Summarizing is how we take large selections of text and reduce it to “the gist”, or key points or main point or by putting it into your own words. I think it is so important to teach the skills of removal of extraneous details, underlining selective important parts, and identifying only the “who, what, where, why and how” details. This skill is so important to the success of our students and sometimes it is lacking at the High School level. As special education teachers, we sometimes have to place special IEP goals and benchmarks in their IEPs to encourage the learning of this skill.
One idea that I found important was the fact that summarizing is a skill that needs to be explicitly taught. At the high school level, I think we assume students know how to summarize and when they don’t do it, we label them as lazy. Summarizing really does involve higher-order thinking skills that are also sometimes not fully developed.
In the upcoming month, I hope to teach my students to: 1) delete unimportant information, 2) delete information that was already given 3) reduce words and 4) underline/highlight the topic sentence (if it is a photocopy). I think I am going to make up a poster of these steps and place it in my room for the visual learner as well as a daily reminder. Another idea that I enjoyed learning about was the Reciprocal teaching. This teaching strategy involves four higher-order thinking skills: summarizing, questioning, clarifying, and predicting. This sometimes happens naturally in my Instructional Support class where a student will come in with a variety of work from a variety of teachers, from a variety of different grade levels and expect me to know what they have to work on and know the material. For example, I teach freshman through seniors and the High School offers many different history classes at each grade level as well as “half-year exploratory” history classes. A student will walk in and say that they need help with their history assignment. In my mind, that history assignment could be on anything. The first thing I do is get them to summarize what they think they should be learning about, and then, naturally, questions come up because I don’t often have the background information that they have. Usually, this works out well. They feel smarter because they know something that I don’t know. I am happy because they just verbalize what they didn’t think they already knew. I don’t leave it at that level. I always need for them to clarify some important fact or piece of information for me. We usually predict or “think aloud” possible solutions to their academic assignment. This all happens within a very short period of time (less than an hour) and usually we both learn something.
Monday, October 31, 2011
Sunday, October 30, 2011
Summarizing and Notetaking
If I had to pick a skill that my first graders always seem to have a hard time with, it would be summarizing. They really need a lot of support and guidance while learning about summarizing even the simplest stories. They are not sure usually what facts are most important and those that are not important to the main idea of the story. Usually, they try to retell the whole story. We spend a lot of time distinguishing between retelling and summarizing what they have read. I always try to have them summarize as though they were telling their parents what they read about in school. This helps them focus more on the important facts that they would tell someone. This isn't always the most effective method though and I really like some of the frames for summarizing. I think they would really clarify things for the students. I always orally review the items on the Narrative Frame, but I think that maybe having a poster with the questions to use for each story would be helpful. I don't ever remember being taught this skill directly myself, so I want to try even harder to give my students the tools to be able to summarize effectively.
Notetaking is something I try to introduce the students to early on. This year, we started by researching foxes. We selected several books and broke up into two groups to read them. During and after reading, the teachers were the scribes and we wrote down facts that were important about foxes. I discussed with students my thought process as well when I write notes and that I choose to write phrases and note complete sentences. The groups then compared their notes to see what was the same and different. Each group noticed the books focused on slightly different things, but that most of the info was the same. I then showed the students during a shared writing how to turn their notes into a written non-fiction piece. Gradually, I will do less and less of the directing and they will do most of the notetaking themselves or in groups. I like that the chapter mentioned the different methods of notetaking too. I think in school kids are often shown one basic way to take notes and that might not work for them. I plan on trying to show them more of a variety of notetaking types throughout the year.
