Effective Classroom Strategies 1

Summarizing& Note Taking

Effective Classroom Strategies 2

Classroom Instruction That Works –Effect Size

125122.59Questions, cues and organizers

6323.61Generating and testinghypotheses

40823.61Setting objectives and providingfeedback

12227.73Cooperative learning

24627.75Nonlinguistic representations

13428.77Homework and practice

2129.80Reinforcing effort and providingrecognition

179341.00Summarizing and note taking

31451.61Identifying similarities anddifferences

# of StudiesPercentileGain

Ave. EffectSize

Category

Effective Classroom Strategies 3

Summarizing and Notetaking Requires that STUDENTS put

information into a concise,synthesized form and focus onimportant points.

Research emphasizes theimportance of breaking down theprocess of summarizing into astructure that can be easilyunderstood by students.

Verbatim note taking is the leasteffective note-taking technique

Effective Classroom Strategies 4

Summarizing and Note Taking

Effective learners are able to siftthrough a great deal of information,identify what is important and thensynthesize and restate theinformation.

Effective Classroom Strategies 5

Summarizing

Effective Classroom Strategies 6

Three modes ofsummarizing

Rule-basedSummary FramesReciprocal Teaching

Effective Classroom Strategies 7

Rule-Based SummarizingSteps in Rule-Based

Summarizing forStudents

1. Take out material that is not importantto your understanding.

2. Take out words or sentences thatrepeat information

3. Replace a list of things with a wordthat describes the things in the list(e.g., use trees for elm, oak, andmaple).

4. Find a topic sentence. If you cannotfind a topic sentence, make one up.

Effective Classroom Strategies 8

Research generalizationson summarizing

• Students must delete someinformation, substitute someinformation, and keep someinformation.

• To do this, students must analyze theinformation at a fairly deep level.

• Being aware of the explicit structureof information is an aid tosummarizing informationSummaryFrames

Effective Classroom Strategies 9

A summary is …

An essential condensation in yourown words.

Answers the question “what is theauthor really saying?”

Is the result of careful “listening”to the author.

Remains faithful to the author’semphasis and interpretation.

Does not disagree with or critiquethe author’s opinion.

Effective Classroom Strategies 10

The Six Summary Frames

Narrative FrameTopic-Restriction-Illustration FrameDefinition FrameArgumentation FrameProblem/Solution FrameConversation Frame

Effective Classroom Strategies 11

What are summary frames??The teacher creates questions forstudents that reflect the structure orpurpose of the text.

Students answer the providedquestions

Their answers to those questions willhelp them write a summary statement.

Effective Classroom Strategies 12

A Rubric for Summarizing

Not enough information to make a judgment.0

The student does not address the main pattern runningthrough the information.1

The student addresses some of the features of themain pattern running through the information butexcludes some critical aspects.

2

The student identifies the main pattern runningthrough the information.3

The student identifies the main pattern runningthrough the information along with minor patterns.4

Effective Classroom Strategies 13

Planning for Summarizing

What specific information willstudents need to summarize?

film or video

chapter

lecture

story

article

event

other_______________

What strategy will I ask students to use? Rule-based Summarizing Strategy Summary Frames

Narrative or Story TRI Definition Argumentation Problem/Solution Conversation

Group Enhanced Summary Strategy Other ___________

What knowledge will students belearning?

Do I need to set aside time to teachthem the strategy? When and how?

How much guidance will I provide them?

How will I monitor how well students aredoing?

Effective Classroom Strategies 14

Note Taking

Effective Classroom Strategies 15

Effective Classroom Strategies 16

First & Last NameClass Title

PeriodDate

Topic

Questions,Subtitles,Headings,Etc.

Class Notes

2 1/2”

3 to 4 sentence summary acrossthe bottom of the last page of theday’s notes

Effective Classroom Strategies 17

Effective Classroom Strategies 18

Rubric for Feedback5 Proper set-up and heading Notes are selectively and accurately paraphrased Use of logical abbreviations Notes have been edited, highlighted, and underlined Questions check for understanding and reflect higher levels of inquiry Summary shows learning by effectively summarizing and reflecting on Information and/or asking questions to clarify or further the thinking

4 Proper set-up and heading Notes are selectively and accurately paraphrased Use of logical abbreviations Questions check for understanding and reflect higher levels of inquiry Has a summary

3 Proper set-up and heading Notes may/may not be accurate; information not always paraphrased Some use of abbreviations Questions check for understanding May/may not have a summary

2 Proper set-up Has some notes Has questions May/may not have summary

1 Proper set-up Has notes Questions on left non-existent No summary

0 Improper set-up; not Cornell notes

Effective Classroom Strategies 19

Other Note taking ideas

o Concept webso Flow chartso Venn Diagramso Teacher-prepared guided notes