Summarizing &
Note Taking
Research-Based Strategies for Increasing
Student Achievement
From
Classroom Instruction that Works
by
R. Marzano, D. Pickering, J. Pollock
Created by The School District of Lee County, CSDC
in conjunction with
Cindy Harrison, Adams 12 Five Star Schools
Participant Outcomes
Participants will:
• Understand the purpose and
importance of summarizing and
note taking
• Identify ways to implement
summarizing and note taking in
the classroom
• Review examples of summarizing
and note taking activities
Average Effect
Category
Identifying similarities and differences
Percentile
Size (ES)
Gain
1.61
45
No. of ESs
31
Summarizing and note taking
1.00
34
179
Reinforcing effort and providing recognition
0.80
29
21
Homework and practice
0.77
28
134
Nonlinguistic representations
0.75
27
246
Cooperative learning
0.73
27
122
Setting objectives and providing feedback
0.61
23
408
Generating and testing hypotheses
0.61
23
63
Questions, cues and advance organizers
0.59
22
1,251
Summarizing
Discussion question:
How do you currently teach students
in your classroom to summarize
information to enhance student
learning?
Research and Theory about
Summarizing
Generalizations based on research:
1. Students must delete, substitute,
and keep some information when
summarizing.
2. Deep analysis is needed in order to
do #1.
3. Must be aware of explicit structure
of information.
Research and Theory about
Summarizing
Generalization #1:
Students must delete, substitute, and keep
some information when summarizing.
•
•
•
•
Condensing information
Looking for patterns
Distilling (extracting) and synthesizing information
Modeling by teachers
Research and Theory about
Summarizing
Generalization #2:
To effectively delete, substitute, and keep
information, students must analyze the
information at a fairly deep level.
•
•
Seems simple but requires analyzing content
Students need practice to be good at analyzing information
Generalization #3:
Must be aware of explicit structure of information.
•
Most artists present information with an explicit structure or
pattern. The more students understand these structures, the
better they are able to summarize information.
Recommendations for Classroom Practice on
Summarizing
a. Teach the “Rule-Based”
Strategy
– Follows a set of rules that produce a
summary
Recommendations for Classroom Practice on
Summarizing
MODEL FOR SUMMARIZING
Steps in Rule-Based Summarizing for
Steps in Rule-Based Summarizing for
Younger Students
Older Students
1. Take out material that is not
1. Delete trivial material that is
important to understanding.
unnecessary to understanding.
2. Take out words that repeat
2. Delete redundant material.
information.
3. Substitute subordinate terms for
3. Replace a list of things with a word
more specific terms (e.g., use fish
that describes the things in the list
for rainbow trout, salmon, and
(e.g., use trees for elm, oak, and
halibut.)
maple).
4. Select a topic sentence of invent
4. Find a topic sentence. If you
one if it is missing.
cannot find a topic sentence, make
one up.
“Rule Based Strategy”
for Summarizing
Applied to Reading Art Content
• Delete less important details
• Delete redundant information
• Substitute general for specific
• Select or create topic sentence
“Rule Based Strategy”
for Summarizing
Applied to Sketching
•Delete less important details
•begin with contours and shapes
•Delete redundant info
•Omit repeated details
•Substitute general for specific
•Basic lines and values
•Select or create topic sentence
•Emphasize subject
Recommendations for Classroom Practice on
Summarizing
b. Use Summary Frames
– Choose frame to match information
type
– 6 different types of frames
•
•
•
•
•
•
Narrative
Topic-restriction-illustration
Definition
Argumentation
Problem/solution
Conversation
Narrative Frame
A “Narrative Frame” is found in fiction
and in Narrative Art. It contains:
•
•
•
•
•
•
•
Characters – Who
Setting – Where
Initiating event – Starts action
Internal response – Reaction to event
Goal – What they decide to do
Consequence – How they meet the goal
Resolution – How it turns out
Narrative Frame Art Example
Steps of Narrative Frame
1. Characters – who are they?
2. Setting – where does it take place?
3. Initiating event – what happened at
the beginning?
4. Internal response – What happens
as a reaction to the event?
5. Goal – What do the characters decide
to do?
6. Consequence – What happens
because of their decision?
7. Resolution –How does it end?
Read the myth of Daphne and Apollo. Use the
steps of Narrative Frame to interpret and
analyze this sculpture by Bernini.
Topic – Restriction – Illustration
TRI Frame
A “Topic – Restriction – Illustration”
Frame is found in expository
materials and includes:
• Topic – General statement
• Restriction – Limits the information
• Illustrations – Exemplifies the topic
TRI Frame Art Example
Topic: What is the meaning of “Post
Impressionism”?
Post Impressionism is the movement after
Impressionism which explored elements of
art, composition and mood.
Restriction: How does it differ from
other artistic periods?
Elements of Art (color texture) were
emphasized, and artists were concerned with
more than just the effects of light.
