano, D. Pickering, J. Pollock

Created by The School District of Lee County, CSDC Created by The School District of Lee County, CSDC in conjunction with in conjunction with

Cindy Harrison, Adams 12 Five Star SchoolsCindy Harrison, Adams 12 Five Star Schools

Summarizing & Summarizing & Note Taking for High Note Taking for High

School ChemistrySchool Chemistrypresented by: Barry Harris, Ph.D. and

Catherine Tucker

Participant OutcomesParticipants 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

Why is this information Why is this information important to YOU?important to YOU?

Why is this information Why is this information important to YOU?important to YOU?

Average Eff ect Percentile

Size (ES) Gain

I dentif ying similarities and diff erences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing eff ort 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

Category No. of ESs

SummarizingSummarizingDiscussion question:

How do you currently teach students in your classroom to

summarize information to enhance their learning?

Generalizations based on Generalizations based on researchresearch::

1.1. Students must delete, Students must delete, substitute, and keep some substitute, and keep some information when summarizing.information when summarizing.

2.2. Deep analysis is needed in order Deep analysis is needed in order to do #1.to do #1.

3.3. Must be aware of explicit Must be aware of explicit structure of information.structure of information.

Research and Theory Research and Theory aboutabout

SummarizingSummarizing

Research and Theory aboutResearch and Theory aboutSummarizingSummarizing

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 aboutResearch and Theory aboutSummarizingSummarizing

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 Recommendations for Classroom PracticeClassroom Practice


1) Teach the “Rule-Based” Strategy

2) Use Summary Frames3) Teach Students

Reciprocal Teaching



1) Teach the “Rule-Based” Strategy

Follows a set of rules that produces a summary


SummarizingSummarizingMODEL FOR 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.

Example of Summarizing Example of Summarizing using Rule-based Strategyusing Rule-based Strategy

•The Back Burner

Chickens lose equilibrium… Prefer Perrier water to panting

by David B. Brown & John A MacKay III


SummarizingSummarizing2) Use Summary Frames

– Choose frame to match information type

– 6 different types of frames• Narrative• Topic-restriction-illustration• Definition• Argumentation• Problem/solution• Conversation

The Narrative/Story FrameThe Narrative/Story Frame• Who are the main characters? What

distinguishes them from other characters?• When and where did the story take place? What

were the circumstances?• What prompted the action in the story?• How did the characters express their feelings?• What did the main characters decide to do? Did

they set a goal? What was it?• How did the main characters accomplish their

goals?• What were the consequence?

Example of Narrative Example of Narrative Summary FrameSummary Frame

•The Atomic Tourby Issac AsimovChem Matters, Oct 1983

•Transparency

The Topic-Restriction-The Topic-Restriction-Illustration FrameIllustration Frame

• Topic: What is the general statement or topic?

• Restriction: What information does the author give that narrows or restricts the general statement or topic?

• Illustration: What examples does the author give to illustrate the topic or restriction?

Example of Topic-Restriction-Example of Topic-Restriction-Illustration FrameIllustration Frame

• T – What is a single-displacement reaction?

• R – What are the two basic types of single-displacement reactions?

• I – What are some examples of these?

• R – How do double-displacement reactions differ?

• I – Give some examples of these.

The Definition FrameThe Definition Frame• What is being defined? • To which general category does the

item belong? • What characteristics separate the

item from the other items in the general category?

• What are some types or classes of the item being defined?

Example of a Definition Example of a Definition FrameFrame

•Ionic Bonds, Merrill Chemistry Textbook, p. 306

•Handout & Transparency

Example of a Definition Example of a Definition FrameFrame

• Ionic Bonds, Merrill Chemistry Textbook, p. 306

• What is being defined? Ionic Bonds• To which general category does Ionic Bonds

belong? Types of chemical bonds• What characteristics separate Ionic Bonds from

other things in the general category? Electrostatic force between ions, high melting point, conduct electricity in molten state, soluble in water

• What are some different types of ionic bonds? different oxidation numbers, number of atoms – NaCl, MgCl2

Argumentation FrameArgumentation Frame• Evidence: What information does the

author present that leads to a claim?• Claim: What does the author assert is

true? What basic statement or claim is the focus of the information?

