Summarizing and Note taking
Reciprocal Teaching
Time Needed:
Approximately 20 minutes, though this is dependent on the length of the passage being read.
Room Arrangement:
Reciprocal Teaching is centered around small group work. Students should be sitting in groups of four or five with desks arranged in a circle formation looking in at each other.
Materials:
Text, paper for notes.
Process Directions:
Students should first read a section of a text either orally or in their heads. After every paragraph or predetermined section of text, the group will pause and one teacher will act as the teacher. The “teacher” will be required to follow this process:
Students will take turns being the leader of the group. Students who are not leading should make notes of summaries, confusing points, and predictions.
When:
I could use this strategy the help my students get used to reading math terminology. While I do not think it is often beneficial to just have students read from the textbook, it is important that they develop the skills to conquer academic texts, and this strategy scaffolds their ability to do so through its collaborative nature and frequent check points that require students to stop and summarize what they have just read in order to make sense of it and cement it in their minds. This textbook reading should follow a more hands on introduction to the lesson that helps give the reading context.
Source:
Palincsar, A. S., Brown, A. L. (1984). Reciprocal teaching of comprehension- fostering and comprehension- monitoring activities. Cognition and Instruction. I(2), 117-175.
Time Needed:
Approximately 20 minutes, though this is dependent on the length of the passage being read.
Room Arrangement:
Reciprocal Teaching is centered around small group work. Students should be sitting in groups of four or five with desks arranged in a circle formation looking in at each other.
Materials:
Text, paper for notes.
Process Directions:
Students should first read a section of a text either orally or in their heads. After every paragraph or predetermined section of text, the group will pause and one teacher will act as the teacher. The “teacher” will be required to follow this process:
- Summarize what was just read.
- Ask questions of the other students to quiz the other group members over their comprehension of what they just read.
- Identify and clarify confusing parts of the reading.
- Lead the group in predicting what will happen next based on what they already know.
Students will take turns being the leader of the group. Students who are not leading should make notes of summaries, confusing points, and predictions.
When:
I could use this strategy the help my students get used to reading math terminology. While I do not think it is often beneficial to just have students read from the textbook, it is important that they develop the skills to conquer academic texts, and this strategy scaffolds their ability to do so through its collaborative nature and frequent check points that require students to stop and summarize what they have just read in order to make sense of it and cement it in their minds. This textbook reading should follow a more hands on introduction to the lesson that helps give the reading context.
Source:
Palincsar, A. S., Brown, A. L. (1984). Reciprocal teaching of comprehension- fostering and comprehension- monitoring activities. Cognition and Instruction. I(2), 117-175.
Jigsaw (and variations)
Time Needed:
20-30 minutes
Room Arrangement:
Table groups
Materials:
Advanced Organizers
Process Directions:
Simple Jigsaw
Variation 1-
After base groups number off so that every person has been assigned a number 1-4, all of the “1’s” should group together to learn their section of information and jointly create a summary of the most important points. Likewise, 2’s, 3’s and 4’s should also work together to do the same. After all of the groups have mastered their information, students should return to their base groups where each person will teach the rest of their group the information that they mastered in their specialty group.
Variation 2-
Entire groups become experts on certain topics and then, as a group, share their information with the rest of the groups.
When: In general this strategy would be effective with the presentation of new information. In math this strategy could be used when learning how to find the surface area of different shapes or in any other situation where there are several related but slightly different equations to be learned. In language classes this process could be used for learning new vocabulary words (students could each be assigned certain vocabulary words and be instructed to teach those words in an engaging way to the rest of the class), or to help when reading a more difficult target language text (each group would have a specific section that they would read through and that they would confirm they understood within their specialty group, and then students would return to their base groups where each student would take turns telling what happened in their section of the story, in chronological order).
Source:
Gregory, G. H., & Kuzmich, L. (2007). Teacher teams that get results: 61 strategies for sustaining and renewing professional learning communities. Thousand Oaks, CA: Corwin Press.
Time Needed:
20-30 minutes
Room Arrangement:
Table groups
Materials:
Advanced Organizers
Process Directions:
Simple Jigsaw
- Identify an information source and four different sections of information within it.