Notetaking is something I try to introduce the students to early on. This year, we started by researching foxes. We selected several books and broke up into two groups to read them. During and after reading, the teachers were the scribes and we wrote down facts that were important about foxes. I discussed with students my thought process as well when I write notes and that I choose to write phrases and note complete sentences. The groups then compared their notes to see what was the same and different. Each group noticed the books focused on slightly different things, but that most of the info was the same. I then showed the students during a shared writing how to turn their notes into a written non-fiction piece. Gradually, I will do less and less of the directing and they will do most of the notetaking themselves or in groups. I like that the chapter mentioned the different methods of notetaking too. I think in school kids are often shown one basic way to take notes and that might not work for them. I plan on trying to show them more of a variety of notetaking types throughout the year.
Thursday, October 27, 2011
Summarizing and Note Taking
This chapter really struck me. As a younger student I really struggled with summarizing, it's a skill that I continue to struggle with now as a teacher. When trying to explain summarizing to students I really struggle with getting them to take a step back from all the details and focus on the frame. I think the idea of summarizing frames would be really helpful in teaching our students to summarize. One thing I've tried is to write out the frames and/or their questions for my first graders. When reading our story for the week or a read aloud to my class, I reference the appropriate story frame. This has helped both me and my students to orally summarize.
Summarizing develops into the later skill of taking notes. While I have tried both forms of note taking mentioned in the text, I agree with Ashley in that people need to develop their own methods to best help themselves learn the material. This awareness of what works for yourself and your learning style takes a long time to develop. I wonder, if we as teachers encourage students to become more aware of their learning style that they will develop better note taking and summarizing skills earlier.
Summarizing develops into the later skill of taking notes. While I have tried both forms of note taking mentioned in the text, I agree with Ashley in that people need to develop their own methods to best help themselves learn the material. This awareness of what works for yourself and your learning style takes a long time to develop. I wonder, if we as teachers encourage students to become more aware of their learning style that they will develop better note taking and summarizing skills earlier.
Wednesday, October 26, 2011
Two of the Most Useful Skills a Student Can Have
It's funny that summarizing and note-taking is this month's topic. I've recently been working with students on mini-lessons about summarizing. They were asked to read a short passage and summarize what they had read in a paragraph. When I was reading their "summaries" I was amazed at how little they knew about a proper summary! Most of my students just copied the passage substituting a few words here and there and maybe throwing in an original sentence or two. Not one of them knew how to write a proper summary!
When I was reading this month's chapter about summarizing and note-taking, it really struck me that "hey, a lot of students can't do either!" Thinking back to my own school days, I don't think I was ever explicitly taught how to take notes or write a proper summary. Sure we always had to write summaries in English class, but mine was never an "A".
Summarizing and note-taking are skills that will benefit someone in whatever they do. While reading, I was really struck by the idea of the "Summary Frames". This is such a unique idea, and I think it would work great for all students especially because there is a different frame for every type of text. The Frames specifically tell you what you are looking for and ask questions to guide you along the way. They also help students to delete trivial, or redundant material and create a topic sentence.
I feel that note-taking can be taught to an extent, however, it is something that the student needs to modify to his/her way of thinking and how best to visually do so. I really liked the idea of the split page notes- one side of page is the actual "notes" and the opposite side of the page is pictures, flow charts, graphs...etc.
I am going to attempt to explicitly teach students how to write a proper summary. It will be interesting to see their response to the Summary Frames.
Follow Up
Although I haven't gotten around to making effort/achievement charts for each student, I have been talking a lot more about how the two are so closely related. With one student in particular, I feel that he is really starting to understand that zero effort=very little achievement. After each test/quiz/graded assignment I make it a point to ask the student "How much did you study at home?", "How long have you known about this?" "Do you feel that you tried your hardest?"...and so on. This student is usually pretty honest with me and himself. I'm starting to see a little more effort on his part! Slow and steady I guess!
When I was reading this month's chapter about summarizing and note-taking, it really struck me that "hey, a lot of students can't do either!" Thinking back to my own school days, I don't think I was ever explicitly taught how to take notes or write a proper summary. Sure we always had to write summaries in English class, but mine was never an "A".
