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| Issue 31: Week of January 5, 2009
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The LEARNING-FOCUSED Connections Newsletter is a weekly link to exemplary practice and ideas that will help you as an educator to increase achievement in your classroom and school. Some weeks there will be a mix of articles in the mailer; other weeks we will follow a theme. We are all working with the same goal in mind, continuous improvement in student achievement.
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Translating Information into a Condensed Form: Simply Summarizing by Cindy Riedl
Rationale for summarizing: There are two fundamentals of summarizing: 1) filling in missing parts and 2) translating the important information into a condensed form. Summarizing has a strong research base that shows up to a 47 percentile gain in learning and retaining information. Summarizing includes extracting themes, major ideas or concepts from a topic, which is a skill that is often assessed on standardized achievement tests. The emphasis is on an economy of words. Because a summary is brief, word choice is critical. The ability to select the words that best represent a concept is a reflection of a student's level of understanding of the topic (and their vocabulary), and is, therefore a method by which teachers can continuously assess student knowledge before instruction and throughout a unit of study.
During Lesson: Distributed Practice and Summarizing
Activating Strategy Reflection: Revisit the organizer/activity used for the activating strategy (such as an anticipatory guide) once or twice during the lesson, so that students can examine their predictions and previous knowledge to determine their validity. Have them write their conclusions and explain their rationale.
Stem Sentences: Provided with a beginning stem, students complete the sentence. Sentence Stem examples: (1) I have just learned . . . (2) If this happened, then I think . . . (3) This idea makes me feel . . . (4) I wonder ... (5) A good question I would ask is ... (6) Some details seem to dig deeper into the main idea, such as . . .
Summary Point Writing: Pause during the lesson, and ask students to write about important information learned.(Summarize information up to this point.) Individual students or collaborative pairs can record summary answers. Writing prompts should be identified in advance of instruction.
Think/Ink/Share: Ask students to think about a key point or idea, write about it and then share with their partner.
Q and A: Ask a question, and have students write a sentence that answers the question using information just learned. Prepare the question prompts before the lesson.
Structured Note-taking: Provide a structure, such as two-column notes, for summarizing, paraphrasing and/or questioning.
Brainstorm Writing: Small groups of students (3-4) rotate papers with different topics at the top of each (key concepts taught). Circulate papers clockwise repetitively. As a student gets a new paper, he or she should read what others have written and add to an idea.
Paragraph Frames: Great scaffolding tool for creating accurate responses immediately - To model writing expectations create a model sentence or paragraph, and then create blank lines for students to supply the information.
Cube It: Pairs have a cube with one of the following written on each side: Ask a question. Make a prediction. Create a summary statement. Clarify or explain a key point. Connect to something you know. Provide an example of the key point or message. Each pair rolls the cube and writes down the answer to the directive. (Modification: Use dice, and have each of the above expectations displayed with a number that corresponds to the number rolled.)
Word Wall/Student Learning Map: Pairs write 2-3 sentences using the words from the lesson (so far) to summarize key points.
Quick Talk: Create 2 lists of old and new vocabulary words. Create student partners. Partner B looks at the words and describes them, while partner A has his/her back turned away from the words and makes guesses using the clues their partner gives them. Partners switch roles for the second list.
Kinesthetic Summarizers
Inside Outside Circle: Cooperative learning structure which lends itself to reviewing factual material and recall or comprehension questions - Each student has at least one prepared question and answer about the content that has been presented. Questions are written on index cards with answers on the reverse side. Students form inner and outer circles, facing each other in pairs. Pairs take turns asking their questions of one another and helping each other, if necessary, in answering the questions. Once completed, one of the circles is told to move three people to the right, and the new pairs exchange questions. (Modification: teacher made cards.)
Secret Envelopes: Before instructions provide each student with an envelope containing a question or an answer to a question. Allow students to secretly examine the contents of their envelope. At the end of the lesson, ask students to find the question answered by their statement or the statement answering their question. With their matched partner students must justify to the class why the statement answers the question correctly.
Draw a Picture or Diagram: Use with topics which lend themselves to visual representations of what students know or how they conceptualize a topic or literary element - Give individual students, pairs or groups paper to draw or diagram the outline and the details. If used as a pairs activity, have individuals draw and then explain their drawing with a partner.