- Break students into groups of four
- Number off in the group from 1-4, so that each person in the group has a different number
- Assign each person a section of information that they must become an expert on.
- Have each person take summary notes on their item as well as become an expert on it.
- Experts will then teach their fellow group members about their item, helping their group members to also summarize in note form the important points.
Variation 1-
After base groups number off so that every person has been assigned a number 1-4, all of the “1’s” should group together to learn their section of information and jointly create a summary of the most important points. Likewise, 2’s, 3’s and 4’s should also work together to do the same. After all of the groups have mastered their information, students should return to their base groups where each person will teach the rest of their group the information that they mastered in their specialty group.
Variation 2-
Entire groups become experts on certain topics and then, as a group, share their information with the rest of the groups.
When: In general this strategy would be effective with the presentation of new information. In math this strategy could be used when learning how to find the surface area of different shapes or in any other situation where there are several related but slightly different equations to be learned. In language classes this process could be used for learning new vocabulary words (students could each be assigned certain vocabulary words and be instructed to teach those words in an engaging way to the rest of the class), or to help when reading a more difficult target language text (each group would have a specific section that they would read through and that they would confirm they understood within their specialty group, and then students would return to their base groups where each student would take turns telling what happened in their section of the story, in chronological order).
Source:
Gregory, G. H., & Kuzmich, L. (2007). Teacher teams that get results: 61 strategies for sustaining and renewing professional learning communities. Thousand Oaks, CA: Corwin Press.
Frayer Model
Time Needed:
5-10 minutes per word.
Room Arrangement:
Table groups
Materials:
One Frayer Model graphic organizer per word/concept, per student. Variation- several large Frayer Model graphic organizers posted around the room.
Process Directions:
Variation 1
(Before a lesson, for building background)-Hang up large Frayer model charts around the room with only the word/concept filled in. Have students circulate around the room filling in what they already know about the concept and reading what others have written.
Variation 2
(After a lesson, as review)- Give students completed Frayer model charts that lack only the vocabulary word/concept and have students fill in the chart themselves.
When:
For learning new vocabulary words/concepts in both math and language classes.
Source:
Frayer, D.A., Frederick, W.C., & Klausmeier, H.J. (1969). A schema for testing the level of concept mastery (Working Paper No. 16). Madison: University of Wisconsin, Wisconsin Research and Development Center for Cognitive Learning.
Time Needed:
5-10 minutes per word.
Room Arrangement:
Table groups
Materials:
One Frayer Model graphic organizer per word/concept, per student. Variation- several large Frayer Model graphic organizers posted around the room.
Process Directions:
- Review a list of vocabulary words before reading about it in a text excerpt.
- Read the text as a class (as a class, in small groups, in pairs, or individually).
- Complete a Frayer model as a class for one of the words/concepts found in the reading.
- Pass out Frayer charts to the entire class and have them work in groups to fill out the chart for a selection of words (each group should have a different set of words).
- Allow time for each group to share their Frayer models with the rest of the class, taking time to make additions until each concept is adequately represented.
Variation 1
(Before a lesson, for building background)-Hang up large Frayer model charts around the room with only the word/concept filled in. Have students circulate around the room filling in what they already know about the concept and reading what others have written.
Variation 2
(After a lesson, as review)- Give students completed Frayer model charts that lack only the vocabulary word/concept and have students fill in the chart themselves.
When:
For learning new vocabulary words/concepts in both math and language classes.
Source:
Frayer, D.A., Frederick, W.C., & Klausmeier, H.J. (1969). A schema for testing the level of concept mastery (Working Paper No. 16). Madison: University of Wisconsin, Wisconsin Research and Development Center for Cognitive Learning.
(Self, 2014)
Marking the text
Time Needed:
20-30 minutes
Room Arrangement:
Elbow buddy arrangement, facing forward
Materials:
Reading selection, writing utensil
Process Directions:
When:
When reading academic texts.
Source:
Avid: Decades of College Dreams. (2010). Marking the text [PDF document].Retrieved from http://www.santeefalcons.org/apps/download/Qc101URJbVZajxNp3vVZnm5eacpjdh6cGkpxp4f4mPwiBuxY.pdf/Socra tic%20Seminar%20Handouts.pdf
Time Needed:
20-30 minutes
Room Arrangement:
Elbow buddy arrangement, facing forward
Materials:
Reading selection, writing utensil
Process Directions:
- The teacher will distribute material to be read.
