Assignment #3: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 3 – Summarizing and Notetaking
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Although your course packet asks you to post to blog for parts A, B, C, and D…we are asking that you only post part C and D. We’re trying to make the blog easier to read and more user- friendly. Thanks!
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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2 comments:
Week Three: Summarizing and Notetaking
by Ryan King
C)
The strategy I chose to implement in my classroom was teacher prepared notes. I was covering a section on percentages, and wanted to give the students a deeper understanding of how a percentage is developed. I created a note sheet, which looked very similar to a worksheet, the students were to complete during my lecture. We started with a section that broke down the word percent into its two root meanings: per (for every) cent (100). Through this process most students were able to grasp the idea that a percent is how many times out of 100. We then covered what I call the percent equation, which is a proportion that can be used to find percents, parts of a total, or the total itself. I had students copy the formula into the proportion on their note sheet. We then went over the different parts of the equation, and how they were identified in the text book. Once the students were able to identify the parts, we went over examples of several types of the situations. The students were asked to write down what we were trying to find in each situation. This allowed them to properly set up the equation, by placing a variable in the appropriate place. Next, we discussed percentages that are either greater that 100 or less than 1. I had the students fill in blanks with correct responses as we covered them in class. The students then were given a homework assignment to practice their new skills, and they were to use their note sheet to help them get started. Most students were able to get started right away, and I had minimal questions or statements of confusion.
D) I think that summarizing a process allows a student to comprehend Algebra at a level that they are familiar with. This is particularly evident when you see two students working together. When they are explaining the process to a friend, they have to summarize what they know and this leads to a deeper understanding in most cases. I would like to implement more mini-discussions where students can summarize processes in small groups verbally. To me this would be more valuable than simply writing down the notes that I’m doing on the whiteboard. At first glance I thought that the note taking sheet would be difficult to create, but I’m happy to report that it wasn’t. I was also concerned that students might not participate by taking notes, and I’m still not sure about how many would opt out if I did this activity everyday. Once or twice a week would keep it new and different. The participation would hopefully remain high if I can keep it interesting to the kids.
Hi Ryan!
Thanks for your comment. It sounds like you did an amazing job scaffolding the information your students needed to understand on percentages, and the result showed when they were able to complete the work you asked of them with complete understanding! I also think that the more time you can have your student “think-pair-share” their thinking during mini-discussions, you’ll begin to see some higher level discussions amongst your students.
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