1. “ Practical Applications of Research-based Instructional Strategies: Summarizing & Note Taking ” WELCOME! Please sit five to a table. We’ll begin at 9:00. It’s good to be here!

2. Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

3. “ So many of our dreams at first seem impossible, then they seem improbable, and then, when we summon the will, they soon become inevitable.” Christopher Reeve

5. Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

6. Normal Distribution Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

7. Instructional Strategy (Summarizing & Note Taking) Effect Size of 1.00 Standard Deviations Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

11. Before we summarize and take notes, we need to identify the “ essential vocabulary ”- and let students in on the secret . Why?

13. Standard LS.9 The student will investigate and understand interactions among populations in a biological community. Key concepts include the relationships among producers, consumers, and decomposers in food webs; the relationship between predators and prey; competition and cooperation; symbiotic relationships; and niches. Understanding the Standard Life Science standard LS.9 applies the concept of interactions between populations of different species. This standard extends the concepts of prior K–6 standards, including those concerning producers, consumers, and decomposers (3.5); predator and prey (3.6); and niches (4.5). This standard introduces the concept of symbiosis and focuses on the symbiotic relationship between parasite and host. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (LS.1) in the context of the key concepts presented in this standard. Let's practice . . . LIFE SCIENCE .

14. The concepts developed in this standard include the following: *In a community, populations interact with other populations by exhibiting a variety of behaviors that aid in the survival of the population. *Organisms or populations that rely on each other for basic needs form interdependent communities. *Energy resources of a community are shared through the interactions of producers, consumers, and decomposers. *The interaction between a consumer that hunts for another consumer for food is the predator-prey relationship. *Populations of one species may compete with populations of other species for resources. Populations of one species may also cooperate with populations of other species for resources. *A symbiotic relationship may exist between two or more organisms of different species when they live and work together. *Symbiotic relationships include mutualism (in which both organisms benefit), commensalism (in which one organism benefits and the other is unaffected), and parasitism (in which one organism benefits and the other is harmed). *Each organism fills a specific role or niche in its community

15. In order to meet this standard, it is expected that students should be able to: *identify the populations of producers, consumers, and decomposers and describe the roles they play in their communities. *interpret, analyze, and evaluate data from systematic studies and experiments concerning the interactions of populations in an ecosystem. *predict the effect of population changes on the food web of a community. *generate predictions based on graphically represented data of predator-prey populations. *generate predictions based on graphically represented data of competition and cooperation between populations. *differentiate between the types of symbiosis and explain examples of each. *infer the niche of organisms from their physical characteristics. *design an investigation from a testable question related to interactions among populations. The investigation may be a complete experimental design or may focus on systematic observation, description, measurement, and/or data collection and analysis.

16. Standard LS.9 The student will investigate and understand interactions among populations in a biological community . Key concepts include the relationships among producers, consumers, and decomposers in food webs; the relationship between predators and prey ; competition and cooperation ; symbiotic relationships; and niches . Understanding the Standard Life Science standard LS.9 applies the concept of interactions between populations of different species . This standard extends the concepts of prior K–6 standards, including those concerning producers , consumers , and decomposers (3.5); predator and prey (3.6); and niches (4.5). This standard introduces the concept of symbiosis and focuses on the symbiotic relationship between parasite and host . It is intended that students will actively develop scientific investigation, reasoning, and logic skills (LS.1) in the context of the key concepts presented in this standard. Your words?

17. The concepts developed in this standard include the following: *In a community , populations interact with other populations by exhibiting a variety of behaviors that aid in the survival of the population. * Organisms or populations that rely on each other for basic needs form interdependent communities. * Energy resources of a community are shared through the interactions of producers, consumers, and decomposers. *The interaction between a consumer that hunts for another consumer for food is the predator-prey relationship. * Populations of one species may compete with populations of other species for resources. Populations of one species may also cooperate with populations of other species for resources. *A symbiotic relationship may exist between two or more organisms of different species when they live and work together. *Symbiotic relationships include mutualism (in which both organisms benefit), commensalism (in which one organism benefits and the other is unaffected), and parasitism (in which one organism benefits and the other is harmed). *Each organism fills a specific role or niche in its community

18. In order to meet this standard, it is expected that students should be able to: * identify the populations of producers, consumers, and decomposers and describe the roles they play in their communities. * interpret , analyze , and evaluate data from systematic studies and experiments concerning the interactions of populations in an ecosystem . * predict the effect of population changes on the food web of a community. * generate predictions based on graphically represented data of predator-prey populations. * generate predictions based on graphically represented data of competition and cooperation between populations. * differentiate between the types of symbiosis and explain examples of each. * infer the niche of organisms from their physical characteristics. * design an investigation from a testable question related to interactions among populations. The investigation may be a complete experimental design or may focus on systematic observation, description, measurement, and/or data collection and analysis.