- Students will read through the entire excerpt on their own once.
- Next, students will number the paragraphs and begin underlining and circling important words, ideas, and numbers. What should be underlined and what should be circled will depend on the text. For example, if grammar is the key, important nouns might be circled, while important verbs are underlined. In a persuasive paper argumentative points might be underlined while key events and people are circled.
- Following the marking of the text activity students should write a sentence summary for each paragraph.
When:
When reading academic texts.
Source:
Avid: Decades of College Dreams. (2010). Marking the text [PDF document].Retrieved from http://www.santeefalcons.org/apps/download/Qc101URJbVZajxNp3vVZnm5eacpjdh6cGkpxp4f4mPwiBuxY.pdf/Socra tic%20Seminar%20Handouts.pdf
Foldables
Time Needed:
20-30 minutes
Room Arrangement:
Elbow buddies, facing forward
Materials:
Brightly colored paper, scissors, glue, writing utensils
Process Directions:
When:
Foldables can be used with information that is best understood when divided into several parts. It can also be used as a way to visually organize information to make it easier to remember. Almost ANYTHING in math could be displayed in an appropriate foldable as a hands-on and visually-scaffolded way to help students organize information. Can be used to introduce new information, review or reteach old information, during note taking, and as a personal study resource.
Source:
Zike, D. (n.d.). Dinah-might adventures, LP. Retrieved from http://www.dinah.com/
Time Needed:
20-30 minutes
Room Arrangement:
Elbow buddies, facing forward
Materials:
Brightly colored paper, scissors, glue, writing utensils
Process Directions:
- Students will be directed to glue and scissor stations around the room to retrieve the necessary materials for creating their foldable
- Since there are a variety of types of Foldables that one could make, the teacher will bring in an example of the type of foldable to be made for students to look at, at the beginning of class.
- The teacher will demonstrate cut by cut and fold by fold the way to construct the foldable needed for the particular information to be recorded (this step will take less time the more often students make Foldables).
- After construction, the teacher will show the students the general categories to be written/illustrated on the outside of the Foldables.
- Students will work individually, in pairs, or as a whole class (depending on the purpose and objective of the activity, i.e. review, building background, etc.) to research and write/illustrate the detailed information on the “inside” portion of the Foldables.
When:
Foldables can be used with information that is best understood when divided into several parts. It can also be used as a way to visually organize information to make it easier to remember. Almost ANYTHING in math could be displayed in an appropriate foldable as a hands-on and visually-scaffolded way to help students organize information. Can be used to introduce new information, review or reteach old information, during note taking, and as a personal study resource.
Source:
Zike, D. (n.d.). Dinah-might adventures, LP. Retrieved from http://www.dinah.com/
(Hagan, 2012)
Guided Explorations
Time Needed:
30-45 minutes
Room Arrangement:
Table groups
Materials:
One guided exploration per student
Process Directions:
When:
See Lessons Section.
Source:
The College Board. (2014). Springboard: mathematics. Retrieved from http://springboardprogram.collegeboard.org/mathematics/
Time Needed:
30-45 minutes
Room Arrangement:
Table groups
Materials:
One guided exploration per student
Process Directions:
- Have students sit in their table groups to begin the lesson
- Assign each member of the group a specific role (For example: Recorder, Materials Manager, Quality Inspector, Time Keeper, etc.)
- Preview the activity, describe/show the items the groups will need as well as directing students to their location, and remind them of group work expectations.
- Pass out one guided exploration to each student.
- Give students time to work through the guided exploration in their groups, completing experiments, collecting data, making observations, and synthesizing information to develop problem solving algorithms.
- Circulate around the room as students work providing assistance as needed.
- At the end, come together and review and clarify findings as a class.
- Record important theorems, formulas, vocabulary, and other notes that were discovered during the exploration in personal notes journals.
When:
See Lessons Section.
Source:
The College Board. (2014). Springboard: mathematics. Retrieved from http://springboardprogram.collegeboard.org/mathematics/