Assignment #3: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 3 – Summarizing and Notetaking
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A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of summarizing and notetaking in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment. (Complete – but do not post!)
• In what situations is it important for my students to summarize?
• What does summarizing help my students do?
• What do I do to help students understand and use the process of summarizing?
• What questions do I have about using summarizing in my classroom?
B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 3 and reflect briefly on your thinking after reading the “Research and Theory” section for summarizing and notetaking. (Complete – but do not post!)
C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, you may share how you would use this strategy in your classroom) – please post a brief reflection of how this went to the posting labeled Week Three: Summarizing and Notetaking. Click on the “comment” link below.
D. Final Strategy Reflection: Use the following sequence of questions/promps to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Three: Summarizing and Notetaking by clicking on the “comment” link below.
How has the information you read in this chapter on summarizing affected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:
• How has reading this information affirmed some of what you already knew about summarizing?
• What is something you now understand better about summarizing?
• How might you change how you use summarizing in your classroom?
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16 comments:
C. Practice:
I would like to try to Reciprocal Teaching. Years ago I had some reciprocal teaching cards made with specific questions to ask around the four parts (summarizing, questioning, clarifying and predicting). I never used them consistently enough to see the benefit. Now I would like to try again, with more background. I think the clarifying part will be the hardest for my grade level. I am going to be teaching the "high" readers this fall in our "Walk to Read" model, so this would be really fun to do with them, although I can see it at all levels. However, I would like to start by giving them specific "sentence starters" within the four areas, but as the year goes on, I can see them begin to do it on their own. Thanks for the reminder about reciprocal teaching!
D. Final Strategy Reflection:
My reading curriculum focuses a lot on summarizing. I think it is such an important skill. This chapter reminded me of a class I took from Bev Bainthrough BER last January. It had great ideas for summarizing and note taking that I honestly had forgotten about! I will definitely go back and look at some of those ideas such as Cornell Note Taking and the "one sentence summary" tequnique.
Something I understand better about summarizing is that note taking requires your mind to naturally delete things, substitute things and keep things. Also that summarizing, again, needs to be explicitly taught, using many different methods.
In my classroom, I would like to try some of the different strategies for note taking. The ones I've used are pretty basic - watch the movie and write down things you think are important; listen to the speech and write down important facts; read the story and write down facts. Of course, when researching I do often give them questions to answer. I liked the conversation frame - it would be something third graders could understand (and would probably enjoy). Some of the others note taking frames seemed too abstract for third graders, but I can see how they would be great tools for older students. I did like the idea of giving kids a framework for note taking - if watching a video, give them specific things to find or look for, rather than just "taking notes" of facts. The Definition Frame works for that and helps them focus. I also think it would work with younger students.
Thanks again for your thoughtful comments Lindsay. I'm very curious about this "Walk to Read" model. As a classroom teacher, do you believe that this model of instruction works...that it truly helps to differentiate reading instructions effectively? I agree completely with you about how important summarizing is as a skill and truly how many strategies go into being able to summarize accurately (determining importance, synthesizing...). Kids need so much explicit instruction including modeling, guided and shared practice before expecting them to be able to summarize effectively on their own. With the rush we all feel do to curriculum crunches, I think we all try to rush instruction too quickly!
I have to say, I was not one who was all too happy about doing Walk to Read. I definitely saw the benefit with first and kindergartners, but didn't have a lot of "buy in" with third graders. My whole team was on the fence. But BOY are we happy we did it!! The kids in all levels really excelled and were able to work at their level. We fought to do 45 minutes whole group with our own class and 45 minutes small group where the kids move. I know having our own kids for half the time made a huge difference - we still got to see how they were doing and were able to know them as readers. I had the "benchmark" level Walk to Read class and being able to work with that group and really focus on KEEPING them on track was a hard task - but they really made it! A lot of my kids were unmotivated readers which just kept them "in the middle." We worked a lot on fluency. The parents were more than happy with this model, which they'd never seen before at our school. The homework was tied to their level, as was the classroom instruction. I'm a big believer now! I know I wasn't able to meet the needs of my lower and higher kids as well when I had a class of different levels. And if we didn't do Walk to Read again (we are) I'd feel more equipped to meet all the needs based on what we were able to do this year.
Thanks for your thoughts and info on the "Walk to Read". I'm definitely going to look into this a little bit more!
Kelly Carlson - Assignment #3
C. Practice
There were actually two strategies in this chapter that I put stars next to in my notes. Both of them were ‘frames’ – the argumentation frame (pg 39) and the problem/solution frame (pg 40). High school students have a strong desire to achieve justice, and the social sciences can provide them opportunities to do this. However, if the arguments are not well defended and/or organized things can get out of hand really quickly. Both of these strategies stood out as good tools to use to have students lay the groundwork for their positions, and to encourage them to understand the opposing argument. One specific unit that comes to mind that would be well suited for these strategies is the health care unit that I taught this year. Either of these frames could be used to summarize a particular health care system (either assigned or from student choice).