20. Word sorts are small group, categorizing and classifying activities. Word sorts help students activate and use their knowledge as well as providing them an opportunity to learn from and with each other . Words and phrases from materials that students will read (or have read) may be selected for use with word sorts. Twelve to twenty words or phrases should be selected; only a few words or phrases that are unfamiliar to students should be included. After words/phrases are selected, multiple copies of the complete set ( one for each student/small group ) should be made. Each set is then cut apart, resulting in a cut-up set of words/phrases for each group. Storing these in envelopes works well. Basic Word Sorts Similarities and Differences: Comparing, Classifying, Metaphors and Analogies 45 %

22. #1 Alphabetization Students shuffle and arrange cards alphabetically. #2 Spelling of Prefixes, Suffixes, or Roots Students categorize words by how their prefixes, suffixes, or roots are spelled. ad-, ac-, al-, ap-, ar-, at- -able, -ible scrib, scrip, script Students can cut or fold word cards to separate a prefix and/or suffix a base word or root. #3 Beginning/Ending Consonants, Number of Syllables, Etc. Students can classify words according to beginning/ending consonants, blends, or diagraphs. They can also sort according to number of syllables and or vowel sounds heard in words. Sample "Word Sort" Activities bi month ly re sign ation

23. #4 Word Histories Students might sort words based on their origin: Algonquian Dutch Eskimo French Spanish squash easel igloo reservoir sombrero #5 Oral Practice Students, working in pairs, can practice pronunciation and spelling by asking each other to spell the word on their card. This activity might be especially effective when students are studying words from other languages (enchilada, bouquet, moccasin). #6 Interactive Games Students choose a word card and act out or draw clues about the word for others to guess. A point is given to the student who both guesses and spells the word correctly. For vocabulary enrichment, students can read aloud the dictionary definition or the thesaurus subentries for a basic list word while other students guess and spell the basic word. #7 Word Building Have students use their understanding of word formation and word families to build new spelling words with the cards provided for prefixes, suffixes, and roots or with cards they make for other familiar word parts. As a self-check, ask students to look up each word they make in a dictionary.

24. #8 Parts of Speech Students could sort words and word parts into columns according to the parts of speech. They can also see what words are formed when a suffix is added. Students can also see spelling-meaning links by tracking the base word or root across each row. Base Word/Root Noun Adjective Verb Legal Legalize Fract Fracture Flex Flexible Flexing Eleg Elegance Elegant Vari Variable Various Varying

25. If we don't use research based strategies and the student keeps failing... . . . who's the slow learner ?

26. let's get to "Summarizing and Notetaking". We've got the content, so... Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

29. #1 Power Outlining

30. FIVE THEMES OF GEOGRAPHY 1: Location 2: Absolute 3: latitude and longitude coordinates 3: street address 2: Relative 3: in the Atlantic Ocean 3: west of Madagascar 3: 30 miles south of Albany 1: Place 2: Human Characteristics 3: houses 3: wheat fields 3: cities 2: Physical Characteristics 3: mountains 3: rivers 3: deserts S A M P L E

31. #2 Let's try SOCCER!

34. Expansion Words $0.01 Words (Worn Out Words) $.25 Words (Cool Words) $1.00 Words (WOW Words) Said Big Sad Good

38. Add 6 inches to 1 foot and 9 inches. In Math… !

39. #5 SUMMARY FRAMES: A Way to Summarize and Take Notes Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

41. SUMMARIZING & NOTE-TAKING SUMMARY FRAMES NARRATIVE OR STORY PATTERN Used commonly with fiction, it has seven elements. Of the following elements, 3-7 are sometimes repeated to create an “episode”. Setting (time, place, and context in which story took place) Characters (main characters) Initiating event (event that starts the beginning action) Internal response (how main characters react to the initiating event) Goal (what the main characters decide to do as a reaction to the initiating event) Consequence (how the main characters try to accomplish the goal Resolution (how the story ends or turns out) What Works in Classroom Instruction (Marzano, Gaddy, & Dean, 2000) Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

47. SUMMARY FRAMES CONVERSATION NARRATIVE T-R-I DEFINITION ARGUMENTATION PROBLEM/SOLUTION How did the participants in the conversation greet one another? When and where did the story take place? What was the place like? Topic (T) What is the story about in general? What is being defined? What information is presented that leads to a claim? What is the problem? What question or topic was brought up or referred to? Who are the main characters in the story? Restriction ( R) What information does the author give that narrows or restricts the general topic? To what general category of things does the item belong? What claim does the author make about a problem or situation? What does he or she assert is so? What is a possible solution? How did the discussion progress? What happens at the start of the story? Illustration (I ) What examples does the author present to illustrate the restriction? What characteristics separate the item from other things in the general category? What examples or explanations does the author present to support this claim? What is another possible solution? Did anyone state facts? How do the main characters react to what happens at the start of the story? What are some types or classes of the thing being defined? What restrictions or explanations does the author present to support his or her claim? What is another possible solution? Did anyone make a request? What goals do the characters set? What is another possible solution? Did anyone demand a specific action? What are the characters’ actions and how do they interact? What is another possible solution? Did anyone threaten specific consequences if a demand was not met? How does the story turn out? How did the other characters respond to the request, demand, or threat? Did anyone say something that indicated that he or she valued something that someone else had done?