Illustrations: Cezanne, Seurat, van Gogh
Definition Frame
A “Definition Frame” describes a particular
concept and related concepts:
• Term- Word to be defined
• Set – General category it is in
• Gross Characteristics – How it differs
• Minute – What are sub classes?
Definition Frame Art Example
Use “Definition Frame” to describe the
concept of Balance:
Term- Balance
Set – Principle of Design
Gross Characteristics – Visual
weight and arrangement of elements.
Minute – Symmetry, Asymmetry
and Radial
Argumentation Frame
An “Argumentation Frame” contains
information to support a claim.
• Evidence – What info leads to a claim?
• Claim – Asserts that something is true
• Support – Examples that support claim
• Qualifiers - Restrictions
Argumentation Frame Art Example
•Evidence – Historically, artists have used
their art as propaganda to persuade people
toward a political perspective
•Claim – Goya was a political artist
•Support – Examples: The Third of May
1808, Saturn Devouring his Children, The
Disasters of War etchings
•Qualifiers – Other artists (Picasso,
Daumier, Chicago) also created political art.
The Problem/Solution Frame
A “Problem/Solution Frame” identifies
a problem and generates solutions.
• What is the problem?
• What is one solution?
• What is another solution?
• What is another solution?
• Which is the best?
Problem/Solution Frame Art Example
What is the problem?
How to draw a portrait to sell
What is one solution?
Realism
What is another solution?
Abstract
What is another solution?
Cubism
Which will I choose and why?
Realism, because it is more likely to sell
Conversation Frame
A “Conversation Frame” is a verbal
interchange between two or more
people,
• Greeting – Conversation opener
• Inquiry – General information
• Discussion – Elaboration (Assertions,
Requests, Promises. Demands, Threats, Congratulations)
• Conclusion – Conversation ending
Conversation Frame Art Example
•Greeting – Conversation
opener
•Inquiry – General
information
•Discussion –
Elaboration (Assertions,
Requests, Promises.
Demands, Threats,
Congratulations)
•Conclusion –
Conversation ending
Recommendations for Classroom Practice on
Summarizing
c. Teach Students Reciprocal
Teaching
– 4 step process
1. Summarizing
2. Questioning
3. Clarifying
4. Predicting
Reciprocal Teaching
• Summarizing - What happened?
• Questions - What did you
like/dislike and why? What questions
did you have when you read?
• Clarifying - What words did you not
understand?
• Predicting - What do you think will
happen next?
Note Taking
Discussion statement:
It is appropriate for the teacher to
provide students with a complete
set of notes on a topic.
Do you…
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Research and Theory about
Note Taking
Generalizations based on research:
1. Verbatim note taking is least
effective.
2. Should be a work in progress.
3. Should be used as study guides for
tests.
4. The more notes taken, the better.
Research and Theory about
Note Taking
Generalization #1:
Verbatim note taking is least effective.
•
•
Not engaged in synthesis
Only recording, not analyzing
Generalization #2:
Should be a work in progress.
•
•
•
Continually add to notes
Revise notes
Time to review notes
Research and Theory about
Note Taking
Generalization #3:
Should be used as study guides for tests.
•
If well done, powerful study guide
Generalization #4:
The more notes taken, the better.
•
Strong correlation between amount of notes and
achievement on exams
Recommendations for Classroom Practice on
Note Taking
a. Give Teacher-Prepared Notes
Sketchbook Assignment – Use Emphasis in a Drawing
Teacher Prepared
Notes
Graphic
Questions
i. The Basics - Emphasis
A. Makes something
stand out
B. Creates a focal point
(draw illustration here)
How can I use Emphasis
to make my
composition more
visually interesting?
ii. Characteristics
A.
Contrast
B.
Focal Point
C.
Dominance
(draw illustration here)
How can I use the
Elements of Art to
create Emphasis?
Recommendations for Classroom Practice on
Note Taking
b. Teach Multiple Formats
(Students select which format works for them)
Informal Outline (verbal organization)
Web (visual organization)
Combination Notes (both)
Recommendations for Classroom Practice on
Note Taking
c. Use Combination Notes
Uses 3 parts:
1. Informal outlining
2. Graphic representation
3. Summary
Combination Notes
Regular notes Symbol, picture
or graphic
Summary
Combination Notes
Notes (Verbal)
Graphic (Visual)
Shapes and Forms
Shape is 2-dimensional, flat,
SHAPES
lacks volume, describes
area, length and width, may
be organic or geometric.
Form is 3-dimensional,
has volume, occupies an
FORMS
area, has length, Width and
Depth, May be Organic or
Geometric. An illusion of
depth is created In 2D art.
Summary: Shape and Form are both enclosed spaces, but Shape
is flat and Form has volume.
Using a whip
What have you learned about
summarizing and note taking?
What thoughts,
questions,
challenges, or
ideas do you
have?