Summarizing and Note Taking have an effect size of .88!!! It's HUGE!!!
I really liked how this chapter broke down summarizing into frames for different types of information. I especially like the idea of reciprocal teaching (although I might use it in a cooperative group with each person doing 1 part).
The note taking section was great as well! I am constantly telling teachers that copying notes from the board isn't getting them anything! It's true!!
I like to use teacher directed notes where I provide a shell of the notes and students have to fill in the missing information.
Again this chapter talks about how we MUST EXPLICITY TEACH our students how to summarize and take notes! We cannot assume or expect that they already know how. They must be taught continually what our expectations are and why we are asking them to summarize or take notes.
Talk to us about summarizing- what did you discover new or different in this chapter?
Note Taking- what did you discover new or different in this chapter? Do you agree with the research and theory presented?
How will what you discovered change your teaching??
CHALLENGE: Try one of the summary frames sometime this next week in your class and let us know how it works.
Don't forget to post a response to someone elses thoughts...
What I found interesting about summarizing was the idea that our brains automatically delete information it has decided is unimportant. After I read that section I became more aware of how I was reading and I realized it was true. I was involuntarily taking out information that I didn’t think I needed to know. Then I started thinking, how in the world does my brain know to do this? Did I teach myself after years and years of schooling? Was a taught at some point and I don’t remember? It is a vital skill and I just want to make sure my students know how to do it.
I always struggled with note taking in school. I never write down what was on the eventual assessment. So when I began teaching, I wanted to make sure my students didn’t have that problem. Especially for science, I always give my students an outline of what I want them to write, that way there is no guessing on their part as what I think is important. Hopefully this will help them take independent notes in future classes. I was always told notes should be short, so I was surprised when it said the more the better. I do agree with the theory presented in that it stated it is another way to summarize information. I also agree that not everyone is going to take notes the same. Finding a method that makes sense to the student is key.
I like what the chapter said about notes being a work in progress. I think in the future, I will try to add more to notes, instead of starting new notes everyday like I do now.
Alena, I too found myself saying "huh! I never noticed that" when I read that we delete information automatically. But, we've been trained to do so. Many of our kiddos are hard wired to think that they must memorize everything that we say, when in fact we want them to be able to recognize what information they need to retain and what information it is okay that they chunk with something else, and what information they can just simply put on the back burner until later.
I was also surprised to read that the more notes we take, the better off we are. Have you always done teacher-outlined notes or is this a new thing you have started? I ask because I am just wondering if you notice a difference in the amount of info being retained since starting the teacher-outlined notes I do agree that this particular style would relieve the stress of trying to figure out what to write and key them in to the best and most important details.
As decribed by the first case study in this chapter, I often feel like when I say "write a summary", either I get pages and pages of word for word text or I get a 1 or 2 liner with no details. With every narrative type story in HM, students create a story map with pretty much the concepts convered in the Narrative Frame but I like how the information is used from the frame to create a 1-2 paragraph summary of main idea. The other frames would all have a valid place in the classroom - as I continue to read, I am excited to try out these methods with my students!
Note taking is something I do continually but probably not as well as I should. My husband however is 5 years old than me and went to Catholic School is amazing at taking notes! It was explicitely taught to him daily from probably 1 grade on. I find it amazing that he has fomulates his notes like Figure 3.12 on pages 45.
The phrase, "The more notes that are taken, the better", stuck out for me because I always remember teachers saying, paraphrase, paraphrase which I though meant try to write as few words as possible so I would draw pictures and graphics to help me remember concepts. With my students, I tell them if you don't understand the concept with words, draw a picture to help you remember. So less is not more but sometimes less words can help deepen the understand of a concept. Which according to this chapter would be an example of combination notes.
Jyothi, can we get your husband to teach us how to take detailed outline notes?
We do have kiddos that picture based notes are memory cues for them, and that's okay. We were drilled on paraphrasing as kids-- but I know I was never taught anything like the rule-base strategy.
Yes, we need to teach our children how to take notes and summarize. I think we all see that when trying to formulate a Topic Sentence in a paragraph, or identify main idea with our classes.