53. #9 Pictures and Pictographs Bacteria Bacteria Bacteria Antibiotics Bacteria Cold Spring, NY cytogeneticist Corn plants Nobel Peace Prize 1983 Dr. Barbara McClintock

55. COMBINATION NOTES The Circulatory System P1 One of the transport system s of the body P2 3 functions: P3 carries food and oxygen to cells P3 carries away wastes from cells P3 protects the body from disease P2 3 parts: P3 heart P3 blood vessels P3 blood P1 One of the parts of the circulatory system is blood P2 4 parts: P3 plasma P3 red blood cells P3 white blood cells P3 platelets SUMMARY STATEMENTS:

60. Interactive Note Taking

64. Table of Content Samples

67. SPLENDORS OF ANCIENT EGYPT William H. Peck THE PEOPLE The Egyptians left one of the most complete and detailed records of daily activities, through objects preserved in graves and tombs, of any people in the ancient world. As early as the Predynastic Period, cookware, utensils, cosmetic items, and jewelry were placed in graves for the use of the deceased in the afterlife. Small sculptures, pottery decoration, and tomb paintings and reliefs depicted many of the routine tasks undertaken by the men and women of Egypt. Throughout its history, Egyptian society was carefully structured in a manner not unlike a pyramid. There was a large peasant or working class that formed the basis upon which society rested; there was a smaller elite ruling class, which controlled the government and the military; and the king and the royal family were at the apex or top of the pyramid. Simple laborers toiled in the field, in the mines, or on construction projects and produced all manner of foodstuffs and goods. Women’s lives essentially centered around the home and family, but some women had their own businesses and were able to help support their dependents. People lived in simple houses of two or three rooms made of unbaked mud brick, an abundant material derived from the soil of the Nile River bottom that was the basis of domestic architecture for all classes. During the Old Kingdom, the mastaba tombs (so-called from the Arabic word for “bench”) imitated in stone the shapes of these mud-brick dwellings. The working classes were usually depicted dressed in simply designed garments, typically kilts or loincloths for the man and undecorated shifts for the women. Linen, made from the flax plant, provided the main material for clothing; cotton was not introduced into Egypt until late in its history. The diet was simple, but, as indicated by food offerings left in tombs as well as depictions of such offerings, it included a variety of vegetables, fruits, meats, and fowl. If the inscriptions in tombs are accurate, the Egyptians consumed great quantities of bread and beer as well. Pottery was an important material in the home; storage containers, cooking utensils, serving dishes, and almost all other objects connected with food preparation and consumption were made of fired and unglazed clay.

68. Interactive Note Taking 4 3 2 1 Organization Learning Activities Relates Graphics To Texts Writing To Learn Overall Appearance

70. Sample

72. So, where is our next target?

73. Summarizing can be considered to be “RULE-BASED” . What Works in Classroom Instruction (Marzano, Gaddy, & Dean, 2000) Let's remember...

76. 1. Record: During the lecture, use the main column to record as many meaningful facts and ideas as you can. Write legibly. 2. Questions : As soon after class as possible, formulate questions based on the notes in the right-hand column. Writing questions helps to relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam studying later. 3. Recite : Cover the note taking column with a sheet of paper. Then, looking at the questions or cue-words in the recall column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas into your long term memory. 4. Reflect : Reflect on the material by asking yourself questions, for example: “ What’s the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? What’s beyond them? Unless ideas are placed in categories, unless they are taken up from time to time for re-examination, they will become inert and soon forgotten. 5. Review : Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as for the exam. Dr. Pauk identifies five essential elements to note taking.

77. Step #1 Step #2 Step #3 Dr Pauk says, “One minute spent in immediate recall nearly doubles retention of that piece of data.” Divide your paper with a vertical line from top to bottom. You’ll need about 2 ½ in. on the left; 6 in. on the right; about 3 in. on the bottom. Write your name, course, and date at the top of each page. Record your information as fully and as meaningfully as possible in the right hand column. Skip one line between ideas and several lines between topics. After distilling all of your notes, write a summary at the bottom of the page; mention all key points. Use both columns of your notes and your summary to study for tests. As soon as possible, review and reorganize your notes; formulate questions and write them in the left hand column. Step #3

78. You can use your preferred style of note taking in the main area.

79. Let's Try Our Hand! Key Points Or ? Course/Name/Date Notes Summary

80. The list of strategies is not new. But what is surprising is finding out what a big difference it makes when students learn how to take notes, work in groups, use graphic organizers, etc. The provision of statistical effect sizes and percentile gains for students provides a research base from which these conclusions must be reached. Robert J. Marzano From the author……