Download Presentation
## Summarizing Strategies

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -

**Summarizing Strategies**Locking in knowledge**Summarizing:**• Student Review • Student Elaboration • Student Guided Practice • Student summarization is a learning strategy not a teaching strategy. • Distributed throughout a lesson - not just at the end**To be effective the**student summarizes what they have learned. This is not the same as the teacher summarizing what they have taught!**Key Points -**• All students participate • Allocate time – do not skip to “catch up” • Use feedback during summarizing to monitor student understanding • Frequent summarizing prevents misconceptions • Focuses on a key point of the lesson**Distributed Summarizing Strategies**• Pair Share • Draw a picture • Guided practice with summarizing statements • Statement of understanding**Summarizing at the end of the lesson**• Should answer the essential question • Can be informal or formal • Causes students to create a schema/ context for new knowledge and skills • Provides the teacher with information on skills that need to be re-taught**CulminatingSummarizing Strategies**• The most important thing • 3 – 2 – 1 • Reflection Activities • Letter to absent student • End of lesson ticket • Culminating strategies should verify that students can answer the lesson essential question**Essential Question Design**• Should be written in “student language” • Should include the skills and or vocabulary required to answer the question correctly • Lesson EQs should be more specific than unit EQs • Students should know what the EQ for each lesson and unit is before they start. • Refer back to unit EQs as students get pieces of the answer • The next EQ should build on the answers of prior questions and lead to the unit EQ**Nuts and bolts of writing EQs**• Can you turn your objective/standard into an effective question? • What question would you ask at the end of a lesson to see if the students “get it” before moving on? • What questions will foster transfer? • Make sure: • The question does NOT have a yes/no answer • The question connects skills and content • Multiple part questions don’t need to be split into 2 separate questions. • KEEP IT SIMPLE**What was Lincoln’s purpose in his 2nd inaugural address?**How should I define the process of mitosis? How does knowing how to make inferences help me identify Lincoln’s purpose in his 2nd inaugural? How can I use sequencing to help me define and explain mitosis based on the assigned article? Sample Skill-based EQs**How do you solve complex single variable equations?**What are 3 causes of the spread of AIDS? How would I use the associative and distributive properties to solve complex single variable equations? How does understanding cause and effect help me understand the spread of AIDS? More EQs