It was interesting to see the "Rule-Based" strategy. This is new to me, but it is the way that I formulate what is "note worthy" during instruction. Delete trivial & redundant, then substitute and formulate a topic sentence. To me, this seems like the proper "closure" to a lesson. I expect that students are able to produce a summary of the lesson after it has been presented. With this rule based strategy, they are more apt to catch on to the important concepts.
Summary frames were a new format to me as well (with new terms such as restruiction in the TRI frame). When designing a lesson, questions are formulated ahead of time-- even as part of our HM readers, I just have never seen questions follow the TRI frame format before.
The definition frame is something I would use in my classroom for vocabulary purposes weekly. Each year it seems I change the way in which vocabulary is introduced, but with the frame in figure 3.6 it explicitly looks for similarities and differences and it asks students to categorize a term without it being as black and white as "define this word."
I got a lot from this chapter on summarizing. I have always struggled teaching this to 4th & 5th graders, but with all of those different frames that were presented, I can see where using some of those will make teaching summarizing much easier! We require our students to do book reports and the part they struggle the most with is the summary. I get some that are 1 - 2 paragraphs, then others that are 2 pages long. I will definitely be including one of these frames in the book report instructions in addition to using it in class to teach this.
I didn't really get too much from the note taking section, as it is not something I use a lot in either the 4th or 5th grade. If I were to utilize any of the strategies, I would definitely start with the Teacher-Prepared notes. I can see how that would work with Social Studies and maybe some Science.
I think next year (or maybe even next week), I am going to have my students use a picture book and a frame to create a book report instead of jumping into a longer chapter book report so they can grasp the concept of breaking something down into smaller parts. Then they can see how they can synthesize main ideas and concepts while elimating the "fluff" to get to the main idea and summary of a story.
I have never taken notes in my life...ever. I have not been able to highlight text (because I am not able to markup books). I have always read and been able to keep most of what I have read in my mind...but...alas, at age 54, I am beginning to find that I need some help. I picked up some pointers for my own continued education. I'm excited about trying them out.
When I started reading the section about summarizing, I was very suprised at the section on pages 30 and 31. It took a paragraph and cut it down into three sentences. I would be worried that much of what I was summarizing might be a specific that I needed to know. I suppose it would be important to understand exactly what my instructor needed me to know.... When I got to the note taking part of the text (especially page 44) I noticed that #4 stated that "the more notes that are taken, the better." It was noted later that there was a "strong relationship between the amount of information taken in notes and students' achievement on exams" (p 45).
So, I started thinking that it would be very important for the success of our specific students if we were clear in what facts or ideas were considered important to us, as teachers. Then, helping them learn to summarize and take notes in a variety of ways would definitely help them to return to and utilize the information for tests or papers. It is obvious that there is no right way to take notes. Each student will have to find out what works for them. A variety of methods would be an amazing thing to teach ... from an early age.
I wish that I had learned these methods before tackling my present educational challenge...but I guess it is never too late.
My vote about summarizing and note taking is:...TEACH EM' YOUNG and KEEP ON TEACHING IT. Some great information in the chapter.
Like so many others, I do not recall EVER being explicitly taught how to identify the pattern a lecture or article typically follows or how to take notes and discern the pertinent information from a lecture or text. I don't know if the skill was just there in my brain and became refined with use (that sure is giving myself a lot of credit, haha!) or if I learned by trial and error. It makes sense to teach this skill explicitly, but how often is it really taught?!? How did I learn this?!?? Love this idea!
A new discovery for me in the note-taking section is the combination note-taking technique. I love it and wish I had known about it during high school and college lectures. I had a junior high history teacher who made us copy pages of notes almost EVERY DAY in class. I would pour over them before tests and barely skimmed by with an A. (Thank goodness for Extra Credit!!) I could never figure out why it was so hard when I was following the teacher's directives and writing down everything he did. I wholeheartedly agree with the teacher providing some kind of guideline/outline to keep the note-taking focused on the most important details. This skill should be one that is REQUIRED to be taught to all students, and especially if the student is college-bound where note-taking is a crucial skill.
I think I am going to try this out on my students---2nd graders can take notes, right! I think I will try it with Science.
