Transcript Document
THINKING GOES TO SCHOOL
Rigor with Nurturing
Summarizing
Note-Taking
SESSION 3
Prepared for the Professional Learning Community of the
ATLANTA PUBLIC SCHOOLS
by Dan Mulligan, Ed. D.
November 2012
Managing Complex Change
Vision
Skills
Incentives
Resources
Action Plan
Assessment
Meaningful
Change
Skills
Incentives
Resources
Action Plan
Assessment
Confusion
Incentives
Resources
Action Plan
Assessment
Anxiety
Resources
Action Plan
Assessment
Gradual
Change
Action Plan
Assessment
Frustration
Assessment
False
Starts
Vision
Vision
Skills
Vision
Skills
Incentives
Vision
Skills
Incentives
Resources
Vision
Skills
Incentives
Resources
Action Plan
Unknown
Results
Adapted from Delores Ambrose, 1987
Coaching Model to Consider
• Week 1 – RE-DELIVER information to staff
• Week 2 – Instructional coach MODELS strategy
in classrooms
• Week 3 – Allow instructional staff to PRACTICE
strategy
• Week 4 – OBSERVE for implementation
Checking for background knowledge:
What is a hieroglyphic?
American Heritage Dictionary - hi·er·o·glyph·ic, adj.
Of, relating to, or being a system of writing, such as that of ancient Egypt, in which
pictorial symbols are used to represent meaning or sounds or a combination of
meaning and sound.
Written with such symbols.
Main Myth about Learning
Some part of the learner’s anatomy
must be in contact with the chair in
order for learning to take place!
Getting to YOU!!!
Eyes
0 – 1 years
2 – 10 years
More than 10
years
Difficult
Moderate
Smooth
Limited
Moderate
Exceptional
Limited
Moderate
Exceptional
Year’s of
experience in
APS
Nose
Ability to
implement the
coaching model in
my school
Mouth
Ease of accessing
resources from
training sessions
Hair
Willingness of staff
to implement new
RBIs
Instructional Coach Support
• Discuss/Share with team members:
– What has worked very well for you in your role as
coach? Why?
– What is one of your greatest concerns?
– If you could do one thing over again what would it
be? Why?
– What is one suggestion, based on your experience,
that you would offer to your team?
– Open floor…
5 minutes…stay on task…write down good ideas!
Putting it All Together
Today, we take a major step in increasing the
achievement of each Atlanta student.
Rather than learning another isolated strategy, this
session will empower you to create a lesson/unit
that can be used in your school.
Task: Find a coach with common content interest
that will co-develop the lesson/unit with you.
Learning Resources
page
48
page
3&4
Category
Ave. Effect Percentile
Gain
Size (ES)
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing
feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Summarizing: The BIG Idea
page
5
This learning structure requires students to distill information.
These processes seem straightforward, but they are quite
complex. To summarize information, we must decide which
parts of it are important, which trivial, which repetitive. We
must delete some information, reward some ideas, and
reorganize information. Similarly, with note taking, we must
synthesize material, prioritize pieces of data, restate some
information, and organize concepts, topics, and details.
Summarizing and note taking involve many mental processes.
In my school… teachers would say…
but in reality…I would say….
Summarizing
Summarizing Question Stems
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16
Research Related to Teaching Reading Skills
from Cognitive Science
Premise: The meaning of a text is NOT contained
in the words on the page. Instead, the reader
constructs meaning by making what she thinks is
a logical, sensible connection between the new
information she reads and what she already
knows about the topic.
Read the paragraph on the
next slide and work with
your 4-second partner to
fill in the missing words.
ENJOY! (this is NOT a test)
The questions that p_____ face as they raise
ch_____ from in_____ to adult life are not
easy to an_____. Both fa_____ and m_____
can become concerned when health
problems such as co_____ arise any time
after the e_____ stage to later life. Experts
recommend that young ch_____ should
have plenty of s_____ and nutritious food
for healthy growth. B_____ and g_____
should not share the same b_____ or even
sleep in the same r_____. They may be
afraid of the d_____.