• Support: What examples or explanations support the claim?

• Qualifier: What restrictions on the claim, or evidence counter to the claim, are presented?

Example of a Example of a Argumentation FrameArgumentation Frame

• Excerpt from textbook– Merrill Chemistry

Modern Atomic StructureChapter 5, Section 1, pp. 110-115

• Handout & Transparency

Modern Atomic TheoryModern Atomic Theory

• Evidence:• Claim:• Support:• Qualifier:

Problem / Solution FrameProblem / Solution Frame• What is the problem?• What is a possible solution?• Are there any other solutions?• Which solution has the best chance

of succeeding?

Example of a Example of a Problem/Solution FrameProblem/Solution Frame

• Excerpt from textbook– Merrill Chemistry

Everyday Chemistry – Trees, Natural RegulatorsChapter 8, p. 211


The Conversation FrameThe Conversation Frame• How did the members of the conversation greet each other?• What question or topic was insinuated, revealed, or referred

to?• How did their discussion progress?

Did either person state facts? Did either person make a request of the other? Did either person make a promise to perform a certain action? Did either person demand a specific action of the other? Did either person threaten specific consequences if a demand was

not met? Did either person indicate that he values something the other did?

• How did the conversation conclude?


SummarizingSummarizing3) Teach Students Reciprocal

Teaching4 step process

1. Summarizing2. Questioning3. Clarifying4. Predicting

Reciprocal TeachingReciprocal Teaching1. Summarize what was taught.2. What did you understand or not

understand about the topic? Why? What questions did you have as you learned the lesson?

3. Were there any words you did not understand?

4. What do you think will be taught next? How do you think this concept could be used in the future or real world?

Example of Reciprocal Example of Reciprocal TeachingTeaching

• “Sound is Energy”– http://tqjunior.advanced.org/5116/


Note TakingNote 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

Generalizations based on researchGeneralizations based on research::

1.1. Verbatim note taking is least Verbatim note taking is least effective.effective.

2.2. Should be a work in progress.Should be a work in progress.

3.3. Should be used as study guides Should be used as study guides for tests.for tests.

4.4. The more notes taken, the The more notes taken, the better.better.

Research and Theory Research and Theory aboutabout


Research and Theory aboutResearch and Theory aboutNote TakingNote 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 aboutResearch and Theory aboutNote TakingNote 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


Note TakingNote Taking1) Give Teacher-Prepared Notes

– Model

Teacher Prepared Notes

Graphic Questions

i. The Basics A. Heating curve

Melting point of ice?Boiling point of water?

ii. Characteristics A.

Where is ice?Where is water?



2) Teach Multiple Formats

Insert example(s) here



3) Use Combination Notes

Uses 3 parts:

1. Informal outlining

2. Graphic representation

3. Summary

Combination NotesCombination Notes

Regular notes Symbol, pictureor graphic

Summary

Teacher DefinitionsTeacher DefinitionsStrand H – Atomic TheoryTeacher Definitions:

Dalton – all things made of atoms indusctutable atoms of the same element are made up of the same atoms elements of different atoms are made up of different atoms

Thomson – electrons; cathode ray tube; negative charge electrons on inside; positive particles on outside

Rutherford – gold foil experiment – couldn’t find particles on the opposite side of the screen- finally found them all around because he asked his assistants “where could they be?”

Bohr – positive center; negative particles orbit on outside at different distances

Student diagram of Student diagram of notesnotes

Diagram picture of Dalton’s model

Diagram picture of Thomson’s Model

Diagram picture of Rutherford’s Model

Diagram picture of Bohr’s Model

Student SummaryStudent Summary

• Dalton believed that all matter was_________________.

• Thompson found the _________ and put them ____________ in his plum pudding model.

• Rutherford discovered that the atom was __________________.

• Bohr had the _________ orbiting the ___________.

ReflectionReflectionWhat have you learned about

summarizing and note taking?

What thoughts, questions,

challenges, or ideas do you have?

Documents

Based on Research-Based Strategies for Increasing Student Achievement From Classroom Instruction that Works by R. Marzano, D. Pickering, J. Pollock Created