Summarizing and Note Taking

1. Summarizing and Note Taking Downloadssu.com

2. Classroom Instruction That Works Effective Classroom Strategies Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Questions, cues and organizers

4. Classroom Instruction That Works – Effect Size Effective Classroom Strategies Category Ave. Effect Size Percentile Gain # of Studies Identifying similarities and differences 1.61 45 31 Summarizing and note taking 1.00 34 179 Reinforcing effort and providing recognition .80 29 21 Homework and practice .77 28 134 Nonlinguistic representations .75 27 246 Cooperative learning .73 27 122 Setting objectives and providing feedback .61 23 408 Generating and testing hypotheses .61 23 63 Questions, cues and organizers .59 22 1251

5. Effect Size and the Normal Curve Effective Classroom Strategies 2% 16% 50% 84% 98% 99.9%

10. Summarizing Effective Classroom Strategies

14. Effective Classroom Strategies The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine. Microsoft Encarta Encyclopedia

15. Effective Classroom Strategies The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine. Microsoft Encarta Encyclopedia

20. Effective Classroom Strategies Example Narrative Frame (handout)

22. T-R-I Frame Effective Classroom Strategies Frame Questions: T: What is the general topic? R: What information does the author give that narrows or restricts the general topic? I: What examples does the author present to illustrate the topic or restriction?

23. Example T-R-I Frame (handout) Effective Classroom Strategies

24. Definition Frame Effective Classroom Strategies 1.Term: the subject to be defined (e.g., car); 2. Set: the general category to which the term belongs (e.g., vehicles for transportation); 3. Gross (general) characteristics: those characteristics that separate the term from other elements in the set (e.g., runs on the ground, has four wheels); 4. Minute differences: those different classes of objects that fall directly beneath the term (e.g., sedans, convertibles).

26. Example Definition Frame (handout) Effective Classroom Strategies

29. Procedural Knowledge Effective Classroom Strategies Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.” Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts. While practicing, students should adapt and shape what they have learned.

30. A Rubric for Summarizing Effective Classroom Strategies 4 The student identifies the main pattern running through the information along with minor patterns. 3 The student identifies the main pattern running through the information. 2 The student addresses some of the features of the main pattern running through the information but excludes some critical aspects. 1 The student does not address the main pattern running through the information. 0 Not enough information to make a judgment.

34. Note Taking Effective Classroom Strategies

36. Effective Classroom Strategies Cornell Notes

38. Effective Classroom Strategies First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes 2 1/2” 3 to 4 sentence summary across the bottom of the last page of the day’s notes

39. Effective Classroom Strategies Subject: Why take Cornell notes? Date: 11/20/01 P P R R O O C C E E S S S S ( ( o o u u t t p p u u t t ) ) M M a a i i n n I I d d e e a a s s ( ( i i n n p p u u t t ) ) How can Cornell notes help me organize my ideas? Which side for diagrams? Why use concept maps? What are the benefits to me? Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. Can be as detailed as necessary. Sequential -- take notes as they are given by instructor or text in an orderly fashion. After class, write a summary of what you learned to clarify and reinforce learning and to assist retention. Can be used as study tool: 1. Define terms or explain concepts listed on left side. 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of the chapter or lecture. Organized by main ideas and sub-topics Limited in how much detail you can represent. Simultaneous - you can use this method for instructors who jump around from topic to topic. After class, you can add questions to the left side Can be used as a study tool -- to get a quick overview and to determine whether you need more information or need to concentrate your study on specific topics.

41. Effective Classroom Strategies

42. Rubric for Feedback Effective Classroom Strategies