Interactive Notebooks! I like it! I will definitely be researching this, and most definitely apply it to math notes next year. I hate having the kids just copy down what I write on the board or copy something from a book. I think they will get so much out actually having a say in what "notes" they need to take on any particular subject. What a great tool to get these older students to take ownership of their learning.
(I posted this as a response in the primary group, so brought it here to get credit)
You bet second graders can take notes! They should also be able to do a combination of note taking. They can web, write sentences and draw pictures. I have been teaching my third graders to take notes during some math lessons and all vocabulary lessons. However all students process information differently. Be prepared to modify so you can engage all students. I have found that students with poor handwriting took longer and had a tendency to get discouraged. Mrs. Leos had good idea by creating teacher made note sheets for her students to help them stay focused and organized.
Wow - this chapter made me think about how bad I am at both of these tasks. I feel I do a good job summarizing fiction, but non fiction - like the text books in college - I was terrible. I feel like my brain does not delete unimportant information but focuses on it! I really liked the summary frames and feel like they could have been really useful for me in school. The only thing that I didn't like is that I felt the prompts were a bit too complex for kids - especially mine with learning disabilities to understand. I want to go back an look at these and see how I can simplify them for my students so they can be more successful.
I feel the same way! I could never seem to grasp these concepts, especially where textbooks are concerned. I felt that I got better when I started my education courses and I wonder if it was because I was interested in the subject matter? I feel that some of the material we teach in class (the non-fiction stories in our HM reading books for example) are not very interesting to the students which is why they have such a hard time with it.
I love using guided notes for my students. I know that when I was in school I had a hard time listening and writing at the same time. Whenever I finished writing something, I found that I had no idea what the speaker was speaking about now. I found a great web site that will take your notes and let you create guided notes. I didn't get a chance to use it this year, but maybe next year in middle school.
I was amazed at how many cognitive steps your brain has to go through to produce a summery. Students need to acquire skills to delete, reduce, substitute, and select a topic sentence just to produce a summary. These are quit complex terms. I appreciate that you can pull explicit questions from the "Narrative Frame" to help students form good quality summaries.
The note taking chapter was a eye opener. I have been using note taking techniques in my class for a few years. However, I feel now that this skill needs to be taught and refined at all grade levels. I usually have students take notes in vocabulary and a few math lessons. We rarely get time to review and update those notes. I also appreciate the use of webs as a option for notes. I believe webs can be useful for students who may require classroom modifications and or poor writing skills. I will continue and expand my note taking practices in class. Moreover, I plan to use the end of the day journaling to revisit those notes.
I agree, we do need to refine and explicitly teach note taking skills. This skill will serve all of our students throughout their academic careers. I have also used note taking during teaching but not as in depth as I need to. So next year we are going to hit it from the first day of school.
This chapter blew me away. I never realized the huge impact that note taking had on students' achievement. I am going to implement Cornell notes into my lessons this coming year. I hope this will make my scores skyrocket. I think using the Cornell notes is a great way to help students learn to grasp the main ideas without doing all of the work for them. I intend to use them in all subjects along with along with student created vocabulary books.
I found Chapter 3 to be very interesting because I always struggled summarizing and notetaking in school. The part I found most beneficial for me was when they talked about classroom practice and presenting students with different format of note taking. i liked the part when they said that "There is no one correct way to take notes," and "different students might prefer different note-taking formats. I totally agree with this and was interested in reading about all the different formats.
I would think it would be liberating for the students to understand that each person may take notes in a different way. I find alot of my students have been taught one way and they use it even though it seems to not work well for them. The same goes for graphic organizers. All my freshmen start the year off doing bubble maps. Yet they don't really do them correctly, so it doesn't help them at all--they might as well not have done anything. But by giving them several possible ways of doing it and letting them pick and all of a sudden it becomes a useful tool.
I thought this chapter was interesting to note. I liked that it stated that our brains already delete things that it knows it doesn't need. Note-taking has always been a difficult thing for me as a student to do. Now that I am an educator, it is interesting to know that the theory behind the way I present note taking to my students is exactly what they should be doing! In social studies, I present my 5th graders with teacher prepared notes that they are to take. I explain to them that I have already summarized the main ideas from the chapter. We also do this in math. I feel now that I can explain to my students that this type of note taking is a "work in progress" and they need not get frustrated when they do not write exactly what I say.
