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Summarizing And Note Taking. Presented By Arts Markville. Today’s Topics. The “Rule Based Strategy” Summary Frames Reciprocal Teaching Note Taking. Generalized Principle #1.
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Summarizing And Note Taking Presented By Arts Markville
Today’s Topics • The “Rule Based Strategy” • Summary Frames • Reciprocal Teaching • Note Taking
Generalized Principle #1 • To effectively summarize, students must delete some information, substitute some information, and keep some information
Generalized Principle #2 • To effectively delete, substitute, and keep information, students must analyse information at a fairly deep level.
Generalized Principle #3 • Being aware of the explicit structure of information is an aid to summarizing information.
Rule Based Strategy for Summarization • Delete trivial material that is unnecessary to understanding. • Delete redundant material. • Substitute super-ordinate terms for lists. • Select a topic sentence, or create one if it is missing.
Plain And Simple… • Boiled Sheep’s Brain • Step 1 - Get a sheep’s brain. • Step 2 - Boil it. • Serves 6
Relevence/Meaning? • A proof is a proof. What kind of a proof? It's a proof. A proof is a proof. And when you have a good proof, it's because it's proven.
Strategies To Enhance Success • Discuss structure of the information to be summarized. • Make a list of key words or ideas. • Do a walk through with a related or similar passage.
DEFINITION: • A summary frame is a series of questions that the teacher provides to students to help them summarize information. • The questions are designed to highlight the important elements of specific patterns commonly found in a variety of texts [e.g. fiction, textbooks, and editorial pieces]. • Summary frame questions are built around the pattern of the text students are reading.
COMMON PATTERNS: • 1. NARRATIVE OR STORY • 2. TOPIC-RESTRICTION ILLUSTRATION [T-R-I] • 3. DEFINITION • 4. ARGUMENTATION • 5. PROBLEM OR SOLUTION • 6. CONVERSATION
NARRATIVE FRAME Commonly found in fiction and contains the following elements: 1. Characters: characteristics of the main characters 2. Setting: time, place, context 3. Initiating Event: event that starts the action • Internal Response: how main characters react emotionally to this event • Goal: what main characters decide to do as a reaction to this event • Consequence: how main characters try to accomplish the goal 7. Resolution: how the goal turns out
Narrative Frame Questions: • 1. Who are the main characters and what distinguishes them from others? • 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 and what was it? • 6. How did the main characters try to accomplish their goal[s]? • 7. What were the consequences?
Contain information designed to support a claim and contain the following elements: 1. Evidence – information that leads to a claim 2. Claim – assertion that is the focal point of the argument 3. Support – example of or explanations for the claim 4. Qualifier – a restriction on the claim or evidence for the claim
Argumentation Frame Questions • 1. What information is presented that leads to a claim? • 2. What is the basic statement or claim that is the focus of the information? • 3. What examples or explanations are presented to support this claim? • 4. What concessions are made about the claim?
DEFINITIONS: • Reciprocal Teaching is a strategy which incorporates the process of summarizing and engages students in other thinking processes. • Group-Enhanced Summary is an adaptation of this strategy which helps engage students in analysis activities which provide for a deep level of understanding necessary for an effective summary.
FOUR COMPONENTS: 1. Summarizing • After students have read a short section of a passage, a student leader summarizes what has been read. • Other students may add to the summary. 2. Questioning • Student leader asks questions designed to help students identify important information in the passage. • Other students try to answer these questions. 3. Clarifying • Student leader tries to clarify confusing points in the passage by asking clarification questions. 4. Predicting • Student leader asks for predictions about what will happen next in the passage. * The group-enhanced summarizing process involves multiple analyses and interactions with the summary thus providing students with a deeper understanding..
“Verbatim note taking is, Perhaps the least effective way to take notes”. • “Notes should be considered a work in progress”. • “Notes should be used as study guides for tests”. • “The more notes that are taken, the better”.
Recommendations: • “Teach students a variety of note-taking formats”. • “Give students teacher-prepared notes”. • “Remind students to review their notes”.
Teacher Prepared Notes • Models good strategies for organizing notes.
Student Notes: Informal Outline • Notes are taken using indentations to signify when a new, yet related point is written down. • When a new topic or idea is discussed the note moves back to the left hand side of the page.
Example of Informal Outline Mona Lisa by Leonardo da Vinci (1503-06) *Oil on wood, 77 x 53 cm *Musee du Louvre, Paris *Also known as La Gioconda, the wife of Francesco del Giocondo
Student Notes: Web • Organizes notes into circles and draws lines between them to connect their ideas. • The larger circles represent the more important/major ideas/concepts.
Example of Web Musee du Louvre, Paris 1503-06 Mona Lisa By Leonardo Da Vinci Renaissance portrait also known as La Gioconda young Florentine woman
Student Notes: Combination • This is a flexible combination of the previous two techniques. • It allows students to think about and review the material three times. • It allows students to process the information in different ways and summarize the main points.
Example: Combination Notes Musee du Louvre, Paris Mona Lisa by Leonardo da Vinci (1503-06) Oil on wood, 77 x 53 cm Musee du Louvre, Paris *Also known as La Gioconda, the wife of Francesco del Giocondo Mona Lisa By Leonardo Da Vinci Renaissance portrait also known as La Gioconda young Florentine woman Summary: The Mona Lisa is a very famous portrait of a lady who was married to a cloth merchant. She was made very famous from this portrait by Leonardo da Vinci.