Summarizing and note-taking are skills that will benefit someone in whatever they do. While reading, I was really struck by the idea of the "Summary Frames". This is such a unique idea, and I think it would work great for all students especially because there is a different frame for every type of text. The Frames specifically tell you what you are looking for and ask questions to guide you along the way. They also help students to delete trivial, or redundant material and create a topic sentence.
I feel that note-taking can be taught to an extent, however, it is something that the student needs to modify to his/her way of thinking and how best to visually do so. I really liked the idea of the split page notes- one side of page is the actual "notes" and the opposite side of the page is pictures, flow charts, graphs...etc.
I am going to attempt to explicitly teach students how to write a proper summary. It will be interesting to see their response to the Summary Frames.
Follow Up
Although I haven't gotten around to making effort/achievement charts for each student, I have been talking a lot more about how the two are so closely related. With one student in particular, I feel that he is really starting to understand that zero effort=very little achievement. After each test/quiz/graded assignment I make it a point to ask the student "How much did you study at home?", "How long have you known about this?" "Do you feel that you tried your hardest?"...and so on. This student is usually pretty honest with me and himself. I'm starting to see a little more effort on his part! Slow and steady I guess!
Wednesday, October 12, 2011
Planner Resources
YAY! I was able to secure directions to access all kinds of GREAT resources that go along with our monthly topics. Follow
http://www.fairhavenps.org/Get_Started_PPTW_Final.PDF
I posted October's theme and assignment below! Have fun!!
http://www.fairhavenps.org/Get_Started_PPTW_Final.PDF
I posted October's theme and assignment below! Have fun!!
Monday, October 10, 2011
October ~ Summarizing
What a great start to the school year bringing a new focus to effort and recognition. We had some great discussion and sharing of ideas!
This month please shift your attention to the very important instructional practice of SUMMARIZING. You'll find your reading in Classroom Instruction That Works pgs. 29-43. This month please:
This month please shift your attention to the very important instructional practice of SUMMARIZING. You'll find your reading in Classroom Instruction That Works pgs. 29-43. This month please:
- post two ideas from the reading that struck you
- share one summarizing technique you used in your classroom this year
- and comment on at least one other blog members post!
Tuesday, October 4, 2011
E is for Effort awards
I made awards (similar to praise notes) for effort I see in the classroom. I am hanging them up as students earn them. If you would like a copy to edit for your use, email me and I will send you the document.
Sunday, October 2, 2011
Effort and "The Smart Kids"
Hi everyone! Sorry for my tardiness in posting ... technical difficulties!
What truly resonated with me when reading this chapter was the emphasis on explicitly teaching effort to all students. I have always had an effort chart in my classroom that I would draw attention to and talk about with my class but I have not explicitly taught what effort means before this year. As a first grade teacher I think it's really important to teach kids what this means. At this point in the year, I've noticed that all my students consider ALL their work a #4 effort if it's finished. My goal for the next couple weeks is to do more teaching and modeling on what a #4 effort truly is. By doing this I hope that my studentswill have a better understanding of what is such a vague concept to them. They have begun rating their work with an "effort" box that they put at the top of the page once they's completed the assignment. My plan for next week is to show them their effort box and compare it to their achievement on the assignment during a graphing activity. I'm hoping this will further emphasize that effort isn't just getting the work done, it's how hard to try when it's difficult for you. Which brings me to my next point...
In the chapter the authors talked about effort and achievement. They mentioned how the stress of "being smart" can sometimes be setting students up for failure. When kids are considered "the smart one" in class we often assume they will succeed on any given task. We, as well as the student, come to expect their achievement on many [if not all] assignments. But what happens when the smart ones come across a concept or assignment that is difficult or challenging for them? So often I've noticed that my most advacned students give me the least amount of effort in their work. Since it is easy for them, why should they go above and beyond the expectation? These students aren't used to taking the academic risk of being wrong or making a mistake. If we shift our focus on effort rather than just results, I'm hoping that we will begin to see even greater work from those students who are capable of truly exceptional academic success.