D. Final Strategy Reflection
Note taking is a very big part of the high school experience for most students. Understanding how to make students most effective at taking notes and intentionally teaching students note taking tools could have a profound impact on them.
This chapter reminded me that it is also the responsibility of the instructor to utilize methods that promote the acquisition of information – and explain those to students as well. For me, this fits in well with the practice of ‘metacognition’ and making students aware of HOW they learn.
I liked the idea of notes being a work in progress.
In my experience with high school students, few students use their notes this way and although many teachers encourage kids to “refer to the notes” I can see how much more effective this would be if it were teacher guided and modeled. It would be really simple for me to make that part of the expectation & experience of note taking.
I’ve used web style notes before, but the space restrictions are very problematic. Additionally, I have found that allowing students to create the web themselves gives them the chance to find connections of their own instead of relying on my own. (Sometimes theirs are better!) That said, the combination notes (pg 48) are an exciting alternative…and I see a lot of potential for application of that format into my classroom.
Something that I may change in my classroom as a result of the information in this chapter is actually a modification of an existing practice. I use a CRISS (Creating Independence through Student owned Strategies) strategy called “magnet summaries” in my classroom. The strategy requires that students select the main idea of a short text (we start with paragraphs) and then 4 key words/phrases. Then, they use all 5 pieces to write a one sentence summary. Since this utilizes one of Marzano’s elements of effective summarizing (“keep some information”) I would like to add a step where we cross out information that we don’t need & substitute terms that include items that were listed- like they did in the example on page 31. If we did those steps first, I think it would make the magnet summaries more manageable for students…particularly as we move to longer/more complex texts.
Great suggestion on how you can incorporate Marzano's deletion and substitution strategy in with the CRISS strategy for summarizing! I also appreciate a HS teacher realizing the importance of modeling and coaching students through note taking....I was never really taught how to note take...the assumption was we could just "do it"! So, thank-you :)
C) Practice
Again, although I am not currently teaching, when I begin again I would like to try using the problem/solution frame with students, particularly because I feel students would be encouraged to examine alternative solutions to a given problem, as opposed to immediately deciding on one. Students would then arrive at a decision after weighing all of the options. I also liked the idea of setting up demonstration centers where students could learn more about each of the solutions. At the level at which I teach, reciprocal teaching in theory should be used constantly to deepen understanding. What I would like to put into practice would be occasionally selecting a student leader who would help facilitate the process—I think this would help motivate students and give them a sense of “ownership” of the conversation.
D) Final Strategy Reflection
I found it both interesting and useful that the chapter began with an examination of how both students and adults tend to summarize material, indicating that one must first posses an “awareness of the structure” in order to effectively summarize. It is true that even as I read the chapter, I anticipated a “structure” that the chapter would likely follow. The obvious conclusion to me, then, is that students too must be aware of this structure, and must be given ample opportunities to practice using various summary strategies before being expected to produce a well-constructed summary. In my own classroom, I use versions of the narrative frame students. Over the course of two/three days, the story is read once aloud, and the second time students put up pictures from the story in a logical order as the story is read. Passages from the story found behind each of the pictures helps them “read along” as I read the story. As demonstrated in the example in the text, students help fill out the narrative frame and then we use it to write a summary. With consistent practice, students become aware that a well constructed summary must contain certain components.
Sarah, I absolutely loved the way you added group work and conversation in how you might use the problem/solution framework!
Hi Sarah,
I've used the problem-solutin frame as a lead into do 'debate' style activities and it has made a world of difference in the quality of conversation between students!
:) Kelly Carlson
I really like the CRISS idea - I think that would even work with third graders.
Kelly, did you go to Linfield? I graduated in '99. I knew your husband, Ryan (but not well). Small world! :)
C. Practice:
The structure of the classes that I will be teaching next year is very different than it has been in previous years. So I think I will have a big challenge ahead of me because students will be expecting one thing, and I will be teaching another. With this I think using the Definition Frame will be most useful for the classes I am teaching and I can also see using the Topic-Restriction-Illustration Frame. I would also like to use the Reciprocal Teaching to have greater student involvement and ownership of the information. I liked the idea that Lindsay had with the teaching cards and think I would like to try that.
D.Final Strategy Reflection:
I have always known that summarizing is a very good way to determine if someone has truly understood, in their own terms, new information learned. So it is nice to have even more information to support that. I was not aware off the many different ways to summarize, and look forward using some of these definitions and methods in my classes. I would probably ask the students to summarize something first without much instruction just to see what level everyone is at. Then I can determine the best approach.
