Summarizing and Notetaking 6th Grade PowerPoint

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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
notetaking
• Identify ways to implement
summarizing and notetaking in
the classroom
• Review examples of summarizing
and notetaking activities
Average Effect Percentile
Category No. of ESs
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 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.
Summarizing
The basic unit of length in the
metric system is the meter (m). A
meter is equal to 39.4 inches, or a
little more than a yard. Your height
would be measured in meters. Most
students your age are between 1.5
and 2 meters tall.
Summarizing
The basic unit of length in the
metric system is the meter (m). A
meter is equal to 39.4 inches, or a
little more than a yard. Your height
would be measured in meters. Most
students your age are between 1.5
and 2 meters tall.
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 Frame
Archimedes and the Gold Crown.

• Who are the main characters and what
distinguishes them from each other.
• When and where did the story take place,
what where the circumstances?
• What prompted the action in the story?
• How did the characters express their
feelings?
Narrative Frame
• What did the main characters decide
to do? Did they set a goal, and, if
so, what was it?
• How did the main characters try to
accomplish their goals?
• What were the consequences?
Topic-Restriction-Illustration
Frame
• What is the topic?
Measurement using a balance

• What is the unit of measure using the triple beam
balance?
grams

• What are the three ways to measure mass and
what are the differences between each?
Measure mass directly
Find mass by difference
Measure out a chemical substance
Definition Frame
• Good for vocabulary development.

• What is being defined?
Tools of measure

• To which general category of
measure does each item belong?
Linear, Volume, Mass, Time
Definition Frame
• What characteristics separate the item
from other things in the general category?
What characteristics indicate what each
tool measures? Ex. The shape of Beakers,
graduated cylinders, and Flasks allow
them to hold liquids.

• What are some different types or classes
of the item being defined?
Within the linear category, when would
you use each tool?
Argumentation Frame
• What information is presented that
leads to a claim?
• What is the basic statement or claim
that is the focus of the information?
• What examples or explanations are
presented to support this claim?
• What concessions are made about
the claim?
Problem/Solution Frame
• What is the problem?
How would you measure the volume of a marble?
• What is a possible solution?
Mathematical formula for volume of a sphere?
• What is another possible solution?
Volume displacement with a graduated cylinder.
• What is another possible solution?
Spill method.
• Which solution has the best chance of
succeeding?
Which method would be most accurate answer?
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 demand a specific action of the
other?
Did either person threaten consequences if a
demand was not met?
Did either person indicate that he/she valued
something that the other had done?
• How did the conversation conclude?
Conversation Frame
• Ideas on how to use the conversation frame

Strategies to analyze a debate.

Guiding focus questions to approach controversial
issues.

Examples:
Stem cells research, Okeechobee water release
into the Caloosahatchee river, boat speeds and
manatees, Issues in Science from the textbook.
Recommendations for Classroom Practice on
Summarizing
c. Teach Students Reciprocal Teaching
– 4 step process
1. Summarizing – Can anyone tell me what the
reading stated in their own words.
2. Questioning – Ask specific questions about the
information from the reading selection.
3. Clarifying – Have group members explain confusing
parts to each other.
4. Predicting – Leader asks group members what will
happen in future reading.
Reciprocal Teaching
Calculating the density of a regular solid such
as a cube is easy. Measure the sides of the
object with a metric ruler and calculate the
volume. Place the object on a balance to
determine its mass. Then use the formula D =
M/V to calculate the object’s density. But can
you determine the density of an object that has
an irregular shape and is not easy to measure? A
rock, for example. It’s easy when you know how.
Follow along and you can become the density
calculator for your class.
Reciprocal Teaching
Summarizing – After the students have silently or
orally read a passage, a single student acting as
the student leader summarizes what has been
read, heard, or seen.
Questioning – The student leader asks some
questions, to which the group responds.
Clarifying – The student leader tries to clarify
confusing points in the passage or the student
leader might ask students to ask clarification
questions.
Predicting – The student leader asks for predictions
about what will happen in the next segment of
the text.
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 Disagree Strongly
Agree 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
Think-Pair-Share
• When is Note Taking note taking,
and when is Note Taking copying
notes?
Recommendations for Classroom Practice on
Note Taking
a. Give Teacher-Prepared Notes
– Model
Teacher Prepared Graphic Questions
Notes

i. The Basics
A.

ii. Characteristics
A.
Recommendations for Classroom Practice on
Note Taking
b. Teach Multiple Formats
Recommendations for Classroom Practice on
Note Taking
c. Use Combination Notes
Uses 3 parts:

1. Informal outlining

2. Graphic representation

3. Summary
Combination Notes

Regular notes Symbol, picture
or graphic

Summary
Combination Notes Example
Topic: How to test whether the king’s crown is gold_________________ Date:___________________

Notes: Graphic representation:

1. Volume by Displacement
Density = Mass/Volume

a. weigh crown

b. volume by displacement

c. If the gold was replaced by a different metal
then the density would be different.

2. Use a lever and suspend the wreath from one side
and an equal mass on the other.
Summary:
Using a whip
What have you learned about
summarizing and note taking?
What thoughts,
questions, challenges,
or ideas do you have?