Summarizing & Note Taking
5.1 Cornell Notes
Basics
Ranganath, V. (n.d.). Cornell Note Taking System. Retrieved March 30, 2014,
from http://tipsinterviews.blogspot.com/2013/12/cornell-note-taking-
system.html#.UziHX61dUxs
- Time Needed: Time varies
- Room Arrangements: No special arrangement needed.
- Materials: Paper and pencil
- Students divide their paper into an upside-down T shape so the paper is divided into two columns with a space underneath (refer to picture on right).
- In the right column student record the key words, phrases, thoughts or ideas along with other important information such as important date, people, or events, formulas, helpful diagrams or drawings, and other stressed information (the images provides more details and possible information to note in this column). This is done during a lecture or while reading a text.
- After taking the initial notes, the student records in the left column the overall theme or main idea along with questions regarding the topic.
- At the bottom of the page, the student writes a short summary of the notes.
- Student can use this strategy while reading or listening to a lecture.
- This note taking strategy will be helping in reviewing the information at a later time.
Ranganath, V. (n.d.). Cornell Note Taking System. Retrieved March 30, 2014,
from http://tipsinterviews.blogspot.com/2013/12/cornell-note-taking-
system.html#.UziHX61dUxs
5.2 Rule-Based Summarizing
Basics
and the most important supporting details.
When/Example
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement (pp. 32-34). Alexandria, Va: Association for Supervision
and Curriculum Development.
- Time Needed: Time varies
- Room Arrangements: No special arrangement needed
- Materials: Text (can be a current event article, textbook chapter, or other text passage)
- After reading a text, students follow these rules to create a summary:
- Remove any unnecessary material that does not lead to understanding
- Remove any repeated material
- Simplify lists with a single term (e.g. simplify "men, women, children" to "people")
- Find the topic sentence in the passage or if one is not present, students create their own.
and the most important supporting details.
When/Example
- Use this strategy after reading to summarize a text and determine the main point and most important information.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement (pp. 32-34). Alexandria, Va: Association for Supervision
and Curriculum Development.
5.3 Narrative Frame Summary
Basics
When/Example
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement (pp. 35-36). Alexandria, Va: Association for Supervision
and Curriculum Development.
- Time Needed: Time varies
- Room Arrangements: No special arrangement needed
- Materials: Narrative text
- Following are the key elements of a narrative text and will be used to guide a summary of a narrative text:
- Characters
- Setting
- Initiating event
- Internal response
- Goal
- Consequence
- Resolution
- "Who are the main characters and what distinguishes them from others?
- When and where did the story take place? What were the circumstances?
- What prompted the action in the story?
- How did the characters express their feelings?
- What did the main characters decide to do? Did they set a goal, and, if so, what was it?
- How did the main characters try to accomplish their goals(s)?
- What were the consequences?" (Marzano, 2001, p. 35)
When/Example
- Use this strategy after reading a narrative text to summary the key elements found in the fictional work.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement (pp. 35-36). Alexandria, Va: Association for Supervision
and Curriculum Development.
5.4 Teacher Prepared Notes
Basics
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement (pp. 45-46). Alexandria, Va: Association for Supervision
and Curriculum Development.
- Time Needed: Time varies
- Room Arrangements: No specific arrangement needed.
- Materials: Notes on lesson/lecture previously prepared by teacher
- In advance teacher prepares notes on lesson for student use.
- Students can use these notes as a reference to the material taught in the lesson
- Use this strategy to provide students with straightforward information derived from a lesson. This will show students what information from the lesson the teacher believes to be the most valuable and important.
- Also Teacher-Prepared Notes model for student an effective way to take notes.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement (pp. 45-46). Alexandria, Va: Association for Supervision
and Curriculum Development.
5.5 Informal Outline
Basics
Marzano, R. J., Pickering, D., & Pollock, J. E.
(2001). Classroom instruction that
works: Research-based strategies for
increasing student achievement (pp. 46).
Alexandria, Va: Association for Supervision and Curriculum Development.
- Time Needed: Time varies
- Room Arrangements: No special arrangement needed.
- Materials: Paper and pencil
- Students take notes on a topic, writing down the main points.
- Underneath each main point, students make an indented list of supporting facts, information, and further details.
- Students can use this strategy during a lesson/lecture to take notes on the most important information and to organize their thoughts.
- Also students can take notes using this strategy while reading from a text to outline the key elements.
Marzano, R. J., Pickering, D., & Pollock, J. E.
(2001). Classroom instruction that
works: Research-based strategies for
increasing student achievement (pp. 46).
Alexandria, Va: Association for Supervision and Curriculum Development.
5.6 Webbing
Basics
St. Johns Country Day School (n.d.). Organization of Information. Retrieved March 30, 2014, from http://www.sjcdslibrary.net/organization-of -information.html |
5.7 Combination Notes
Basics
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement (pp. 47-48). Alexandria, Va: Association for Supervision
and Curriculum Development.
- Time Needed: Time varies
- Room Arrangements: No special arrangement needed
- Materials: Paper and pencil
- With this note taking strategy, students combine multiple note taking techniques. Students begin by drawing an upside-down T shape (such as in the Cornell Notes).
- In the left column students takes notes using an informal outline.
- In the right column students take notes using the webbing note taking format.
- On the bottom strip of the page, students write a one or two sentence summary of the whole page of notes.
- Student can use this strategy during a lecture or during and after reading an informational text.
- This strategy works well when multiple note taking techniques are helpful in organizing and processing information.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement (pp. 47-48). Alexandria, Va: Association for Supervision
and Curriculum Development.