Given what I mention in C about the structure of the classes changing, I will be sure to make this clear to the students because I expect that their anticipation of it will be incorrect.
I have always known that summarizing is a very good way to determine if someone has truly understood, in their own terms, new information learned. So it is nice to have even more information to support that. I was not aware off the many different ways to summarize, and look forward using some of these definitions and methods in my classes. I would probably ask the students to summarize something first without much instruction just to see what level everyone is at. Then I can determine the best approach.
Given what I mention in C about the structure of the classes changing, I will be sure to make this clear to the students because I expect that their anticipation of it will be incorrect.
C. Practice:
I found a couple things I am going to try in my classroom. In the summarizing section the Narrative Frame caught my eye. We learn about characters, setting, problem and solution in our Houghton Mifflin reading program. I think this approach would help students understand the parts of the story better. I see that this approach would have to be reworded for my first graders and practiced several times before they would be able to do it on their own. I even thought we could start out at the beginning of the year using pictures to answer the questions then throughout the year use words and finally sentences. This would tie into our writing as well by creating a written summary (we use the 4 square format)and using the summary questions to guide us.
I also thought to use the combination approach to take notes. Prior to reading this chapter I didn't think I could teach my first graders to take notes, but this format would work perfect. Again depending on what time of the year it is we can start by using the left column to spell words together or have students write any words they can and then draw about the subject on the right column and then we can come up with a summary sentence together as a class or we can use small groups or partners as well. I am really excited to try these out when school starts in September.
D. After reading the chapter information on summarizing it affirms what I already knew about pulling out the key points from a story or paragraph. We do that by either stating beginning, middle and end or using characters, setting, problem and solution to talk about what we have read.
I now understand the summarizing can be used in so many ways and that you actually have to teach it. I also realize now that I can use the written form of summary or note taking with my first graders in addition to the verbal summarizing we are already practicing.
The way I will change summarizing in my classroom is I will add the written piece to what I am already doing. I think that will help all the students get a better understanding of the information or happened in the story. This is great especially for those students that are struggling readers they are still able to participate and comprehend what is being read to them.
Thanks,
Kimberly Lewis
Thanks for sharing Bonnie & Kim! Bonnie, I think you will need to sit back and "assess" your new situation before you make many of your decisions! I do thin though that reciprocal teaching would be a great strategy for all of your learners, both students and parents, to use (even while reading articles) to support higher level thinking and conversation. Kim - your thoughts on adapting for 1st age great!! Don't forget that so much of this work can be done as a shared writing experience for the group in addition to you just modeling! :)
Summarizing and Note Taking
Practice:
When teaching my students how to take notes, I generally have had them follow by my example which has always been the standard form of note taking as shown in the Teacher Prepared Notes (Figure 3.12). However as I read this chapter I saw many great ways to take notes that I had never really considered as “taking notes” before. I really like the idea of Webbing and would like to use this in class. I have used webs before to come up with ideas for student papers, topics and subtopics, etc. but haven’t used it for this. I will use the Combination Technique with my students next year. I really like it because it provides the best of both worlds, it gives a written and visual summary so that it is easy to reference.
Reflection:
I think that I fall into the category that Mrs. Zimmer’s students were in. I tend to write too much when I summarize. I don’t synthesize the information, rather, I retell it in a different way without giving away the whole story. Unfortunately I think this is what many students do now, and we are getting away from the important factors. It really helped me see the examples they used in deleting, substituting, and keeping information. I also liked being able to see the original and the summary right next to each other to see what they took out, and how it changed the paper from a story to a summary. This is something I could use to show my students a good way to summarize. I think it will help students clear out the unnecessary material and help them understand what is important. I will definitely use the “Rule-Based” Strategy in my classroom because I think it will be a good way for students to remember how to summarize.
Thanks for sharing your thoughts Katie Jo. I agree, webbing to support students in note-taking is a excellent support, and I especially agree with how beneficial deleting, substituting … is for our students. I worked with a particularly struggling group of students last year on summarizing and they were able to find success using the strategy.
Lindsey- It was really great hearing your opinion on Walk to Read. Our 6th grade team is starting that this year, and I’ve been more than a little skeptical and nervous! I will also be teaching the benchmark group, and know that many of them are underachievers and unmotivated, so I’m going to need to do a lot to keep them on track. I am exited now however after hearing what you said about how it makes it easier to meet their specific needs!
Sarah- I really liked the problem/solution frame as well, but thought that your ideas for using it sounded really great. I love how you read the story, have students put pictures up, and then summarize based on the pictures. It sounds very simple yet effective!
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