Top Ten Summarizing Ideas: Solidifying the Learning

Ashley Kirby

Who’s in a HOT SEAT?

Why bother?

• • • Summarizing is a life skill Based on the Primacy-Recency Effect: the brain remembers best what it learns first and last Based on research by Robert Marzano: summarizing strategies assist students in retaining information and making connections to prior knowledge

Strategies that Most Impact Student Achievement

Category Rank Percentile Gain

Identifying Similarities & Differences 1 45 Summarizing & Note-taking Reinforcing & Recognizing Effort Homework & Practice Nonlinguistic Representations 2 3 4 5 34 29 28 27

~based on Robert Marzano

What do you need to know?

• • • • • Requires students question to answer the essential Seems straightforward but is actually complex Involves a skilled inclusion of ideas and exclusion Depends on numerous mental processes Students can’t “fake it”

1. Password

• • • • • • Pair up with a partner.

Decide who is a 1 and who is a 2.

1’s turn away from the screen.

2’s turn to face the screen and your partner.

A series of pictures or terms are revealed. 2’s start at the bottom left and go across giving clues to your partner. When your partner guesses correctly, start the next series of clues.

Follow the arrows until you and your partner reach the top of the pyramid.

K – Community Helpers

4

th

– Newton’s Laws

Force Newton’s 1 st Law Position Motion Newton’s 2 nd Law Direction

2. Tic-Tac-Know

• • Using this board, explain to your table or a partner how 3 of the pictures or terms relate or connect - in a row either up, down, across, or diagonal Can have students discuss or write

1

st

– Symbols of Our Country

4

th

– Informational Text

Fact Caption Main Idea Glossary Topic Sentence Chronological Order Cause and Effect Supporting Detail Supporting Idea

3. Collaborative Sort Cards

• • • Students have the chance to classify topics, words, and phrases into categories Process of sorting and classifying strengthens the student's ability to comprehend and retain difficult information Through a discussion of possible solutions, students negotiate the contextual meaning of the topics, words, or phrases

Examples

• • • K math: sort shapes, can have pictures on cards or actual objects to sort 3 rd grade science: sort examples of heat production (electrical, mechanical, friction) 5 th grade math: sort equivalent fractions

4. Q-Matrix

• • • A collection of 36 question prompts based on the levels of Bloom’s created by Chuck W. Wiederhold Students create and process higher level questions based on current content Questions can be manipulated into different formats: • Tic-Tac-Toe • • Dice Strips

5. Shaping Up Review

• • • • “The Heart” – students write one thing that they loved learning about in the lesson “The Square” – students write four things that they feel are important concepts from the lesson being reviewed; one concept in each corner “The Triangle” – students write the three most important facts they learned from lesson being reviewed; one fact in each corner. “The Circle” – students write one, all encompassing (global- like the circle) statement that summarizes all of the important concepts and facts learned in the lesson being reviewed

6. Exit Tickets

• • Also known as “Ticket Out the Door” Good to use at times of transition (lunch, specials, end of the day)

7. Visual Prompts

• • Teacher provides students with a picture along with a prompt: • a magazine photo, an illustration, a slide, transparency, snapshot, etc. Students respond to it in writing or in a classroom discussion using one of the following formats: • narrative, descriptive, persuasive, or expository

2

nd

– Motion and Celestial Bodies

• Explain why the moon looks different over time.

8. Mystery Box

• • • Teacher displays a box with a variety of objects or vocabulary cards inside relating to the content. Teacher selects students to draw an object or card from the bag, one by one. Students discuss orally or in writing what they know about each item as it relates to the content.

9. Letter Bag

• • Select students to choose a letter from the bag. Each student shares a word that begins with his letter and that summarizes the lesson’s content. Topic: St. Patrick’s Day

Hot Seat

• • • • • Before the beginning of class, the teacher prepares 4-5 questions related to the topic of study and writes them on sticky notes.

Place the sticky notes underneath student desks so they are hidden from view. At beginning of class, inform students that several of them are sitting in “Hot Seats” and will be asked to answer the questions.

Have the students check their desks for the strategically placed sticky notes.

Students who are in the “Hot Seats” take turns answering the questions.