What truly resonated with me when reading this chapter was the emphasis on explicitly teaching effort to all students. I have always had an effort chart in my classroom that I would draw attention to and talk about with my class but I have not explicitly taught what effort means before this year. As a first grade teacher I think it's really important to teach kids what this means. At this point in the year, I've noticed that all my students consider ALL their work a #4 effort if it's finished. My goal for the next couple weeks is to do more teaching and modeling on what a #4 effort truly is. By doing this I hope that my studentswill have a better understanding of what is such a vague concept to them. They have begun rating their work with an "effort" box that they put at the top of the page once they's completed the assignment. My plan for next week is to show them their effort box and compare it to their achievement on the assignment during a graphing activity. I'm hoping this will further emphasize that effort isn't just getting the work done, it's how hard to try when it's difficult for you. Which brings me to my next point...
In the chapter the authors talked about effort and achievement. They mentioned how the stress of "being smart" can sometimes be setting students up for failure. When kids are considered "the smart one" in class we often assume they will succeed on any given task. We, as well as the student, come to expect their achievement on many [if not all] assignments. But what happens when the smart ones come across a concept or assignment that is difficult or challenging for them? So often I've noticed that my most advacned students give me the least amount of effort in their work. Since it is easy for them, why should they go above and beyond the expectation? These students aren't used to taking the academic risk of being wrong or making a mistake. If we shift our focus on effort rather than just results, I'm hoping that we will begin to see even greater work from those students who are capable of truly exceptional academic success.
Saturday, October 1, 2011
Effort
This chapter was very interesting and reinforced the fact that kids need to be taught about effort. My first graders are just getting used to the rigor that school requires and they sometimes find it easier to give up or act out. As I mentioned under a previous post, I have them set goals related to things they need to improve upon. They need a lot of guidance on this task as well so that they pick goals that are not only attainable through effort but those goals that the students will be able to track or see growth.
I really like the idea of "E for effort" certificates that were mentioned in the book. I agree that students should receive "systematic praise" and that it should not always be a toy or candy. I see how well students respond to our praise notes for the PeaceBuilders program and I can only imagine how much students would love to get effort certificates. My next goal is to create some sort of graph showing students' effort toward their goals. I think students need a visual reminder to keep them motivated and excited. Another thing I use in my room is a marble jar. I use it for whole class behavior and I find it motivates the students to help others make good choices instead of me having to always monitor them. This could be adapted for use with effort as well.
Another interesting section for me was the Pause, Praise and Prompt strategy. I think this is so key and I have a student that is definitely in need of this approach. On Friday we were working through a writing assignment that was particularly tough for her. She was getting so frustrated and I had to stop her and explain that although it was tough she was becoming a better writer and that it was so important for her to write complete sentences that make sense. She worked through it and I was able to praise her in the end when she finished the writing piece.
I think I will revisit effort again this week with my students and do a more direct teaching of the word and examples.
I really like the idea of "E for effort" certificates that were mentioned in the book. I agree that students should receive "systematic praise" and that it should not always be a toy or candy. I see how well students respond to our praise notes for the PeaceBuilders program and I can only imagine how much students would love to get effort certificates. My next goal is to create some sort of graph showing students' effort toward their goals. I think students need a visual reminder to keep them motivated and excited. Another thing I use in my room is a marble jar. I use it for whole class behavior and I find it motivates the students to help others make good choices instead of me having to always monitor them. This could be adapted for use with effort as well.
Another interesting section for me was the Pause, Praise and Prompt strategy. I think this is so key and I have a student that is definitely in need of this approach. On Friday we were working through a writing assignment that was particularly tough for her. She was getting so frustrated and I had to stop her and explain that although it was tough she was becoming a better writer and that it was so important for her to write complete sentences that make sense. She worked through it and I was able to praise her in the end when she finished the writing piece.
I think I will revisit effort again this week with my students and do a more direct teaching of the word and examples.
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