Transcript Summarizing
Reflect on Note Taking On a post-it on your table… Write one note taking strategy you have tried with your students Place it on the closest chart paper to you Instructional Strategies: Summarizing CITW PLC 2/17/2012 Laurie Bonja Shannon Marasco Sonal Patel Christina Spiezio Today’s Agenda •Reflection •Introduction •Instruction •Implementation •Closure Discussion Startup Are your students good summarizers? Do they need to be? If so, how can or how do we help them? Are these students good summarizers? With the members of your group… – Read the three summary examples – Answer these questions: •What did these students do well? •How can each student improve? Personal Reflections In what situations is it important for my students to summarize? What do I do to help students understand and use the process of summarizing? CITW Strategy: Summarizing Summarizing is beyond pulling out information It includes… – Synthesizing – Analyzing – Distilling What are the skills? To synthesize information – Higher level critical thinking – Reaches mastery level of many of our content standards To distill info into a concise new form To separate the important from extraneous To put information into their own words Summarizing is Procedural 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. Generalizations on Summarizing To effectively summarize – Students must decide what information to delete, substitute, and/or keep – Must be able to draw conclusions from the information in the text – Students can use the text structure to aid them in identifying important information Based on research by McREL When & Why We Summarize To establish background knowledge or offer an overview of a topic To develop understanding about a topic after reading several sources To determine the main ideas of a single source BREAK! Take five minutes to yourself! Please peruse the post-it note strategies! Classroom Applications Rule-based Strategy Summary Frames Reciprocal Teaching Strategy Rule-Based Strategy Include important ideas Delete trivial information Delete repeated ideas Collapse lists Choose or create a topic sentence Let’s Try It! On the Rule-Based Strategy handout, – Read the procedure – Apply the strategy to the sample passage – Read the example • How did this teacher use this strategy in her classroom? One Sentence Paraphrase Requires students to synthesize information Puts focus on bigger picture learning rather than specific details Steps in the process – Model the process – After reading, put away or hide passage – Students write one sentence that reflects their understanding – Share sentences, looking for similarities & differences One Word Summary Push students into the habit of picking out important concepts & main ideas The WORD doesn’t lead to learning – the student rationale reinforces & expands learning Steps in the process: – Following a lesson or reading, direct students to write one word that best summarizes the topic – Then students will write a brief explanation that explains the word choice – Students share their choices and rationale – Encourage or require students to support or refute choices Reciprocal Teaching – – – – Summarize – What was taught? Question – What was understood or not understood? – What questions did you have? Clarify – What words did you not understand? Predict – What do you think will be taught next? – How does this concept connect to the real or future world? Reciprocal Teaching in Action Group Activity Explanation You need to be in a “group” of 5. Each person will focus on 1 of the 5 frames, then “turn-key” the other group members. Each reading has the associated frame questions on the back. “Report out” to follow 6 Types of Summary Frames Choose the frame that fits the information type – – – – – – Narrative TRI (topic-restriction-illustration) Definition Argumentation Problem/solution Conversation Narrative Frame • Who are the main characters and what distinguishes them from others? • When and where did the story take place? •What were the circumstances? • What prompted the action in the story? • How did the characters express their feelings? • What did the main characters decide to do? • Did they set a goal? If so, what was it? • How did the main characters try to accomplish their goals? • What were the consequences? Argumentation Frame Evidence: Information that leads to a claim Claim: The assertion that something is true Support: Examples that support the claim or explanations that support the claim Qualifier: A restriction on the claim or evidence for the claim T-R-I Frame • T- What is the general statement or topic? • R- What information narrows or restricts the general statement or topic? • I- What examples illustrate the topic or restriction? Problem/Solution Frame What is the problem? What is a possible solution? What is another possible solution? Which solution has the best chance of succeeding and why? Definition Frame • What is being defined? • To which general category does the item belong? • What characteristics separate the item from other things in the general category? • What are some different types or classes of the item being defined? Conversation Frame • How did the members of the conversation greet each other? • What question or topic was insinuated, revealed, or referred to? • How did their discussion progress? • Did either person state facts? •Did either person make a request of the other? • Did either person demand a specific action of the other? • Did either person threaten specific consequences if a demand was not met? • Did either person indicate that he/she valued something that the other had done? • How did the conversation conclude? Additional Strategies Journalism Questions – 5 W’s & the H Gist – Refine and reduce to 20 words Small Group Break Out! Meet your content area in your designated location…With these additions! – World Language: 122 – Art/Music/Speech/Tech Ed./ FCS/Nurse/Librarian: 102 – Phys. Ed: 218 Your Task What summarization techniques/skills would you like to try in your classroom? Come up with an activity/lesson that will use this strategy.