Carousel Brainstorming: Works well with a topic that can be divided into subtopics or into a series of questions about the topic - Post large sheets of newsprint (each containing a different subtopic or question) about the room. In small groups (each group designated by a different colored marker) have students rotate clockwise from chart to chart, pausing for a few minutes to brainstorm what they know and can remember about the subtopic or create a question. Groups end up where they started and then do another circuit to review the ideas listed. For primary grades, charts can be on the floor. Students brainstorm first and then draw a picture of an idea on the chart.
Relay Summary: Used when teams of students summarize an assigned reading - Students are divided into teams of four or five. The first student in each team starts with a blank piece of paper and writes one summary sentence, then passes it to the next teammate. The student adds a sentence, passes it on, etc. until the whole team has added or until the number of required sentences is on the paper.
Examples:
- The 1950's were a very interesting period of time in our history. Show why, as you build your summary.
- Charlotte was an amazing spider. Prove it, as you build your summary.
- One thing I know about ways numbers can be written is ...
During and After Summarizing
Learning Logs: Learning log summaries enable students to activate their understanding of a topic or concept, identify point of confusion, evaluate their work, and become aware of their own learning style. Students write in their Learning Logs during the last five minutes of each period, responding to writing prompts or questions. They may also free write about key words related to a topic, explain how they performed an operation, state the most important points discussed in class, or describe a place where they became confused. Learning Logs become a source of data for teachers!
Primary Examples:
· Write a secret about your day today.
· Talk to your textbook, ruler, or computer. Tell it how you feel about it.
· Tell your log what was easiest for you today ... hardest.
Elementary Examples:
· Write dialogues about a crucial point in a day's lesson: Converse with a molecule about its properties, etc.
· What words in science caught your attention? (Explore their feelings about their learning.)
· Respond to this question: What helped me learn in class today?
10 - 2: Allows students time to process information and concepts during large group instruction. After ten minutes of instruction, pause for two minutes. Students summarize with a partner: Think-Pair-Share or Think-Ink-Share.
3 - 2 - 1:
Examples:
Studying about a famous person or writing about a character:
3 Most important events in this person or character's life
2 Questions you would ask if you could talk with him/her
1 Significant contribution or act he/she made
Demonstrate understanding of a new vocabulary word:
3 sentences using the word in context
2 synonyms for this word
1 sketch/picture you can use to remember its meaning
Simply Summarizing!
There is no argument concerning the value of having students summarize what they are learning. The issue often lies in scheduling the time for it during the lesson as distributed summarizing and at the end of the lesson. It takes practice and pacing. Many teachers set a timer until pacing becomes a natural event. With all the interruptions that can occur during a lesson, it is no wonder that it is difficult to follow through with good intentions. When summarizing is disrupted, turn what you were planning to do into an activator for the next lesson into a review. Don't give up! Summarizing is a powerful tool in raising student achievement!
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Motivating The Unmotivated Student - Ideas For Classroom Teachers by Toni Enloe
In 1989 it was predicted that by the year 2000 more than 65% of students in the US would be categorized as "at risk" (Center for Excellence, Furman University). America's Promise Alliance has stated that, "The number one predictor of whether you will be successful in life is whether you graduate from high school." The alliance has identified that more than 25% of students do not graduate and that the problem is even great among African- Americans and Latinos. It is important to identify these students before all hope is lost.
One or more of the following criteria may be used to identify those struggling students.
1. working two or more years below grade level in reading or math OR not meeting basic standards on the state test
2. participating in free or reduced lunch programs
3. having been suspended from school the previous year
4. having chronic absenteeism the previous year (15 or more days)
5. having been retained in a previous grade
6. struggling with the English language
Unintentionally, many of these students typically are:
· seated farther away from the teacher
· given less direct instruction (worksheets and book work)
· offered fewer opportunities to learn new material (too much time spent on remediation)
· asked to do less challenging work
· called on less often
· given less wait time
· questioned primarily at the knowledge/comprehension levels and rarely given the opportunity to extend that knowledge
· not prompted when they do not know the answer to a question
· given less praise
· rewarded for inappropriate behavior
· criticized more frequently
· given less feedback
· interrupted more often
· given less eye contact and other nonverbal communication of attention and responsiveness
In order to be willing to try, students must know:
1. the value of the class and subjects- the reasons they should learn it.