The questions that poultrymen face as they
raise chickens from incubation to adult life are
not easy to answer. Both farmers and
merchants can become concerned when
health problems such as coccidiosis arise any
time after the egg stage to later life. Experts
recommend that young chicks should have
plenty of sunshine and nutritious food for
healthy growth. Banties and geese should not
share the same barnyard or even sleep in the
same roost. They may be afraid of the dark.
~Adapted from Madeline Hunter
Using Summary Frames
A summary frame is a series of questions designed to
highlight the important elements of specific patterns
commonly found in the text.
Some common patterns and their accompanying frames
include:
narrative or story
topic-restriction-illustration (T-R-I)
definition
argumentation
problem or solution
conversation
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10
Narrative Frame
page
14
Magnificent Divers
Passage from the Practice Item Guide
Common Core PARCC
Grade 7 Reading
1. If you were a fish, one of the last birds you would want to see
flying overhead is a hungry osprey. These majestic birds of prey
average two feet in length and may have an incredible six-foot
wingspan. These enormous predators are also equipped with
long, sharp talons for snagging a meal swimming in the water
below.
2. Ospreys, also known as fish hawks or fishing eagles, have short,
hooked beaks and wings that taper to round tips. Their coloring
ranges from white to dark brown. The white feather’s on
ospreys’ heads look like caps, and their wings include a mixture
of white and dark brown feathers. Their chests, bellies, and
chins are white, and their tails are marked with several white
bands, or stripes. Ospreys in light are easy to identify, thanks to
their distinctive plumage, or feathers. Not surprisingly, these
birds are related to eagles, hawks, and even vultures. They can
live a long time; the average life span in the wild is 18 years. The
oldest known osprey lived to be 25 years.
3. Since their diet is almost entirely fish, ospreys make
their homes near water. They live on islands and
around bays, such as the Chesapeake Bay between
Virginia and Maryland. The birds spend summers in
Alaska, Canada, and northwestern parts of the United
Staes. During the colder months, they stay in warmer
places like the Caribbean and Central and South
America. The Chesapeake Bay is home to the largest
nesting population of ospreys in the world. Observers
have counted as many as 2,000 pairs. The area has
been called “the osprey garden.”
page
15
Good Instruction
(Keep it Simple…Keep it Real)
“Good instruction is good instruction, regardless of
students’ racial, ethnic, or socioeconomic
backgrounds. To a large extent, good teaching –
teaching that is engaging, relevant, multicultural,
and that appeals to a variety of modalities and
learning styles – works well with ALL children.”
Educating Everybody’s Children, ASCD
Essential Question:
Why should teachers use MIND Notebooks?
• Verbatim note taking is perhaps, the least effective way to take
notes because students are not engaged in synthesizing information.
• Students know clearly what is essential to know and understand. It
also provides students with a model of how notes should be taken.
• Students’ interaction with the notes ensures their working with the
information without wasting 12-15 minutes mindlessly copying from
the overhead or board.
• Research demonstrates that students reach a 34% gain in
achievement when summarizing and note taking strategies are used
in instruction (Marzano, Pickering, and Pollard, 2001).
• For learners to internalize ideas, they must act upon them: draw it,
connect it, manipulate it, and struggle with it.
Have you ever heard your students say
...
Keep it all together
with your
What is an Interactive Notebook?
• A personalized, clear textbook
• A working portfolio -- all of your notes,
classwork, etc. -- in one convenient spot
Left Side – Right Side Orientation
Left SIDE
Left side items are what the
student has. . .
LEARNED
Right SIDE
Right side items are items from
the teacher and text to be . .
.
REMEMBERED
page
28
page
29
Experiencing a MIND Notebook
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27
Examples of Teacher Right Side
Content
•
•
•
•
Notes, usually in the Cornell note-taking format
Handouts
Graphic organizers
Example problems worked out with written
“running” commentary
• Content to go on a math foldable
Right Side
• Right is for content that is to be remembered!
• The right side “belongs” to the teacher and
the text.
• The right side has “testable” information.
LEFT Side
• The left is for “learned.”
• The left side belongs to the student!
• The left side is where students record your
PROCESSING of the teacher-provided
notes, handouts, etc. (i.e. of the right side
items).
Examples of Student Left Side
Work/Products
• Guided practice
• Graphic organizers
• Foldables
• Student re-writing of notes into their own
language and/or with illustrations