Summarizing and Note Taking
(Jess, 2014)
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7. SQ3R
Basics:
Process:
When/Example: A teacher could give the student a set of questions to find within a chapter of a chapter book the class is reading together. The student would read the selected pages and apply the SQ3R strategy. Instead of highlighting, the actual text, the student can write the page and paragraph number for where the answer was found. Robinson, F. P. (1946). Effective Study. New York, NY: Harper and Brothers. |
8. Two Column Notes
Basics: This strategy requires enough time for students to read the text so it may vary according to the text the teacher is using (15-30 minutes approximately). The students will need a piece of paper, pencil, and reading material. In order for this strategy to be effectively implemented the students’ desks should be arranged in a way that they can share with one or more students. Process Directions: Step 1: The teacher will prepare the students for note taking by providing them with the needed materials. The students will fold a piece of paper in half or draw a line half-way down the middle. The left column will be labeled “Key Ideas” and the right column will be labeled “Response”. Variations of this could include the following: important quotations/meaning of quotation, pro argument/con argument, facts/opinions, or argument/supporting evidence. Step 2: The students will record information on both the left and right side of the paper while listening to a lecture, watching a film, or reading from a text. Step 3: The students will share the notes that they have gathered within a small group of students in order to give and receive feedback and to add additional information to their notes by collaborating with classmates. Step 4: The student will reflect on their notes and recognizer certain strengths or weaknesses they have throughout the process of note taking. The teacher will give the students the opportunity for reflection by asking some of the following questions: What is easy? What is difficult about note taking? When/Example: See Lessons Section. Facing History and Ourselves. (2014). Two column note taking. Retrieved from https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/two-column-note-taking Pauk. W. (1974). How to study college. Houghton Mifflin. Cornell University, Ithaca, NY. |
9. Story Sequencing
Basics:
Process:
When/Example: This strategy can be used when the students are reading any type of story. The students can work independently or in small groups to identify the beginning, middle and end. In a classroom this strategy helps students create summaries of the story which also will help comprehension as well. Barton, J. & Sawyer, D.M. (2003). Our students are ready for this: Comprehension instruction in the elementary school. The Reading Teacher, 57(4), 334–347. |
10. Foldables
Basics:
Process:
When/Example: Foldables are a great way for students to get hands on experiences within mathematics. If students are studying different transformations (Rotations, Reflections, Translations & Dilations) the students could make a foldable with 4 flaps that has the name of the translation on the flap and underneath the flap are the rules for the transformations as well as an example. Zike, D. (n.d.). Retrieved from http://www.dinah.com/ |
(Cain, 2010)
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11. Guided Notes
Basics:
Process:
When/Example: The teacher could use guided notes to highlight or draw students' attention to important parts of a film. If the students were watching a movie about the weather, the teacher may select 10 or more statements/facts from the movie that the class will be focusing on in later studies about weather. Lazarus, B.D. (1988). Using guided notes to aid learning-disabled adolescents in secondary mainstream settings. Pointer, 33(1), 32-35. Lazarus, B.D. (1991). Guided notes: Effects with secondary and of secondary students with middle disabilities in mainstream content courses. Education and Treatment of Children, 14(2), 112-127. |
(Kolber, n.d.)
This is just an example for guided notes, there is no link to provide a printable outline as the teacher would make guided notes for a specific purpose. |
12. The Gist Strategy
Basics:
Process:
When/Example: This could be extremely useful when students are reading new or current event stories. This strategy could focus the student on what they are reading and will help aid in comprehension as well. I would have students use this strategy when reading news articles when doing studies in any subject really. Rhoder, C. (2002). Mindful reading: Strategy training that facilitates transfer. Journal of Adolescent & Adult Literacy, 45(6), 498–512. |