2. that they have a chance of succeeding.
Our job is to make our subject and class as interesting and relevant as possible and
to provide experiences that will boost self efficacy (confidence through competence), motivate them to try harder in academic areas, and reward them for putting forth their best efforts. Our classrooms should be inviting spaces where it is safe to learn and make mistakes.
Self- Esteem Activities/Practices:
1. Positive postcards - Teachers mail postcards to the home of the student to recognize an achievement, however small.
2. Adopt - A - Student - Identify a student needing additional adult support, and follow up with the student at the end of each week, after progress reports and/or report cards.
LEARNING-FOCUSED Connecting Strategies and Academic Activities That Motivate:
1. Collaborative pairs for review and summarizing
2. Essential Questions to set the focus (A question begs an answer.)
3. Acceleration and previewing strategies (builds confidence to learn new material)
4. Celebrations of small successes
5. Academic Fairs - Showcase exemplary work from EVERY student (creating for an audience).
6. Jigsaw activities
7. R.A.P. Club (Realistic Achievement Proven) - See September 22, LEARNING-FOCUSED Connections Newsletter
ADDITIONAL SUGGESTIONS FOR CLASSROOM TEACHERS
1. Have an activating strategy on the board for students to think about and complete, as they enter the classroom. Ex. How would life be different if...nothing ever decayed?
2. Have a student call on a fellow student if he/she needs help in answering your questions; return to him/her to repeat the correct answer.
3. Call the roll by having students answer with something dealing with your subject (Social Studies answer with name of a country, city, body of water, OR Science answer with a plant, invertebrate animal, etc.)
4. Question of the week: trivia or little-known fact in the subject area - Students put answers in a box, and the teacher draws until the correct answer is found. Ex. What is syzygy?
5. T-shirt designing - As a culminating activity for a unit of instruction, have students design t-shirts (on France, verbs, a book they read) and wear them on "Designer Outfit Day".
6. Dedicate your classroom to someone famous (Einstein, Lincoln, L. Hughes, Pythagoras, Van Gogh, R. Rogers...not Roy ?) or not so famous but important person. The students decide and justify their decision.
7. Assign "can-do" homework. There is nothing less motivating to a student than forcing himself to sit down to do the work and then finding out he cannot.
8. Agenda workshop. Teach students how to make the most of their assignment agendas.
9. Use colored paper for anything that is important. (Assists students with organization.)
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The Importance of Vocabulary Instruction in Middle and High School Mathematics - Extending Thinking
Students
must be explicitly taught vocabulary terms that are unique to
mathematics. In order for students to deepen their understanding, they
must use the vocabulary in context. In fact, vocabulary in context
ranks as the number three strategy that most impacts achievement with a
percentile gain of 33%. Remember the chart from Robert Marzano and the
US Department of Education in the LEARNING-FOCUSED
Connecting Strategies workshop? William Speer (NCSM, 1997) states that
"Children do not learn by doing...They learn by thinking, discussing,
and reflecting on what they have done."
Setting rules for
language use in the classroom is important in order to have students
communicate mathematically. Students should be required to speak in
complete sentences, using standard English. They should be encouraged
to look at their notes and Student Learning Maps to use the appropriate
mathematical language. For example, instead of saying "flip it," they
should refer to the reciprocal of the fraction.
I am often
asked how long Student Learning Maps and other classroom organizers
should stay posted in the classroom after the unit has been taught.
This is one of those "adapt, don't adopt" questions. The maps should,
however, stay up long enough for students to begin using the vocabulary
as a part of their natural discussion and reflection in the mathematics
classroom.
Why post words on a word wall, if you never have
students use these words? The vocabulary should be used in their
writing on a daily basis. They can use these words, as they summarize
during the lesson. When working in pairs, have students write their
thoughts during distributed summarizing before sharing with their
partner. This sometimes helps them put more thought into their
responses. Summarizing at the end of the lesson is usually written, and
it is even a good idea to tell students that they should use the words
learned in the lesson in their answer to the essential question.
True
understanding, however, comes when students use a particular thinking
skill to deepen their knowledge and make connections about the
content. The compare and contrast organizer is a great tool to use to
have students utilize the vocabulary in context. It then becomes a
great way to help them organize their writing. Once students have
created meaning from the vocabulary and made connections, they can
begin to use it in authentic ways.
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