I totally agree with you when you mentioned that the students get frustrated when they do not get everything down exactly the way I said it. I think it is important for them to realize that their note-taking will get better and better as we practice it together. It is also good for them to summarize or retell what I have written in words that they are familiar with. That's why at the end of each math lesson, I have them write in their journals, the steps they need to follow to solve a problem.
I also found it interesting to note that our brains automatically delete information that is unimportant. However, I find that when I ask my students to summarize, their brains are deleting some very important information and they are holding on to some information that is very trivial. At the beginning of every year, we practice summarizing over and over as a whole group for about the 1st month of school. We read lots of picture books and write summaries for them. We quite frequently practice writing a 7-5-3 summary. We start with 7 important sentences. Then, I tell them to get rid of 2 sentences that will not effect the meaning of the story. Finally when that is done, we try to get down to 3 important sentences. this has worked out exceptionally well when reading non-fiction articles from Scholastic or when working in groups in science and social studies.
As far as note-taking goes, I was under the understanding that notes should be short and sweet. I found it interesting that they said that it was not necessarily true, especially when studying for an examination. Most notes taken in my class are teacher directed. I have given students study guides that contain oulines of material to know, and they then have to fill in the outlines as I guide. Students have told me they find this very useful.
I had never seen a list of "rules" for summarizing. I can see this would be helpful as I am having the students summarize. The rules would be easy to remember for the students (especially as we use it regularly throughout the year) and gives them specifics to check their summaries.
In the note taking section, I had never thought of note taking as a "work in progress." This is a great idea since it not only hones the note taking skills but also has the students reviewing the information often.
I do agree with the theory that "verbatim note taking is the least effective way to take notes." Unfortunately, this is what my students feel most comfortable doing. I have used cloze activities, but they tend to not follow along and thern just ask "what the last space was" or scan for the spot in the text without reading it. It is difficult to get students to understand that they are not doing the note taking for ME (to get a grade), but for THEM (to further understand the information and to use as study material). I'm not sure how I feel about the idea that the more notes you take the better. I guess to me it depends on how the notes are taken. In other words, large amount of notes that are verbatim are worthless and won't be looked at again. They are simply too much for a student to want to reveiw. If the notes are well done, then I can see the ore the better.
My teaching will change in that I will use the rule-based strategy for summarizing and I will have students take out their notes for review and revision.
In having the the kids take notes and siummarize the ideas and concepts we are discussing in class, a strategy that I have used and found useful is having them write out our dicussion as they see it, then I call on volunteers to give their ideas. After people share, I have students write down what they (the student who just shared) said, in a different way.
I also like to start the beginning of the year by printing out an outline for how I would like them to organize their notes for each lesson. After a couple weeks I slowly stop giving them piece of he guided questions, and at the start of the second quarter, I just have them use their journals.
I have my 2nd graders take notes and summarize in different ways. After we read a story they describe the setting, work on chracter sketches, tell what happened in the beginning, middle, and end of the story, and then they summarize at the end. I usually tell the students to act like they just met me for the first time, and they are explaining to me what the story is about in their own words (assuming I'd never read it).
Talk to us about summarizing- what did you discover new or different in this chapter?:
I like the idea of having summary frames. I am a visual person, so this is a good outline for me to follow, and it seems very student-friendly.
Note Taking- what did you discover new or different in this chapter? Do you agree with the research and theory presented?
How will what you discovered change your teaching??:
I found it interesting that that there were so many different ways that students can take notes. In 2nd grade note taking isn't as advanced; however I do feel that it is equally important, and that students should be exposed to note taking as early on as possible since it is a vital part of their school career. I agree that summarizing and note taking are two of the most important "study skills" that a student can learn, and that they do provide students with the tools that they need to identify and understand the most important aspects of what they are learning. I plan to highlight this chapter, because I really would like formally introduce note taking and summarizing strategies next year by providig the students with a plan of action, and an outline.
CHALLENGE: Try one of the summary frames sometime this next week in your class and let us know how it works."